Ambiguity and rationality

Recently, several theories of decision making and probability judgment have been proposed that take into account ambiguity (Einhorn and Hogarth, 1985; Gardenfors and Sahlin, 1982). However, none of these theories explains exactly what the psychological causes of ambiguity are or addresses the issue of whether ambiguity effects are rational. In this paper, we define ambiguity as the subjective experience of missing information relevant to a prediction. We show how this definition can explain why ambiguity affects decisions in the ways it does. We argue that there are a variety of rational reasons ambiguity affects probability judgments and choices in the ways it does. However, we argue that the ambiguity effect does not cast doubt on the claim that utility theory is a standard of rational choice. Rather, we suggest that the effect of ambiguity on decisions highlights the fact that utility theory, like any normative model of decision making only prescribes the optimal decision, given what one knows.     

Metacognition in monkeys during an oculomotor task

This study investigated whether rhesus monkeys show evidence of metacognition in a reduced, visual oculomotor task that is particularly suitable for use in fMRI and electrophysiology. The 2-stage task involved punctate visual stimulation and saccadic eye movement responses. In each trial, monkeys made a decision and then made a bet. To earn maximum reward, they had to monitor their decision and use that information to bet advantageously. Two monkeys learned to base their bets on their decisions within a few weeks. We implemented an operational definition of metacognitive behavior that relied on trial-by-trial analyses and signal detection theory. Both monkeys exhibited metacognition according to these quantitative criteria. Neither external visual cues nor potential reaction time cues explained the betting behavior; the animals seemed to rely exclusively on internal traces of their decisions. We documented the learning process of one monkey. During a 10-session transition phase, betting switched from random to a decision-based strategy. The results reinforce previous findings of metacognitive ability in monkeys and may facilitate the neurophysiological investigation of metacognitive functions.     

Explaining Helping Relationships Through Learning Theories and the Question of Human Agency

It is argued that counselors too readily accept the mechanistic terminology of learning theories to account for client behavior, when in fact such terminology is not capturing what really takes place in the consulting room. Following a definition of agency, classical causation theory is presented. Psychology has patterned itself after Newtonian precepts, which rely upon material and efficient causation. As an antidote to this narrow usage, the concept of telosponsivity is presented. A telosponse is behavior carried out “for the sake of” purposes, and draws from the meaning of formal and final causation. Oppositional meanings in experience are what makes telosponsivity both possible and, indeed, necessary. A review of one counseling theory is carried out, and it is then shown how the mechanistic biases of psychology have been incorporated into this theoretical account. Corrective theoretical measures, in line with an agential view of behavior, are then recommended.     

Violations of implicit theories and the sense of prediction and control: implications for motivated person perception

Beginning with the assumption that implicit theories of personality are crucial tools for understanding social behavior, the authors tested the hypothesis that perceivers would process person information that violated their predominant theory in a biased manner. Using an attentional probe paradigm (Experiment 1) and a recognition memory paradigm (Experiment 2), the authors presented entity theorists (who believe that human attributes are fixed) and incremental theorists (who believe that human attributes are malleable) with stereotype-relevant information about a target person that supported or violated their respective theory. Both groups of participants showed evidence of motivated, selective processing only with respect to theory-violating information. In Experiment 3, the authors found that after exposure to theory-violating information, participants felt greater anxiety and worked harder to reestablish their sense of prediction and control mastery. The authors discuss the epistemic functions of implicit theories of personality and the impact of violated assumptions.     

Motivation of extended behaviors by anterior cingulate cortex

Intense research interest over the past decade has yielded diverse and often discrepant theories about the function of anterior cingulate cortex (ACC). In particular, a dichotomy has emerged between neuropsychological theories suggesting a primary role for ACC in motivating or 'energizing' behavior, and neuroimaging-inspired theories emphasizing its contribution to cognitive control and reinforcement learning. To reconcile these views, we propose that ACC supports the selection and maintenance of 'options' - extended, context-specific sequences of behavior directed toward particular goals - that are learned through a process of hierarchical reinforcement learning. This theory accounts for ACC activity in relation to learning and control while simultaneously explaining the effects of ACC damage as disrupting the motivational context supporting the production of goal-directed action sequences.     

