Partitioned Presentation of Multicomponent Bundle Prices: Evaluation,Choice and Underlying Processing Effects

Firms may choose to present the price of a multicomponent product bundle in partitioned (separate price for each mandatory component) or consolidated (single, equivalent price) fashion. In this article, we report on 2 experiments that examined the effects of such presentations on evaluations and choices as well as the underlying processing effects. In Experiment 1, consistent with a mental accounting analysis, a multicomponent product bundle was evaluated more favorably and chosen more often when its components were presented with partitioned (vs. consolidated) prices. The effects were, however, moderated by the component partitioned. In particular, it appeared that partitioning prices altered attention paid to the components partitioned and related product features. In Experiment 2, we found that different splits of the bundle price influenced evaluations and choices depending on how the focal product price related to that of a comparison option. These price‐split effects were also moderated by the component partitioned, suggesting attention effects similar to Experiment 1. The findings show that although the effects of price partitioning were consistent with mental accounting principles, they were moderated by information processing effects related to the partitioned component.     

Mental Simulation, Affect, and Personality: A Conceptual Framework

Recent advances in theory and research on the relations among mental simulation, affect, and personality are summarized and combined. Research has shown that (a) affect and mental simulations can influence each other, (b) mental simulations can serve diverse self-motives, and (c) personality characteristics are related to divergent functions of mental simulations. Findings in these three areas are synthesized into a conceptual framework on the basis of three attributes of mental simulations: (a) time, whether simulations are prospective or retrospective; (b) direction, whether simulations are upward or downward; and (c) focus, whether simulations are contrasted or assimilated. This integrated framework not only may enable a greater understanding of existing findings, but also suggests novel and unique predictions for future research on understanding personality processes, automaticity in simulations, and coping with life events.     

Implicit and Explicit Evaluation: A Brief Review of the Associative–Propositional Evaluation Model

A central theme in contemporary psychology is the distinction between implicit and explicit evaluation. Research has shown various dissociations between the two kinds of evaluations, including different antecedents, different consequences, and discrepant evaluations of the same object. The current article provides a brief review of the associative–propositional evaluation (APE) model, which accounts for these dissociations by conceptualizing implicit and explicit evaluations as the behavioral outcomes of two functionally distinct, yet mutually interacting, mental processes. Whereas implicit evaluations are assumed to be the outcome of associative processes, explicit evaluations are conceptualized as the outcome of propositional processes. Associative processes determine the activation of mental contents on the basis of feature similarity and spatiotemporal contiguity; propositional processes involve the validation of activated mental contents on the basis of cognitive consistency. The APE model includes specific assumptions about mutual interactions between the two processes, implying precise predictions about converging versus diverging patterns of implicit and explicit evaluation.     

Collective self-esteem, personal self-esteem, and collective efficacy in in-group and outgroup evaluations

In assessing the relationship between self-esteem and in-group/outgroup evaluations, this study examined whether self-esteem is better measured at a collective (collective self-esteem [CSE]) than a personal level (personal self-esteem [PSE]). It was expected that subjects high in CSE would engage in more in-group favoritism (measured by in-group evaluations), whereas those low in CSE would engage in more outgroup derogation (measured by outgroup evaluations). No effect for PSE was predicted. Furthermore, the study explored whether perceptions of collective efficacy may underlie this relationship. Subjects played a public goods task. The in-group's outcome was compared to the outcome of other relevant outgroups, enhancing pressures towards intergroup differentiation. Consistent with the predictions, subjects high in CSE evaluated in-group members more positively than those in low CSE (i.e., in-group favoritism), whereas subjects low in CSE evaluated outgroup members more negatively than those high in CSE (i.e., outgroup derogation). Also in line with our predictions, no effect for PSE was found. Perceptions of collective efficacy appeared to be a mediator of the effect of CSE.     

