The origins of belief representation: Monkeys fail to automatically represent others’ beliefs

Young infants’ successful performance on false belief tasks has led several researchers to argue that there may be a core knowledge system for representing the beliefs of other agents, emerging early in human development and constraining automatic belief processing into adulthood. One way to investigate this purported core belief representation system is to examine whether non-human primates share such a system. Although non-human primates have historically performed poorly on false belief tasks that require executive function capacities, little work has explored how primates perform on more automatic measures of belief processing. To get at this issue, we modified Kovács et al. (2010)’s test of automatic belief representation to examine whether one non-human primate species—the rhesus macaque (Macaca mulatta)—is automatically influenced by another agent’s beliefs when tracking an object’s location. Monkeys saw an event in which a human agent watched an apple move back and forth between two boxes and an outcome in which one box was revealed to be empty. By occluding segments of the apple’s movement from either the monkey or the agent, we manipulated both the monkeys’ belief (true or false) and agent’s belief (true or false) about the final location of the apple. We found that monkeys looked longer at events that violated their own beliefs than at events that were consistent with their beliefs. In contrast to human infants, however, monkeys’ expectations were not influenced by another agent’s beliefs, suggesting that belief representation may be an aspect of core knowledge unique to humans.     

The role of vocational identity development and motivational beliefs in undergraduates’ student engagement

The present study examined the role of vocational identity processes and motivational beliefs among 216 undergraduates’ level of student engagement (affective, behavioural and cognitive). Through regression analysis, in-depth career exploration was found to be positively related to the student engagement variables, while career self-doubt emerged as a negative predictor. Identification with commitment was also found to be positively associated with students’ affective and cognitive engagement, but not behavioural engagement. Furthermore, students’ perceived value in academic activities played a critical role in mediating these relationships. Despite the significant associations, other vocational identity processes (in-breadth career exploration, commitment making and career flexibility) and motivational beliefs (competence beliefs and perceived cost) failed to act as predictors and mediators, respectively, as hypothesised. Nonetheless, the current findings demonstrate the importance of vocational identity development in undergraduate students’ learning, and suggest a need for more identity interventions or career counselling services in college and pre-university contexts.     

Learners’ choices and beliefs about self-testing

Students have to make scores of practical decisions when they study. We investigated the effectiveness of, and beliefs underlying, one such practical decision: the decision to test oneself while studying. Using a flashcards-like procedure, participants studied lists of word pairs. On the second of two study trials, participants either saw the entire pair again (pair mode) or saw the cue and attempted to generate the target (test mode). Participants were asked either to rate the effectiveness of each study mode (Experiment 1) or to choose between the two modes (Experiment 2). The results demonstrated a mismatch between metacognitive beliefs and study choices: Participants (incorrectly) judged that the pair mode resulted in the most learning, but chose the test mode most frequently. A post-experimental questionnaire suggested that self-testing was motivated by a desire to diagnose learning rather than a desire to improve learning.     

Patients’ illness schemata of hypertension: The role of beliefs for the choice of treatment

It has long been believed that adult somatic complaints are associated with early family dysfunction. Yet, few studies have examined this hypothesis in community samples, where medically unexplained symptom complaints are estimated to be very common. Given the potential population-wide impact of subthreshold symptom complaints as well as questions about the extent to which findings with patient populations generalize to broader samples of community adults, the present study examines the influence of distal family factors on current adult somatic complaints relative to demographic and other psychosocial predictors. Results based on multiple linear regression analysis indicated that, after controlling for the other variables, family-of-origin functioning did not predict adult somatic complaints. However, self-reported symptoms of current depressed mood and low internal locus of control were significantly linked to somatic complaints (p?=0.001). These results lend support to questions about the generalizability of findings based on psychiatric groups to broader community samples, highlight the robust relationship between contemporaneous attributions of lower internal control, depressed mood, and somatic complaints, and suggest that early family environment may not be the most important focus of attention for health professionals providing care to adults in the community.     

