Must psychologists change the way they analyze their data?

Wagenmakers, Wetzels, Borsboom, and van der Maas (2011) argued that psychologists should replace the familiar "frequentist" statistical analyses of their data with bayesian analyses. To illustrate their argument, they reanalyzed a set of psi experiments published recently in this journal by Bem (2011), maintaining that, contrary to his conclusion, his data do not yield evidence in favor of the psi hypothesis. We argue that they have incorrectly selected an unrealistic prior distribution for their analysis and that a bayesian analysis using a more reasonable distribution yields strong evidence in favor of the psi hypothesis. More generally, we argue that there are advantages to bayesian analyses that merit their increased use in the future. However, as Wagenmakers et al.'s analysis inadvertently revealed, they contain hidden traps that must be better understood before being more widely substituted for the familiar frequentist analyses currently employed by most research psychologists.     

Do rats like to work for their food?

Rats were given a choice in a two-compartment box between response-dependent and response-independent schedules of food presentation. In general, the response-independent schedule was preferred, but the preference was not exclusive and considerable amounts of time were spent on the “work” (response-dependent) side. Food deprivation caused an increased preference for the response-independent schedule when the schedules were fixed, but not when they were variable. Addition of a signal to the work side, indicating the availability of reinforcement, increased preference for that side. In general, the relative numbers of reinforcements obtained on the response-independent side exceeded the relative time spent there; when the relative reinforcements were equated by adding delays to the response-independent side, indifference between the schedules resulted. Latencies of food collection were higher on the response-independent side than on the lever side, and it is suggested that this gives a clue to the factors maintaining “work” in this situation.     

Why do we punish? Deterrence and just deserts as motives for punishment

One popular justification for punishment is the just deserts rationale: A person deserves punishment proportionate to the moral wrong committed. A competing justification is the deterrence rationale: Punishing an offender reduces the frequency and likelihood of future offenses. The authors examined the motivation underlying laypeople's use of punishment for prototypical wrongs. Study 1 (N = 336) revealed high sensitivity to factors uniquely associated with the just deserts perspective (e.g., offense seriousness, moral trespass) and insensitivity to factors associated with deterrence (e.g., likelihood of detection, offense frequency). Study 2 (N = 329) confirmed the proposed model through structural equation modeling (SEM). Study 3 (N = 351) revealed that despite strongly stated preferences for deterrence theory, individual sentencing decisions seemed driven exclusively by just deserts concerns.     

Are the Russians as Unhappy as they say they are?

Since the 1980s, several polls in Russia have included questions about happiness. The responses to these questions were quite similar. Average happiness was low in comparison to other nations and declined over time. Ten years after the fall of communism Russians are less happy than during the communist period.There are doubts about the validity of these self-reports. One source of doubt is that these data may not reflect Russians' self-appraisals adequately, due to distortions in translation and a differential response bias. A second misgiving is that true discontent could be rather superficial, and be largely due to unfavorable comparison with the West and folklore of negativism.These qualms are checked in this article. It appears that the Russians are as unhappy as they say they are, and that they have good reasons to be so. The current unhappiness is not due to the Russian national character, but has more to do with the troublesome transitions taking place in Russian society.     

Do students studying therapy have more problems?

This study examined several questions on whether graduate students studying therapy reported more personal counseling or traumas than other students. The 66 students studying therapy did not report significantly different experiences or attitudes than 52 students in other areas, indicating that they did not seem to have more emotional problems or traumas than others.     

Do dogs resemble their owners?

Abstract— We examined whether the frequent casual reports of people resembling their pets are accurate by having observers attempt to match dogs with their owners. We further explored whether any ability of observers to make such matches is due to people selecting dogs who resemble them, in which case the resemblance should be greater for predictable purebreds than for nonpurebreds, or is due to convergence, in which case the resemblance should grow with duration of ownership. Forty-five dogs and their owners were photographed separately, and judges were shown one owner, that owner's dog, and one other dog, with the task of picking out the true match. The results were consistent with a selection account: Observers were able to match only purebred dogs with their owners, and there was no relation between the ability to pair a person with his or her pet and the time they had cohabited. The ability to match people and pets did not seem to rely on any simple trait matching (e.g., size or hairiness). The results suggest that when people pick a pet, they seek one that, at some level, resembles them, and when they get a purebred, they get what they want.     

Pre-driving adolescent attitudes: Can they change?