THE PEOPLE MAKE THE PLACE

A framework for understanding the etiology of organizational behavior is presented. The framework is based on theory and research from interactional psychology, vocational psychology, I/O psychology, and organizational theory. The framework proposes that organizations are functions of the kinds of people they contain and, further, that the people there are functions of an attraction-selection-attrition (ASA) cycle. The ASA cycle is proposed as an alternative model for understanding organizations and the causes of the structures, processes, and technology of organizations. First, the ASA framework is developed through a series of propositions. Then some implications of the model are outlined, including (1) the difficulty of bringing about change in organizations, (2) the utility of personality and interest measures for understanding organizational behavior, (3) the genesis of organizational climate and culture, (4) the importance of recruitment, and (5) the need for person-based theories of leadership and job attitudes. It is concluded that contemporary I/O psychology is overly dominated by situationist theories of the behavior of organizations and the people in them.     

I can be a bum: Knowledge about abilities and life style in vocational behavior

From recent reviews of the vocational behavior literature, it is suggested that vocational theory and research need to move toward models which take seriously the problems generated by normative theories. Such a model is presented which uses a cognitive model of behavior and incorporates life style parameters. The research implications of the model are outlined.     

Developmental theories of parental contributors to antisocial behavior

In view of the increased interest in a developmental approach to psychopathology, and mounting evidence of the importance of parent-child interactions in the etiology of early antisocial behavior, the following questions were posed for this review. What theories of parent-child relationships and family management techniques are available? How developmental are they, how specific and transactional are they relative to parent and child behaviors involved? And how well do they cover the period in which antisocial behavior develops? Six theories have some developmental features but the attachment theories (by L. A. Sroufe, B. Egeland, and M. T. Greenberg) and two social learning theories (by G. R. Patterson and J. Martin) are most clearly developmental. They postulate reciprocal interactions of parent and child, and transformations in the form of normative changes in the child or changes in family processes. The social learning theories of Patterson and Martin are most specific, microanalytic in fact, as to the interaction processes involved, and the attachment theories at least specify kinds of behavior involved and also do not rely on traits or types of influence as their units of analysis. Conceptualization is most weak and overly general between late infancy and the preschool years. This gap makes it difficult to link attachment and social learning theories, both of which have driven a large number of studies. A bridging theory is offered to link the two sets of theories in the critical period involved.     

Behavioral and neural predictors of upcoming decisions

Although it is widely known that brain regions such as the prefrontal cortex, the amygdala, and the ventral striatum play large roles in decision making, their precise contributions remain unclear. Here, we used functional magnetic resonance imaging and principles of reinforcement learning theory to investigate the relationship between current reinforcements and future decisions. In the experiment, subjects chose between high-risk (i.e., low probability of a large monetary reward) and low-risk (high probability of a small reward) decisions. For each subject, we estimated value functions that represented the degree to which reinforcements affected the value of decision options on the subsequent trial. Individual differences in value functions predicted not only trial-to-trial behavioral strategies, such as choosing high-risk decisions following high-risk rewards, but also the relationship between activity in prefrontal and subcortical regions during one trial and the decision made in the subsequent trial. These findings provide a novel link between behavior and neural activity by demonstrating that value functions are manifested both in adjustments in behavioral strategies and in the neural activity that accompanies those adjustments.     

