Agency attributions of mental effort during self-regulated learning

Previous results suggest that the monitoring of one’s own performance during self-regulated learning is mediated by self-agency attributions and that these attributions can be influenced by poststudy effort-framing instructions. These results pose a challenge to the study of issues of self-agency in metacognition when the objects of self-regulation are mental operations rather than motor actions that have observable outcomes. When participants studied items in Experiment 1 under time pressure, they invested greater study effort in the easier items in the list. However, the effects of effort framing were the same as when learners typically invest more study effort in the more difficult items: Judgments of learning (JOLs) decreased with effort when instructions biased the attribution of effort to nonagentic sources but increased when they biased attribution to agentic sources. However, the effects of effort framing were constrained by parameters of the study task: Interitem differences in difficulty constrained the attribution of effort to agentic regulation (Experiment 2) whereas interitem differences in the incentive for recall constrained the attribution of effort to nonagentic sources (Experiment 3). The results suggest that the regulation and attribution of effort during self-regulated learning occur within a module that is dissociated from the learner’s superordinate agenda but is sensitive to parameters of the task. A model specifies the stage at which effort framing affects the effort–JOL relationship by biasing the attribution of effort to agentic or nonagentic sources. The potentialities that exist in metacognition for the investigation of issues of self-agency are discussed.     

Shame and Depressive Symptoms: Self-compassion and Contingent Self-worth as Mediators?

Research has identified the experience of shame as a relevant predictor of depressive symptoms. Building upon resilience theory, this is the first study to investigate if self-compassion and/or contingent self-worth (i.e., family support and God’s love) mediate the link between shame and depressive symptoms. Participants were 109 African Americans, within the age range of 18 and 64, who sought service following a suicide attempt from a public hospital that serves mostly low-income patients. Findings suggest that shame was related to depressive symptoms through self-compassion but not through contingent self-worth, underscoring the significant role that self-compassion plays in ameliorating the aggravating effect of shame on depressive symptoms. Results highlight the value of incorporating self-compassion training into interventions for suicidal African Americans in an effort to reduce the impact of shame on their depressive symptoms and ultimately their suicidal behavior and as a result enhance their capacity for resilience.     

Illusions of competence during study can be remedied by manipulations that enhance learners’ sensitivity to retrieval conditions at test

Monitoring one's knowledge during study is susceptible to a foresight bias (Koriat and Bjork, 2005). Judgments of learning (JOLs) are inflated whenever information that is present at study and absent, but solicited, at test, such as the targets in cue-target paired associates, highlights aspects of cues that are less apparent when those cues are presented alone. The present findings demonstrate that foresight bias can be alleviated by study-test experience (Experiment 1), particularly test experience (Experiments 2 and 3), and by delaying JOLs after study (Experiment 4) and that both foresight bias and its alleviation have behavioral consequences, as measured by study time allocation (Experiment 5). Collectively, the findings suggest that overconfidence and misallocation of study time arise from a mismatch that is inherent to education--that the answer is present at study and absent at test--and that alleviating the problem requires creating conditions at study that sensitize learners to retrieval conditions at test.     

Response Channel Activation and the Temporoparietal Junction

When we learn to make one motor response to one visual stimulus and a different motor response to another, representations of these stimulus–response associations must be maintained to efficiently transduce perception into action. When an irrelevant distractor is presented adjacent to a target stimulus, interference is observed when the two stimuli are associated with conflicting responses, presumably due to response channel activation by the incompatible information. We have explored the neural bases of these interference effects. In a previous study, patients with hemispatial neglect showed normal interference from contralesional flankers. In another study, patients with lesions of the lateral prefrontal cortex were found not to show interference from distractors presented in the contralesional hemifield. The current study provided a more anatomically detailed investigation of the effects of posterior association cortex lesions on flanker interference. Patients with chronic, unilateral lesions involving the temporoparietal junction (TPJ), two of whom had hemispatial neglect, were compared with patients with lesions of the posterior association cortex not involving the TPJ. All patients performed a color discrimination task at fixation while a congruent or incongruent colored flanker was briefly presented (16.7 ms) in the adjacent contralesional or ipsilesional hemifield. Patients with TPJ lesions showed no interference effects from the contralesional flankers. These results suggest that the TPJ, in combination with the dorsolateral prefrontal cortex, is involved in transducing perception into action.     

The effect of verbal instructions on preschool children's aggressive behavior

Aggressive preschool children were instructed by their teacher on the harm that results from aggression, its lack of effects as an interpersonal strategy, and the benefits that result from prosocial alternatives. Results from a time-lagged design indicated that aggressive behavior decreased and positive behavior increased as a result of these instructions. Data on maintenance of change suggest the possibility that the effects may be lasting. Overall, findings indicate that instructing children individually can be an effective strategy for modifying social interaction.     

