Seeing is believing: Priors,trust, and base rate neglect

Kahneman and Tversky (1973) described an effect they called ‘insensitivity to prior probability of outcomes’, later dubbed base rate neglect, which describes people’s tendency to underweight prior information in favor of new data. As probability theory requires that prior probabilities be taken into account, via Bayes’ theorem, the fact that most people fail to do so has been taken as evidence of human irrationality and, by others, of a mismatch between our cognitive processes and the questions being asked (Cosmides & Tooby, 1996). In contrast to both views, we suggest that simplistic Bayesian updating using base rates is not necessarily rational. To that end, we present experiments in which base rate neglect is often the right strategy, and show that people’s base rate usage varies systematically as a function of the extent to which the data that make up a base rate are perceived as trustworthy.     

Epistemic trust: modeling children's reasoning about others' knowledge and intent

A core assumption of many theories of development is that children can learn indirectly from other people. However, indirect experience (or testimony) is not constrained to provide veridical information. As a result, if children are to capitalize on this source of knowledge, they must be able to infer who is trustworthy and who is not. How might a learner make such inferences while at the same time learning about the world? What biases, if any, might children bring to this problem? We address these questions with a computational model of epistemic trust in which learners reason about the helpfulness and knowledgeability of an informant. We show that the model captures the competencies shown by young children in four areas: (1) using informants’ accuracy to infer how much to trust them; (2) using informants’ recent accuracy to overcome effects of familiarity; (3) inferring trust based on consensus among informants; and (4) using information about mal‐intent to decide not to trust. The model also explains developmental changes in performance between 3 and 4 years of age as a result of changing default assumptions about the helpfulness of other people.     

The brain/body-in-the-world system is cognitive science’s study object for the twenty-first century / El sistema cerebro/cuerpo-en-el-mundo es el objeto de estudio de la ciencia cognitiva en el siglo XXI

Abstract

Modern cognitive science is the outcome of a transdisciplinary effort constituting the largest body of work about the mind in human history. These advancements have guided our understanding of the functional role of the agent’s body and context when producing adaptive behaviour and interactions. Thus, cognition is embodied, embedded, extended and enacted within inward- and outward-directed interactions, which is where the brain/body-in-the-world system emerges. We suggest that the goal of the new cognitive science is to understand the multi-level dynamic mechanisms underlying cognition-in-the-world and review the implications for the relationship between psychology and the social sciences.     

Interest as a Moderator in the Relationship Between Challenge/Skills Balance and Flow at Work: An Analysis at Within-Individual Level

Considering flow as a non-ergodic process (i.e. non-homogeneous across individuals and non-stationary over time) that happens at the within-individual level, in this research we work with Bakker’s model that propose flow as made up by three components: intrinsic motivation, enjoyment, and absorption. Taking into account that flow theory can be considered as an intrinsic motivation theory, and the recent proposals about the need to distinguish between pre-conditions of flow and the flow experience itself, we look at interest as a moderator between the challenge/skills balance and the experience of flow, rather than a component of the flow experience. A total of 3640 recordings were collected from a sample of 58 workers using an experience sampling method (several registers a day, during 21 working days). The data was analyzed using regression techniques in each participant (i.e. at within-individual level). Our work tries to respond to the following two research questions: Will interest play a moderating role in the relationship between challenge/skills balance and flow? Will a non-linear model (cusp catastrophe model) better explain the relationship among challenge/skills balance, interest, and flow? The results suggest that our hypotheses were correct: including interest as moderator better explains the relationship between challenge/skills balance and flow in comparison to a model without moderation (R² values change from 0.33 to 0.50). Additionally, carrying out the analysis following non-linear techniques explained more variance as well (R² = 0.67), and this increment was significant. These results support the idea that interest should be considered as a key precondition for the appearance of flow, and this relationship is non-linear. We could say that these findings are exemplary in the field and brings up questions for their application in further research.     

I fear your envy, I rejoice in your coveting: on the ambivalent experience of being envied by others

We present 2 studies on being envied. Study 1 used an emotional narrative methodology. We asked 44 Spanish (23 women, 21 men) and 48 European American (36 women, 12 men) participants to tell us about a recent experience in which others envied them. We classified the antecedents, relationship context, markers of envy, coping strategies, and positive and negative implications of being envied. In Study 2, 174 Spanish (88 women, 86 men) and 205 European American (106 women, 99 men) participants responded to a situation in which they had something someone else wanted. We manipulated the object of desire (academic achievement or having "a better life"). We measured individual differences in orientation to achievement (i.e., vertical individualism), cooperation and interpersonal harmony (i.e., horizontal collectivism), a zero-sum view of success, beliefs that success begets hostile coveting, fear of success, and dispositional envy. We also measured participants' appraisals, positive and negative emotions, and coping strategies. The findings from both studies indicate that being envied has both positive (e.g., increased self-confidence) and negative consequences (e.g., fear of ill will from others). Being envied had more positive and more negative psychological and relational consequences among those participants who were achievement oriented (European Americans) than among participants who were oriented to cooperation and interpersonal harmony (Spanish).     