Collective self-esteem, personal self-esteem, and collective efficacy in in-group and outgroup evaluations

In assessing the relationship between self-esteem and in-group/outgroup evaluations, this study examined whether self-esteem is better measured at a collective (collective self-esteem [CSE]) than a personal level (personal self-esteem [PSE]). It was expected that subjects high in CSE would engage in more in-group favoritism (measured by in-group evaluations), whereas those low in CSE would engage in more outgroup derogation (measured by outgroup evaluations). No effect for PSE was predicted. Furthermore, the study explored whether perceptions of collective efficacy may underlie this relationship. Subjects played a public goods task. The in-group's outcome was compared to the outcome of other relevant outgroups, enhancing pressures towards intergroup differentiation. Consistent with the predictions, subjects high in CSE evaluated in-group members more positively than those in low CSE (i.e., in-group favoritism), whereas subjects low in CSE evaluated outgroup members more negatively than those high in CSE (i.e., outgroup derogation). Also in line with our predictions, no effect for PSE was found. Perceptions of collective efficacy appeared to be a mediator of the effect of CSE.     

Learning from delayed feedback: neural responses in temporal credit assignment

When feedback follows a sequence of decisions, relationships between actions and outcomes can be difficult to learn. We used event-related potentials (ERPs) to understand how people overcome this temporal credit assignment problem. Participants performed a sequential decision task that required two decisions on each trial. The first decision led to an intermediate state that was predictive of the trial outcome, and the second decision was followed by positive or negative trial feedback. The feedback-related negativity (fERN), a component thought to reflect reward prediction error, followed negative feedback and negative intermediate states. This suggests that participants evaluated intermediate states in terms of expected future reward, and that these evaluations supported learning of earlier actions within sequences. We examine the predictions of several temporal-difference models to determine whether the behavioral and ERP results reflected a reinforcement-learning process.     

On Self‐Love and Outgroup Hate: Opposite Effects of Narcissism on Prejudice via Social Dominance Orientation and Right‐Wing Authoritarianism

Previous research has obtained mixed findings as to whether feelings of self‐worth are positively or negatively related to right‐wing ideological beliefs and prejudice. We propose to clarify the link between self‐worth and ideology by distinguishing between narcissistic and non‐narcissistic self‐evaluations as well as between different dimensions of ideological attitudes. Four studies, conducted in three different socio‐political contexts: the UK (Study 1, N = 422), the US (Studies 2 and 3, Ns = 471 and 289, respectively), and Poland (Study 4, N = 775), investigated the associations between narcissistic and non‐narcissistic self‐evaluations, social dominance orientation (SDO), right‐wing authoritarianism (RWA), and ethnic prejudice. Confirming our hypotheses, the results consistently showed that after controlling for self‐esteem, narcissistic self‐evaluation was positively associated with SDO (accounting for RWA), yet negatively associated with RWA (accounting for SDO). These associations were similar after controlling for psychopathy and Machiavellianism (Study 3) as well as collective narcissism and Big Five personality characteristics (Study 4). Studies 2–4 additionally demonstrated that narcissistic self‐evaluation was indirectly positively associated with prejudice through higher SDO (free of RWA) but indirectly negatively associated with prejudice through lower RWA (free of SDO). Implications for understanding the role of self‐evaluation in right‐wing ideological attitudes and prejudice are discussed. Copyright © 2017 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology     

The role of corroborative evidence in child sexual abuse evaluations

Published studies of forensic child sexual abuse (CSA) evaluations by mental health and medical professionals and paraprofessionals (MHPs) were analysed in order to evaluate two widely held assumptions. These related assumptions are (1) evidence that corroborates children's reports of sexual abuse is rare in forensic CSA evaluations; and (2) in the vast majority of evaluations, MHPs base their judgements about whether or not sexual abuse allegations are true on their assessments of children's reports of sexual abuse and other psychosocial data. Data from five chart review studies of a combined total of 894 forensic CSA evaluations provided sufficient information to assess the validity of these assumptions. Corroborative evidence was present in 36% of the 894 evaluations and in 54% of evaluations in which MHPs judged the allegations likely to be true, contradicting the first assumption. In the evaluations in which corroborative evidence was present, the presence or absence of a child's report of sexual abuse was only weakly associated with MHPs' judgements about the validity of the allegations (allegations in almost all corroborated cases were judged likely to be true, even in the absence of a child's report), partially contradicting the second assumption. Implications of this analysis for research and policy are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