Zero-sum beliefs shape advantaged allies’ support for collective action

Three studies (N₁ = 1,019; N₂ = 312; N₃ = 494) tested whether seeing intergroup relations as inherently antagonistic shaped advantaged social groups’ allyship intentions. More specifically, we tested whether endorsing zero-sum beliefs related to their willingness to support system-challenging and system-supporting collective action. Zero-sum beliefs were negatively correlated with system-challenging and positively correlated with system-supporting collective action intentions. Zero-sum beliefs were more common among advantaged than disadvantaged groups and translated into lower allyship intentions. Advantaged group members with higher levels of zero-sum beliefs were also more likely to experience anger and fear when considering the demographic racial shift in the United States. Increased fear was associated with greater support for system-supporting and lower support for system-challenging collective action. We find consistent evidence that advantaged group members see intergroup relations as a zero-sum game and that these beliefs are negatively related to their intentions to become allies.     

Adolescents’ regulatory emotional self-efficacy beliefs and daily affect intensity

Self-efficacy beliefs in emotion regulation were shown to foster well-being and psychosocial adaptation over time. In this study, we investigated their relationship with daily affect intensity among 199 adolescents aged 15–19. Participants completed the Regulatory Emotional Self-Efficacy Scale measuring perceived capability to manage the experience and expression of negative emotions (SE-NE) and positive emotions (SE-PO). Through Experience Sampling Method, for 1 week they also repeatedly rated their positive affect (happiness and contentment) and negative affect (anger, anxiety, sadness). Multilevel regression models revealed an additive intensifying predictive effect of SE-PO and SE-NE on happiness and contentment, and a single direct negative effect of SE-NE on sadness. Models also highlighted an interactive effect of SE-PO and SE-NE on all negative affect variables, such that only at low SE-PO levels did high SE-NE predict lower negative affect. Findings support the relation between adolescents’ regulatory emotional self-efficacy beliefs and their daily affect intensity, bringing forward suggestions for intervention.     

Teachers’ epistemological beliefs as an antecedent of autonomy-supportive teaching

A large body of research has been devoted to the outcomes of autonomy-supportive teaching (AST). However, research on its antecedents is scarce. The present study explored teachers’ personal epistemology as a possible predictor of students’ perceptions of AST. We administered surveys to 622 students in 23 seventh- and eighth-grade classrooms regarding the extent to which their teachers tried to take the students’ perspective and to provide rationale—major aspects of autonomy support. At the same time, their teachers’ personal epistemologies were assessed. Hierarchical linear model analysis revealed that students of teachers scored with more objectivist (absolutist) personal epistemologies reported that their teachers were less likely to be autonomy supportive. AST, in turn, predicted students’ optimal internalization of pro-social behavior. Further exploration of a range of teachers’ personal characteristics, then, would appear to be an important and productive approach to understanding the variability of teachers’ engagement in autonomy supportive practices.     

To believe or not to believe? The joint impact of faultlines and pro-diversity beliefs on diplomats’ performance

Diversity faultlines can have a detrimental impact on team performance. To test whether this impact depends on leaders’ and members’ pro-diversity beliefs, we examined 41 leaders and 219 members of teams working for the German Ministry of Foreign Affairs. Findings indicated that the negative impact of diversity faultlines on team performance was weakest when leaders and members held strong pro-diversity beliefs. However, we did not find support for the assumed two-way interactions between faultline strength and leaders’ or members’ pro-diversity beliefs or the mediating effect of Leader-Member Exchange. Our results highlight the joint impact of leaders’ and members’ pro-diversity beliefs for attenuating the negative consequences of diversity faultlines on team performance.     

Latino parents’ science beliefs and support of high school students’ motivational beliefs: Do the relations vary across gender and familism values?

Based on the Eccles’ expectancy-value theory, the objectives of this study were (1) to examine the longitudinal relations between Latino parents’ science beliefs, parents’ science support, and high school students’ science motivational beliefs, and (2) to test whether these relations varied by familism values and adolescent gender. Multi-informant longitudinal survey data were collected from 104 Latino parents and adolescents during 9th and 10th grade. Parents’ perceptions of their adolescents’ science ability and value of science in 9th grade predicted higher parent science support at home in 10th grade if they were parents of boys. In contrast, these relations were not statistically significant for parents of daughters. Parent support in 9th grade predicted higher adolescent motivational beliefs one year later. This work provides evidence that parent support is important for high school student success in this understudied population.     