Continuity and Discontinuity in Vocational Development Theory

The main purpose of this paper is to point out that theories of vocational development that are derived from research should be based on relatively heterogeneous samples if they are to apply to males in general. The theories should, in addition, use the same pool of constructs in dealing with continuity and discontinuity of vocational development. An outline of such a theory is presented and one aspect of it investigated. The results suggest that such an approach may have validity. It is demonstrated that there is a positive relationship between stability of vocational field preferences and continuity of vocational development Supporting evidence was found for the validity of Roe's classification of vocational fields in a circular array.     

Dissociation of rapid response learning and facilitation in perceptual and conceptual networks of person recognition

Repetition priming is a prominent example of non‐declarative memory, and it increases the accuracy and speed of responses to repeatedly processed stimuli. Major long‐hold memory theories posit that repetition priming results from facilitation within perceptual and conceptual networks for stimulus recognition and categorization. Stimuli can also be bound to particular responses, and it has recently been suggested that this rapid response learning, not network facilitation, provides a sound theory of priming of object recognition. Here, we addressed the relevance of network facilitation and rapid response learning for priming of person recognition with a view to advance general theories of priming. In four experiments, participants performed conceptual decisions like occupation or nationality judgments for famous faces. The magnitude of rapid response learning varied across experiments, and rapid response learning co‐occurred and interacted with facilitation in perceptual and conceptual networks. These findings indicate that rapid response learning and facilitation in perceptual and conceptual networks are complementary rather than competing theories of priming. Thus, future memory theories need to incorporate both rapid response learning and network facilitation as individual facets of priming.     

Alarm call responsivity of mallard ducklings: The inadequacy of learning and genetic explanations of instinctive behavior

Traditional conceptions of learning do not adequately account for the development of species-typical behavior. Developmental theory, though, can account for learning phenomena, as well as seemingly innate behavior. Developmental theory also focuses on subtle, nonobvious, as well as obvious, forms of experience throughout the life span, including the prenatal period. To illustrate the developmental approach, data on the ontogeny of alarm call responsivity in mallard ducklings (Anas platyrhynchos) are presented. This research, which was conducted both in the field and in the laboratory, identifies the particular acoustic feature of alarm calls to which ducklings are sensitive. Additional experiments have shown that normally occurring perinatal auditory experience is required for the development of behavioral inhibition (i.e., “freezing”). These experiments demonstrate the ability of developmental theory to account for phenomena that elude other, more traditional, theories.     

Francis Bacon's behavioral psychology

Francis Bacon offers two accounts of the nature and function of the human mind: one is a medical-physical account of the composition and operation of spirits specific to human beings, the other is a behavioral account of the character and activities of individual persons. The medical-physical account is a run-of-the-mill version of the late Renaissance model of elemental constituents and humoral temperaments. The other, less well-known, behavioral account represents an unusual position in early modern philosophy. This theory espouses a form of behavioral psychology according to which (a) supposed mental properties are "hidden forms" best described in dispositional terms, (b) the true character of an individual can be discovered in his observable behavior, and (c) an "informed" understanding of these properties permits the prediction and control of human behavior. Both of Bacon's theories of human nature fall under his general notion of systematic science: his medical-physical theory of vital spirits is theoretical natural philosophy and his behavioral theory of disposition and expression is operative natural philosophy. Because natural philosophy as a whole is "the inquiry of causes and the production of effects," knowledge of human nature falls under the same two-part definition. It is an inquisition of forms that pertains to the patterns of minute motions in the vital spirits and the production of effects that pertains both to the way these hidden motions produce behavioral effects and to the way in which a skillful agent is able to produce desired effects in other persons' behavior.     

Impact of intuitive theories on feature recruitment throughout the continuum of expertise

Expertise in object domains involves both the perceptual learning of the differentiating and higher order features that are indicative of concepts and the elaboration of intuitive theories. Triad-similarity judgments, feature-salience ratings, and verbal protocols were used to investigate the effects of theories on the recruitment of features across different categorization contexts, as well as the degree to which expert categorization skills transferred to less familiar domains. Whereas novices considered features that indicated overall similarity to be more perceptually salient than were modified parts that indicated taxonomic relations, experts found them equally salient. Experts’ theories were instrumental in directing feature recruitment in contexts involving identification, image generation, and similarity decisions. Experts’ theories also supported the transfer of categorization skills to related, less familiar domains. The relation of mutual dependence between perceptual learning and theory development throughout the continuum of expertise is considered.     