The problem of reducing young drivers’ high accident rates has been approached from many different angles but a primary focus has been to try and find ways of changing the attitudes and behaviours of young people who are already drivers. It is hypothesised that there is a link between pre-driver attitudes, intentions and their future driving behaviour. By changing pre-driver attitudes and/or intentions, individuals may mature into safer drivers. This study approaches this young driver problem by looking at pre-drivers’ attitudes to driving to see how they change over time. The results from two questionnaires indicated significant gender differences and changes in responses (both long-term and short-term) over a 6-month period. It is concluded that adolescent attitudes and intentions towards driving remain fluid such that they may be positively influenced through pre-driver interventions, even if only temporarily. Regular pre-driver interventions could thus reinforce safe driving messages and create safety-conscious driving attitudes in the next generation of drivers.     

Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?

ObjectivesThis study examined whether the effects of autonomy-supportive and controlling teaching in physical education depend on students' motivation.DesignA preliminary, cross-sectional study relied on questionnaires administered to teachers. The main study involved an experimental design with students.MethodsIn the preliminary study, 95 teachers reported on their beliefs regarding the effectiveness of autonomy supportive and controlling teaching styles for students with different motivational profiles. In the main study, 320 students completed a questionnaire on motivation and were then randomly assigned to an experimental condition in which they watched video-based vignettes of either an autonomy-supportive or a controlling style. After the experimental induction, students completed questionnaires on need satisfaction, need frustration, engagement, and oppositional defiance.ResultsTeachers tend to believe that autonomy support and control work best for students scoring high on, respectively, autonomous and controlled motivation. The main study, however, showed that the moderating role of student motivation in the effect of teaching style was limited. The few interactions obtained suggested that even students with poor quality motivation report that they would benefit from an autonomy-supportive approach and suffer from a controlling approach. Students in the autonomy-supportive, relative to the controlling, condition reported more engagement and less oppositional defiance, effects that were mediated by need satisfaction and frustration.ConclusionsAll students, independent of their motivational regulations when entering the experiment, reported that they would be more engaged and would show less oppositional defiance when they would interact with an autonomy-supportive instead of a controlling teacher during PE.     

Do parent-child relationships change during puberty?

This article reviews changes in parent-child relationships during puberty, emphasizing the developmental processes that might be implicated in these changes. Evidence suggests increases in conflict and less warm interactions in relationships between parents and children during puberty. Changes are assumed to be short term, although little longitudinal research has directly addressed the issue of long-lasting effects. Other developmental changes occurring for the adolescent, the parent, or both (such as social cognitive or self-definitional change), as well as other relationship changes, personality characteristics, and the sheer number of life events or transitions have all been posited as potential contributors to changes in the parent-child relationship for young adolescents. These possible contributors, however, have seldom been studied in conjunction with pubertal changes. Such integrative research is necessary to test various models through which puberty, social relationships, social cognitive, self-definitional, and other processes influence one another and are influenced by one another during the transition to adolescence.     

Do Teachers maintain their Expectation Bias for students? A longitudinal investigation

Whether teachers maintain their expectation bias for students over time is crucial for understanding self-fulfilling prophecy effects. However, the stability of teacher expectation bias has been largely ignored in the literature. We examined the stability of teacher expectation bias across a sample of teachers and the change trajectories of teacher expectation bias across high-, medium-, and low-expectation teacher groups across all teachers and in the curriculum areas of mathematics, Chinese, and English. Our analyses were based on two-year longitudinal data with four time points from 567 Chinese senior high school students and their 50 teachers. The results showed that across all teachers, teacher expectation bias at the individual student level was dynamic over time. That is, teachers seemed to adjust their initial expectation bias in the first few months but then maintained the adjusted expectation bias afterwards. However, when students moved from Grade 11 to Grade 12 (the last year of high school), teachers seemed to change their expectation bias again. The evidence from HLM analyses further supported these results. That is, all the high- and low-expectation teachers alleviated their initial expectation bias significantly in the first six months and then adhered to their adjusted expectation bias. However, when students moved to the last year of high school, some high- and low-expectation teachers’ expectation biases were volatile again. Nevertheless, most high- and low-expectation teachers (except for Chinese low-expectation teachers) tended to either over-estimate or under-estimate their students across two school years. Further, compared to Chinese and mathematics teachers, English teachers’ biases seemed to be even more stable. Our findings suggested that some teachers consistently over- or under-estimated their students over an extended time period and this could have implications for student outcomes.