The ‘workshy’

Abstract

This article is an attempt to apply the Kleinian ‘positions’ to long-term unemployment and to use them to suggest an alternative to punitive concepts such as ‘workshy’, while discussing the paradox in which a sincere attempt to find work exists alongside behaviour which seems designed to sabotage it. Such sabotaging behaviour not only offers secondary gains but affords channels for projections which mitigate unresolved aggression. While effective in coping with long-term unemployment, these mechanisms inhibit development and ‘benign cycles’ are gridlocked. Change and growth are seen as threats and aggression cannot be worked through and must be projected. Persecutory anxieties and a lack of enrichment by ‘otherness’ results and is reinforced by the reality of chronic unemployment. No opportunity for reparative work exists, so ‘concern’ and a sense of responsibility are inhibited. Narcissistic omnipotence and grandiosity is a feature. Long-term unemployment and homelessness show similar revolving door patterns connected to similar coping mechanisms.     

Toddlers’ social evaluations of agents who act on false beliefs

Mature social evaluations privilege agents’ intentions over the outcomes of their actions, but young children often privilege outcomes over intentions in verbal tasks probing their social evaluations. In three experiments (N = 118), we probed the development of intention-based social evaluation and mental state reasoning using nonverbal methods with 15-month-old toddlers. Toddlers viewed scenarios depicting a protagonist who sought to obtain one of two toys, each inside a different box, as two other agents observed. Then, the boxes’ contents were switched in the absence of the protagonist and either in the presence or the absence of the other agents. When the protagonist returned, one agent opened the box containing the protagonist's desired toy (a positive outcome), and the other opened the other box (a neutral outcome). When both agents had observed the toys move to their current locations, the toddlers preferred the agent who opened the box containing the desired toy. In contrast, when the agents had not seen the toys move and therefore should have expected the desired toy's location to be unchanged, the toddlers preferred the agent who opened the box that no longer contained the desired toy. Thus, the toddlers preferred the agent who intended to make the protagonist's desired toy accessible, even when its action, guided by a false belief concerning that toy's location, did not produce a positive outcome. Well before children connect beliefs to social behavior in verbal tasks, toddlers engage in intention-based evaluations of social agents with false beliefs.     

Caregivers’ beliefs about dementia: findings from the IDEAL study

Abstract

Objective: Informal caregivers of people with dementia develop their own beliefs about the condition, referred to as Dementia Representations (DRs), as they try to make sense of the changes they are observing. The first aim of this study was to provide a profile of the types of DRs held by caregivers. The second aim was to examine the impact of caregivers’ DRs on their well-being, satisfaction with life (SwL) and caregiving stress.

Methods: Participants were 1264 informal caregivers of people in the mild-to-moderate stages of dementia from time-point 1 of the IDEAL cohort study.

Measures: DRs were measured using questionnaire items covering: Identity, Cause, Control, and Timeline.

Results: Almost half (49.2%) of caregivers used a diagnostic term to describe the person’s condition, although 93.4% of caregivers stated they were aware of the diagnosis. Higher well-being, SwL, and lower caregiving stress were associated with the use of an identity term relating to specific symptoms of dementia, attributing the cause to ageing or not knowing the cause, and believing the condition would stay the same. Lower well-being, SwL, and higher caregiving stress were associated with believing there was little that could be done to control the effects of the condition.

Conclusion: Healthcare professionals should assess and gain an understanding of caregivers’ DRs in order to provide more tailored information and support.     