Delay of gratification as a function of exchange values and appetitive values of the rewards

This study examined the manner in which the probability of delaying gratification is affected by the exchange values and the appetitive values of the rewards offered. Several delay-of-gratification questions were used, requiring a choice between an early small reward and a reward twice as great due at a later time. A total of 6,799 fourth- and sixth-grade Israeli public school pupils participated in the study. Results consistent across sexes, grades, and two delay conditions (now versus in a week from now and in a week versus in a month) indicated that the tendency to delay gratification is directly related to the exchange values of the rewards offered but inversely related to their appetitive values. Several implications of these results for the Value X Expectancy model of delay behavior were discussed.The present report is based on data collected as part of a nationwide study on educational achievement in public schools in Israel supported by the Van Leer Foundation (Holland) and the Ministry of Education of Israel.     

I’m Not Feeling It: Momentary Experiential Avoidance and Social Anxiety Among Individuals With Social Anxiety Disorder

Previous studies have found that social anxiety and experiential avoidance (EA) are significantly associated, but the directionality of this relationship has not been firmly established. The present study examined momentary EA and social anxiety using repeated measurements during an opposite-sex interaction. Participants were 164 individuals (50% female): 42 were diagnosed with social anxiety disorder (SAD) and the remaining 122 were non-socially-anxious individuals (NSAs). Participants formed 42 experimental dyads including 1 individual with SAD and 1 NSA individual, and 40 control dyads including 2 NSA individuals. Lower-level mediational modeling indicated that for individuals with SAD, a reciprocal relationship was observed in which changes in both EA and social anxiety mediated changes in each other. However, changes in EA explained approximately 89% of changes in social anxiety whereas changes in social anxiety explained approximately 52% of changes in EA throughout the interaction. For NSA individuals, only social anxiety predicted EA. These findings point to a deleterious cycle driven mostly by EA among individuals with SAD, but not NSA individuals. Findings are discussed within the context of previous empirical findings as well as acceptance and commitment therapy (ACT) and cognitive-behavioral models of psychopathology.     

Conceiving existence: on Hume’s argument against the distinctness of the idea of existence

There are two questions concerning Hume’s doctrine of existence which have not yet found any persuasive answer: (a) What is his argument in favour of the thesis that there is no distinct idea of existence? (b) What are the semantic and metaphysical consequences of this thesis within his philosophical framework? This paper mainly aims to answer question (a). In order to do that, I will first explain why some reconstructions suggested by interpreters such as Cummins and Bricke are problematic. One of them relies on exegetically dubious presumptions; the other departs too much from Hume’s text. Then, I will offer my own reconstruction that makes maximal use of some principles which are very familiar to Hume’s readers, including the principle stating the similarity between perceptions and their images. After that, I will discuss a potential objection to my reconstruction and make a brief remark on question (b), arguing that, as opposed to numerous interpreters’ concerns, Hume’s thesis that there is no distinct idea of existence does not by itself prevent him from being able to conceive negative existential propositions.     

Predicting one's own forgetting: the role of experience-based and theory-based processes

The authors examined the hypothesis that judgments of learning (JOL), if governed by processing fluency during encoding, should be insensitive to the anticipated retention interval. Indeed, neither item-by-item nor aggregate JOLs exhibited "forgetting" unless participants were asked to estimate recall rates for several different retention intervals, in which case their estimates mimicked closely actual recall rates. These results and others reported suggest that participants can access their knowledge about forgetting but only when theory-based predictions are made, and then only when the notion of forgetting is accentuated either by manipulating retention interval within individuals or by framing recall predictions in terms of forgetting rather than remembering. The authors interpret their findings in terms of the distinction between experience-based and theory-based JOLs.     

What does a person in a “TOT” state know that a person in a “don’t know” state doesn’t know

The purpose of this study was to examine the significance of Brown and McNeill’s (1966) findings regarding the “tip of the tongue” (TOT) phenomenon, A modified version of their procedure was used with 56 Ss. Although their findings that Ss in a TOT state can detect parts and properties of the missing word were generally replicated, a division of the TOT state into a variety of substates showed correct detection rate to vary greatly, depending on the substate involved. In addition, correct detection of partial information was demonstrated even when S declared he had no knowledge of the selected word (don’t know). It was suggested that a distinction be made between information detection based on knowledge of the characteristics common to the class of items of which the target is a member (“class detection”) and detection based on knowledge of characteristics specific to the target in question (“differential detection”). Both class and differential detection were found to obtain in TOT states as well as in the don’t know state. Some theoretical and methodological implications were suggested