The role of prior task experience in temporal misestimation

The effect of experience with a preceding task on the accuracy of predictions of duration was examined in three experiments, where two tasks comprising similar or different mental operators were performed consecutively. Results supported an anchoring account of misestimation, which states that misestimation occurs because predictions are anchored to the duration of the preceding task. Preceding performance of a longer task led to overestimation on a shorter task with similar mental operators (Experiment 1), whereas preceding performance of a shorter task comprising similar or different mental operators led to underestimation on a longer task (Experiments 1 to 3). Contrary to the planning fallacy account (Kahneman & Tversky, 1979), these findings indicate that preceding task performance is considered when predicting duration, but that using such information does not necessarily improve accuracy.     

Advantages of difficult tasks1

If people work on a hard task before proceeding to one of intermediate difficulty, success will be relevant (predictive of future success) while failure will be irrelevant (not predictive of future failure). However, if they work first on an easy task, success will be irrelevant (not predictive of future success) while failure will be relevant (predictive of future failure). Previous research thus suggests that experience with hard tasks should always lead to more favorable evaluations of one's performance and better future performance than experience with easy tasks. The present study tested these predictions by manipulating initial expectancy (high or low), perceived difficulty of a set of practice problems (practice problems easier, harder, or equal in difficulty to those on a subsequent test), and practice problem feedback (success or failure). As predicted, experience with hard practice problems was most beneficial, regardless of the level of the feedback which students received. This was more true for males than females and for students with high ability than students with low ability.     

The Mental Cutting Test "Schnitte" and the Picture Rotation Test-Two New Measures to Assess Spatial Ability

Two new measures to assess spatial ability are presented: the mental cutting test "Schnitte" (Fay & Quaiser-Pohl, 1999; English version: Fay, Quaiser-Pohl, & Ronicke, 2003), a test for selecting people with extraordinary spatial abilities, and the Picture Rotation Test (Hinze, 2002; Hinze & Quaiser-Pohl, 2003), a mental rotation test for preschool children. Both overcome some of the limits of traditional spatial ability testing: (a) Most spatial problems are also "visually" and "analytically" solvable, and (b) there is a lack of standardized tests for preschool children. The ideas of both tests are described as well as their developmental processes. In addition, the results of the first evaluations of both tests are reported.     

The role of prior task experience in temporal misestimation

The effect of experience with a preceding task on the accuracy of predictions of duration was examined in three experiments, where two tasks comprising similar or different mental operators were performed consecutively. Results supported an anchoring account of misestimation, which states that misestimation occurs because predictions are anchored to the duration of the preceding task. Preceding performance of a longer task led to overestimation on a shorter task with similar mental operators (Experiment 1), whereas preceding performance of a shorter task comprising similar or different mental operators led to underestimation on a longer task (Experiments 1 to 3). Contrary to the planning fallacy account (Kahneman & Tversky, 1979), these findings indicate that preceding task performance is considered when predicting duration, but that using such information does not necessarily improve accuracy.     

Strategy generalization across orientation tasks: testing a computational cognitive model

Humans use their spatial information processing abilities flexibly to facilitate problem solving and decision making in a variety of tasks. This article explores the question of whether a general strategy can be adapted for performing two different spatial orientation tasks by testing the predictions of a computational cognitive model. Human performance was measured on an orientation task requiring participants to identify the location of a target either on a map (find-on-map) or within an egocentric view of a space (find-in-scene). A general strategy instantiated in a computational cognitive model of the find-on-map task, based on the results from Gunzelmann and Anderson (2006) , was adapted to perform both tasks and used to generate performance predictions for a new study. The qualitative fit of the model to the human data supports the view that participants were able to tailor a general strategy to the requirements of particular spatial tasks. The quantitative differences between the predictions of the model and the performance of human participants in the new experiment expose individual differences in sample populations. The model provides a means of accounting for those differences and a framework for understanding how human spatial abilities are applied to naturalistic spatial tasks that involve reasoning with maps.     