Construct validation of a modified differentiation index

This study assessed the validity of Holland's differentiation construct. Three measures were hypothesized to be related to the ability to make, and ease of making, vocational decisions, and the stability of those decisions: differentiation indices, the vocational identity scale from the My Vocational Situation, and the Occupational Alternatives Question (OAQ). An alternative to the traditional method of calculating differentiation was proposed. A modified differentiation index correlated significantly with both vocational identity and OAQ scores; the traditional index did not. Results indicated that the traditional differentiation index is not a useful way of approaching the differentiation construct. The results are discussed in the context of operationalizing the differentiation construct in a way which more closely reflects its conceptual definition.     

Précis of The brain and emotion

The topics treated in The brain and emotion include the definition, nature, and functions of emotion (Ch. 3); the neural bases of emotion (Ch. 4); reward, punishment, and emotion in brain design (Ch. 10); a theory of consciousness and its application to understanding emotion and pleasure (Ch. 9); and neural networks and emotion-related learning (Appendix). The approach is that emotions can be considered as states elicited by reinforcers (rewards and punishers). This approach helps with understanding the functions of emotion, with classifying different emotions, and in understanding what information-processing systems in the brain are involved in emotion, and how they are involved. The hypothesis is developed that brains are designed around reward- and punishment-evaluation systems, because this is the way that genes can build a complex system that will produce appropriate but flexible behavior to increase fitness (Ch. 10). By specifying goals rather than particular behavioral patterns of responses, genes leave much more open the possible behavioral strategies that might be required to increase fitness. The importance of reward and punishment systems in brain design also provides a basis for understanding the brain mechanisms of motivation, as described in Chapters 2 for appetite and feeding, 5 for brain-stimulation reward, 6 for addiction, 7 for thirst, and 8 for sexual behavior.     

The probabilistic nature of preferential choice

Previous research has developed a variety of theories explaining when and why people's decisions under risk deviate from the standard economic view of expected utility maximization. These theories are limited in their predictive accuracy in that they do not explain the probabilistic nature of preferential choice, that is, why an individual makes different choices in nearly identical situations, or why the magnitude of these inconsistencies varies in different situations. To illustrate the advantage of probabilistic theories, three probabilistic theories of decision making under risk are compared with their deterministic counterparts. The probabilistic theories are (a) a probabilistic version of a simple choice heuristic, (b) a probabilistic version of cumulative prospect theory, and (c) decision field theory. By testing the theories with the data from three experimental studies, the superiority of the probabilistic models over their deterministic counterparts in predicting people's decisions under risk become evident. When testing the probabilistic theories against each other, decision field theory provides the best account of the observed behavior.     

A theory of behavior in a two-valenced psychoecological space

A theory of behavior in a two-valenced psychoecological space is presented. It is an extension of Miller's theory of approach-avoidance mechanisms into a two-dimensional space. It incorporates a learning theory, which describes how the approach and avoidance gradients are built up following experiences over time. It also includes a choice model for an individual's action within the space. The theory describes an organism as active in its psychoecological space, interacting with the environment. The theory is explicated mathematically with a combination of algebraic and stochastic functions and simulated on a computer parallel to an illustratory experimental example with the behavior of rats in an open-field situation with positive reinforcement and punishment at different spatial positions. Examples from simulations with different learning and choice parameters are given together with examples of the changing approach and avoidance surfaces. The predicted behavior patterns are compared with empirical findings in the open-field observations, and the results are used to determine plausible sets of parameter values for the different experimental conditions.     

Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories

In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.