Comorbid attention-deficit/hyperactivity disorder in borderline patients defines an impulsive subtype of borderline personality disorder

In order to examine the impulsive profile of a BPD sample with comorbid ADHD, adult patients who met criteria for BPD were assessed for ADHD with the CAADID and the WURS. A high rate of ADHD in the BPD sample was found, with sixty-nine (38.1%) BPD patients diagnosed as having comorbid adult ADHD. BPD-ADHD group had higher rates of general substance use disorder (59.4% vs. 38.4%), antisocial personality disorder (7.2% vs. 0.9%) and obsessive-compulsive personality disorder (21.7% vs. 6.3%). The BPD group without comorbid adult ADHD showed a higher rate of mood disorders (62.5% vs. 37.7%), panic disorders (54.5% vs. 23.1%) and benzodiazepine abuse (18.8% vs. 5.8%). Only in BPD patients without ADHD was comorbid avoidant personality disorder found. BPD patients could be distinguished in two clear subgroups related to the adult ADHD comorbidity. BPD-ADHD patients showed a more homogeneous and impulsive profile while BPD without ADHD comorbidity had more anxiety and depressive disorders.     

Introduction to the special issue on formal modeling of semantic concepts

We introduce the special issue on formal models of semantic concepts. After outlining the research questions that motivated the issue, we summarize the rich set of data provided by the Leuven Natural Concepts Database, and provide an overview of the seven research articles in the special issue. Each of these articles applies a formal modeling approach to one or more parts of the database, attempting to further our understanding of how people represent and use semantic concepts.     

Modeling individual differences using Dirichlet processes

We introduce a Bayesian framework for modeling individual differences, in which subjects are assumed to belong to one of a potentially infinite number of groups. In this model, the groups observed in any particular data set are not viewed as a fixed set that fully explains the variation between individuals, but rather as representatives of a latent, arbitrarily rich structure. As more people are seen, and more details about the individual differences are revealed, the number of inferred groups is allowed to grow. We use the Dirichlet process—a distribution widely used in nonparametric Bayesian statistics—to define a prior for the model, allowing us to learn flexible parameter distributions without overfitting the data, or requiring the complex computations typically required for determining the dimensionality of a model. As an initial demonstration of the approach, we present three applications that analyze the individual differences in category learning, choice of publication outlets, and web-browsing behavior.     

Comparing in-the-moment skill coaching effects from tailored versus non-tailored acceptance and commitment therapy mobile apps in a non-clinical sample

Mobile apps are promising for teaching how to practice psychological skills in high-risk and in vivo momentary situations, but there has been minimal research on the immediate effects of app-based skill coaching on mental health in-the-moment. This study analyzed the mobile app data in a non-clinical sample of 39 adults participating in a larger randomized controlled trial, with participants randomized to an acceptance and commitment therapy (ACT) mobile app that tailors skill coaching based on in-the-moment variables (n = 17) or an app that provides randomly selected skill coaching (n = 22). Data were collected before and after each ACT skill coaching session on proximal outcome (depression, anxiety, and engagement in meaningful activity) and ACT process variables. Multilevel models indicated significant immediate improvements on average following ACT skill coaching sessions on all proximal outcome and ACT process variables, although with relatively small effects ranging between 0.17 and 0.27 SD units change. Larger immediate pre-to-post effects from ACT coaching sessions were found for anxiety, experiential avoidance, and cognitive fusion in the tailored app versus random app condition. Overall, results suggest that an ACT app can have immediate, in-the-moment effects on psychological functioning, which may be enhanced by tailoring skills to current context.     

Irritability and parenting practices as mediational variables between temperament and affective,anxiety, and oppositional defiant problems

Irritability and parenting are potential targets for transdiagnostic studies to identify the common and core dysfunctional characteristics underlying several diagnostic pictures with the goal of addressing these issues in treatment. Our objective was to investigate the different paths from temperament to child psychopathology (affective, anxiety, and oppositional problems) through irritability and parenting using a prospective design from ages 3 to 7. A sample of 614 3-year-old preschoolers was followed at ages 4, 6, and 7. Parents answered questionnaires about temperament (age 3), irritability (age 4), parenting practices (age 6), and psychopathology (age 7). Statistical analyses were carried out through structural equation modeling (SEM) to test the mediation effect of irritability and parenting practices from temperament (negative affectivity and effortful control) through to affective, anxious, and oppositional problems. The proposed model fit the data well. SEM showed (a) an indirect effect from temperament to affective problems, via irritability and positive parenting; (b) a direct effect from negative affectivity to anxiety, plus an indirect effect from both temperament dimensions, via irritability and autonomy parenting practices; and (c) an indirect effect from temperament to oppositional problems, via irritability and punitive parenting. Irritability and parenting are transdiagnostic mediational variables that should be focused on in intervention programs for affective, anxiety, and oppositional problems.