I Don't Know It But I Like You The Influence of Non-conscious Affect on Person Perception

A model of non-conscious affect is proposed and an experiment tests predictions about the influence of non-conscious affect on evaluations made of conversational interact ants. Participants engaged in a subliminal priming task to induce a positive non-conscious affective response toward one of two target persons. Participants then watched two videotaped interactions (one featured the subliminally primed target person) and rated a target person from each interaction. A3 × 2 × 2 mixed experimental design crossed Target Primed (Target A, B, or No Prime) and Order of Evaluation (A vs. B first), whereas the third factor (Target Evaluated) was within subjects. The primed target was rated as more likable and attractive yet not more competent. The non-conscious affect was target specific (affecting judgments of the primed target) and diffuse (affecting judgments of a non-primed target).     

ABCs of principal–agent interactions: Accurate predictions,biased processes,and contrasts between working and delegating

We experimentally investigate people’s evaluations of incentive pay contracts and people’s predictions of others’ evaluations of incentive pay contracts. We emphasize that the construction of evaluations and predictions often includes two substeps, involving likelihood judgment and likelihood weighting. Predictors appear to be biased at both substeps but in opposing directions. Accurate overall predictions thus sometimes reflect two errors that are of the same magnitude and thereby offset. Moreover, predictions can become more inaccurate if one step is debiased but the other is left untouched. Importantly, principals deciding whether to delegate a task are susceptible to just one of the biases. Delegation assessments are thus often flawed, reflecting a single error that is not offset.     

Self‐ambivalence and reactions to success versus failure

People differ in the extent to which their self‐evaluations fluctuate in response to positive and negative events. This research tests whether self‐ambivalence predicts this self‐evaluative reactivity. Participants first completed measures of self‐ambivalence and baseline self‐esteem. Next, they were induced a success or failure experience in a cognitive task and finally rated their cognitive self‐evaluations (task‐specific ability, state self‐esteem) and affective reactions (self‐feelings, mood). Self‐ambivalence was associated with stronger effects of the success/failure manipulation on cognitive self‐evaluations but not on affective reactions, with baseline self‐esteem controlled. Possible underlying mechanisms are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Evidence of a detrimental effect of extrinsic incentives on breaking a mental set

College students were either rewarded ($1.50) or not for solving a series of 10 water-jar problems. The first 9 of these were designed to establish a set for a relatively complicated, three-jar solution (B ? A ? 2C). The 10th problem was a set breaker which required that subjects discover a simple (A-C) solution. The mental activities needed to produce a solution to the two types of problems (Problems 1 to 9 and Problem 10) were, therefore, different and one interest was in seeing whether reward would be detrimental for performance on both types of problems. It was not. Poorer reward group performance was obtained only on Problem 10. This result was not due to between-group differences in mathematical ability, and explanations in terms of differences in time taken to check answers or concern over quality of performance were considered and discounted. Measures of intrinsic interest (subject evaluations of the task and a measure of willingness to volunteer for future research) failed to support the belief that interest differences account for performance differences.     

The effects of superficial and structural information on online problem solving for good versus poor anagram solvers

The two experiments reported here tested two predictions concerning the sensitivity of good and poor problem solvers to superficial and structural information during online problem solving: (a) Superficial features have a greater effect on solution difficulty for poor problem solvers, whereas (b) structural features have a greater effect on solution difficulty for good problem solvers. The tests were conducted in the domain of anagram solution by manipulating or measuring several superficial and structural characteristics in this domain. The results supported both predictions. They also indicated that better problem solvers have access to structural information from the earliest stages of processing (within the first 2 s). The authors discuss the implications of their results for the types of solution strategies used by more and less competent anagram solvers.