A defence of Owens’ exclusivity objection to beliefs having aims

In this paper we argue that Steglich-Petersen’s response to Owens’ Exclusivity Objection does not work. Our first point is that the examples Steglich-Petersen uses to demonstrate his argument do not work because they employ an undefended conception of the truth aim not shared by his target (and officially eschewed by Steglich-Petersen himself). Secondly we will make the point that deliberating over whether to form a belief about p is not part of the belief forming process. When an agent enters into this process of deliberation, he has not, contra Steglich-Petersen, already adopted the truth aim with regard to p. In closing, we further suggest that proponents of the truth aim hypothesis need to focus on aim-guidance, not mere aim attribution, for their approach to have explanatory utility so underlining the significance of Owens’ argument.     

The predictive value of school climate and teacher techniques on students’ just world beliefs: a comprehensive Brazilian sample

Social Psychology of Education - Substantial research has established the connection between students’ beliefs in a just world (BJW) and their perceptions of and behaviors in the school....     

Intended responses to romantic partners’ annoying behaviours vary with willpower beliefs

When a romantic partner behaves in an annoying way – for example, by leaving a mess – we might respond with frustration or understanding. Responses may vary with contextual factors, including whether the partner could be mentally fatigued or depleted. We hypothesized that limited willpower theorists – who believe self-control diminishes with use – might be especially likely to consider their partner’s preceding mental exertion. Two preregistered studies (combined N = 428) examined participants’ responses to four hypothetical scenarios. Limited theorists responded more compassionately to infractions performed after fatiguing days than to those performed after relaxing days; non-limited theorists responded more consistently, regardless of context. Beliefs about one’s own willpower, rather than beliefs about one’s partner’s willpower, can affect how people respond to their partner’s undesirable behaviours.     

Carers’ beliefs about counselling: a community participatory study in Wales

This interpretivist community participatory study explores carers’ beliefs about the potential usefulness of counselling in relation to the caring role. Twenty semi-structured interviews with carers were transcribed and analysed thematically. All participants thought counselling could potentially be helpful to carers, but their ideas about the ways in which it would help varied according to whether or not they had personal experience of counselling. Only carers with counselling experience had an awareness of counselling as focussing on changing feelings, thoughts, attitudes and behaviours. The implications of the findings for the provision of counselling services are discussed.     

Confidence in one’s social beliefs: Implications for belief justification

Philosophers commonly define knowledge as justified true beliefs. A heated debate exists, however, about what makes a belief justified. In this article, we examine the question of belief justification from a psychological perspective, focusing on the subjective confidence in a belief that the person has just formed. Participants decided whether to accept or reject a proposition depicting a social belief, and indicated their confidence in their choice. The task was repeated six times, and choice latency was measured. The results were analyzed within a Self-Consistency Model (SCM) of subjective confidence. According to SCM, the decision to accept or reject a proposition is based on the on-line sampling of representations from a pool of representations associated with the proposition. Respondents behave like intuitive statisticians who infer the central tendency of a population based on a small sample. Confidence depends on the consistency with which the belief was supported across the sampled representations, and reflects the likelihood that a new sample will yield the same decision. The results supported the assumption of a commonly shared population of representations associated with each proposition. Based on this assumption, analyses of within-person consistency and cross-person consensus provided support for the model. As expected, choices that deviated from the person’s own modal judgment or from the consensually held judgment took relatively longer to form and were associated with relatively lower confidence, presumably because they were based on non-representative samples. The results were discussed in relation to major epistemological theories – foundationalism, coherentism and reliabilism.     

“The other”: Persistent beliefs regarding HIV risk in South Africa

This study explored stereotype constructions people may impute on to others in the context of a contagious disease epidemic. Participants were 30 undergraduate students from a large university in Johannesburg, South Africa. They completed the open-ended Build-A-Character Questionnaire, which described the “typical” person in South Africa who they currently believed to be at particular risk of HIV infection. The data were thematically analysed and interpreted. Seven themes resulted, based on the stereotyping of marginalised groups in South Africa considered as being at higher risk for HIV due to historical disadvantage: blacks, women, and the poor. A social cognitive framework explains these stereotypes as they apply to perceived out-groups, and they carry risk to undermine public health interventions regarding the HIV pandemic in South Africa across population segments.