     

Children’s reasoning about norms and traits as motives for behavior

Two important sources of information for social judgments are personality dispositions (traits) and social norms. Existing research suggests that young children do not find traits salient. To what extent might they rely on a different source of information? Two experiments explored how information about preferences (what someone likes) and rules (what is allowed or forbidden) affected social judgments. Five-year-olds predicted people’s future behavior would be consistent with rules, but appeared insensitive to information about preferences. Preferences were better predictors than rules for 8-year-olds. Older children and adults consistently judged that actors would want to, and be happy to, satisfy preferences rather than rules. Younger children were more likely to use rules to infer people’s psychological states. Results are consistent with the hypothesis that deontic relations, such as rules and norms play a central role in young children’s social cognition, with ideas of individual psychological dispositions emerging in middle childhood.     

Machiavellian managers: Do they perform better?

This study investigates the relationship between Machiavellianism and job performance, as measured by sales per square foot, gross margin percentage, and inventory turnover, among 60 retail store managers. Except for a significant relationship between male store managers' gross margin percentage no other relationships were observed between Machiavellianism and job performance. Several explanations for the absence of significant relationships were discussed.     

Do local properties function as cues for musical key perception?1

Abstract: A global property (i.e., pitch set) of a melody appears to serve as a primary cue for key identification. Previous studies have proposed specific local properties in a melody (e.g., the augmented fourth, the perfect fifth, etc.) that may function as further cues. However, the role of the latter in key identification is controversial. The present study was designed to investigate what kinds of local properties, if any, function as reliable cues for key identification. Listeners were asked to identify keys for 450 melodies that consisted of the same pitch set, but which differed in sequential constraints. Using multiple discriminant analyses, we evaluated relative contributions of as many kinds of local properties as possible (e.g., single intervals, single pitch classes in each sequential position, etc.). The results showed that, except for the pitch class of the final tone, for which interpretation should be taken cautiously, none of the specific local properties examined contributed significantly to key identification. This finding suggests that, contrary to prior findings, key identification is derived from unidentified properties other than the specific local properties.     

Self-concealers: Do they conceal what we always assumed they do?

The present investigation empirically examined the relation between self-concealment and three secret typologies reported in the literature. For this aim a general population sample of 221 participants completed an online questionnaire that included the Self-concealment Scale (Larson & Chastain, 1990). Respondents also wrote down their most important secret. It was found that SC is positively associated with keeping secrets that concern convictions of personal inadequacy, sorrows, and worries that relate to oneself. In addition, it is concluded that self-concealed information refers in particular to secrets regarding personal inadequacy, sorrow, and worry. Implications for secrecy research are discussed and suggestions for future research are made.     

Why do they hook up? Attachment style and motives of college students

Attachment style may be related to variations in hookup experiences; however, we do not know if attachment style is associated with hookup motives. College students (N = 266) completed questionnaires that assessed attachment style and hookup motives. Avoidant attachment was negatively associated with intimacy motives, while anxious attachment was positively related to intimacy. Insecure attachment styles were positively related to coping motives and self‐affirmation motives, but gender interacted with attachment style. Anxious attachment was positively associated with peer pressure motives in men only. The role of attachment style and hookup motives in understanding young adults' hookup experiences will be discussed.     

Must most psychotherapists remain as incompetent as they now are?

Although psychotherapy often is effective or helpful for groups of people, it is frequently inefficient and therefore is wasteful for many clients and actually contributes to harming a sizable minority of them. Some of the main aspects of therapeutic inefficiency are discussed in this paper, including: overemphasis on past experience; encouraging dependency and the dire need for love; overemphasis on modeling; the stressing of insight; the use of catharsis and abreaction; the use of cognitive distraction; self-efficacy suggestions; operant conditioning; gradual desensitization; and unselective eclecticism. Specific suggestions for increasing the efficiency of psychotherapy are given.     

Masked phonological priming effects in English: are they real? Do they matter?

For over 15 years, masked phonological priming effects have been offered as evidence that phonology plays a leading role in visual word recognition. The existence of these effects-along with their theoretical implications-has, however, been disputed. The authors present three sources of evidence relevant to an assessment of the existence and implications of these effects. First, they present an exhaustive meta-analytic literature review, in which they evaluate the strength of the evidence for masked phonological priming effects on English visual word processing. Second, they present two original experiments that demonstrate a small but significant masked priming effect on English visual lexical decision, which persists in conditions that may discourage phonological recoding. Finally, they assess the theory of visual word recognition offered by the DRC model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001) in the context of their empirical data. Through numerous simulations with this model, they argue that masked phonological priming effects might best be captured by a weak phonological (i.e., dual-access) theory in which lexical decisions are made on the basis of phonological information.