All Loads Are Not Equal: Distinct Influences of Perceptual Load and Cognitive Load on Peripheral Ad Processing

Task load is an important variable in understanding mediated message processing under different levels of demand on audience attention. However, past research has neglected to differentiate between distinct types of task load that may lead to different patterns of media processing. We discuss how conceptualization of the types of load encountered in media processing may change study outcomes and be a hidden factor in previously published work. We illustrate the potential differences in load with a study that applies the perceptual load theory to devaluation of advertisements that are placed peripherally around a web browser game that utilizes levels of either cognitive or perceptual load. Results showed that high (vs. low) perceptual load leads to worse ad recognition, lower perceived ad familiarity, and decreased ad preference; however, high (vs. low) cognitive load leads to increased brand familiarity. Implications for advertising and media research are discussed.     

RBANS Validity Indices: a Systematic Review and Meta-Analysis

Neuropsychology practice organizations have highlighted the need for thorough evaluation of performance validity as part of the neuropsychological assessment process. Embedded validity indices are derived from existing measures and expand the scope of validity assessment. The Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) is a brief instrument that quickly allows a clinician to assess a variety of cognitive domains. The RBANS also contains multiple embedded validity indicators. The purpose of this study was to synthesize the utility of those indicators to assess performance validity. A systematic search was completed, resulting in 11 studies for synthesis and 10 for meta-analysis. Data were synthesized on four indices and three subtests across samples of civilians, service members, and veterans. Sufficient data for meta-analysis were only available for the Effort Index, and related analyses indicated optimal cutoff scores of ≥1 (AUC?=?.86) and?≥?3 (AUC?=?.85). However, outliers and heterogeneity were present indicating the importance of age and evaluation context. Overall, embedded validity indicators have shown adequate diagnostic accuracy across a variety of populations. Recommendations for interpreting these measures and future studies are provided.     

Initiating the creation of a procedurally secular society through dialogic RE. The three realms

ABSTRACT

The interim report of the Commission on Religious Education drew attention to the use of ‘safe space’ within schools to encourage the exchange of differing world-views. The doctoral research discussed herein builds upon previous action research that analysed the development of dialogic skills within a school’s safe space. This new research examines two types of talk – cumulative (building consensus) and exploratory (constructive criticism) – that are held to be at the heart of human reasoning. Sixty-five students from 10 different secondary schools in the UK undertook paired conversations that were analysed both qualitatively and quantitatively. Additionally, the students completed questionnaire surveys with respect to deep learning and these were analysed by means of a Chi-Square Test for statistical significance. The positive findings indicate that dialogic RE within a school’s safe space is an appropriate pedagogy for the creation of a procedurally secular society, such as the three realms model, that envisages a renewed public sphere in which citizens are encouraged to exchange world-views through reasoning.     

Emotion in social life

Abstract

This issue of Cognition and Emotion is devoted to studies of emotion in social life. Five types of connection between emotion and social life can be identified: (1) the impact of affective states on social judgement and social perception; (2) the influence of social contextual factors on emotional expression and experience; (3) the role of emotions in creating, maintaining, and dissolving social relationships; (4) the intentional or unintentional communication of emotion to others through verbal or nonverbal channels; and (5) the social functions served by emotions. Each of these five links between emotion and social life is addressed by at least one of the papers published here. By illustrating the importance of the reciprocal relationship between emotion and social life, it is hoped that this Special Issue will encourage researchers to treat social and cultural variables as central to the study of emotion.     

On bad decisions and disconfirmed expectancies: The psychology of regret and disappointment

Decision outcomes sometimes result in negative emotions. This can occur when a decision appears to be wrong in retrospect, and/or when the obtained decision outcome does not live up to expectations. Regret and disappointment are the two emotions that are of central interest in the present article. Although these emotions have a lot in common, they also differ in ways that are relevant to decision making. In this article we review theories and empirical findings concerning regret and disappointment. We first discuss how regret and disappointment differ with respect to their antecedent conditions, appraisals, and phenomenology. We also discuss possible behavioural consequences of experiencing these emotions. Next, we consider how the anticipation of regret and disappointment may influence decision making. We use regret and disappointment theory, developed by the economists Bell (1982, 1985), and Loomes and Sugden (1982, 1986, 1987), as a framework for our discussion. Finally, we argue that combining the theoretical approaches and research paradigms of behavioural decision theory with emotion theories will significantly increase our knowledge of antecedents and consequences of emotions.     

Relations between emotions,display rules,social motives,and facial behaviour

We report research on the relations between emotions, display rules, social motives, and facial behaviour. In Study 1 we used a questionnaire methodology to examine how respondents would react to a funny or a not funny joke told to them by a close friend or a stranger. We assessed display rules and motivations for smiling and/or laughing. Display rules and social motives (partly) mediated the relationship between the experimental manipulations and self‐reported facial behaviour. Study 2 was a laboratory experiment in which funny or not funny jokes were told to participants by a male or female stranger. Consistent with hypotheses, hearing a funny joke evoked a stronger motivation to share positive affect by showing longer Duchenne smiling. Contrary to hypotheses, a not funny joke did not elicit greater prosocial motivation by showing longer “polite” smiling, although such a smiling pattern did occur. Rated funniness of the joke and the motivation to share positive affect mediated the relationship between the joke manipulation and facial behaviour. Path analysis was used to explore this mediating process in greater detail.