Motivated information processing, social tuning, and group creativity

The extent to which groups are creative has wide implications for their overall performance, including the quality of their problem solutions, judgments, and decisions. To further understanding of group creativity, we integrate the motivated information processing in groups model (De Dreu, Nijstad, & Van Knippenberg, 2008) with work on epistemic social tuning (Lunn, Sinclair, Whitchurch, & Glenn, 2007). Three propositions were advanced: (a) Groups produce more ideas when members have high rather than low epistemic motivation, especially when members also have a prosocial rather than pro-self motivation; (b) these ideas are more original, appropriate, or feasible when a group norm favors originality, appropriateness, or feasibility; and (c) originality is valued more in individualistic cultures (e.g., the Netherlands), whereas appropriateness is valued more in collectivist cultures (e.g., Korea). Four studies involving 3-person groups generating ideas supported these propositions: Epistemic motivation (mild vs. intense time pressure; presence vs. absence of process accountability) stimulated production and originality, especially when prosocial rather than pro-self motives were present and participants were Dutch or originality norms were experimentally primed. When appropriateness norms were primed or participants were Korean, epistemic motivation stimulated production and appropriateness, especially when prosocial rather than pro-self motives were present. We discuss implications for research on group processes and for work on culture and creativity.     

Self-esteem as a Mediator Between Instrumentality, Gender Role Conflict and Depression in Male Korean High School Students

This study examined the effects of self-esteem as a mediator of the relationship between instrumentality, gender role conflict and depression in 464 Korean high school boys using structural equation modeling. The primary findings were: (a) instrumentality did not directly influence depression, but indirectly did so through the mediational variable of self-esteem, and (b) gender role conflict demonstrated direct and indirect effects on depression through the mediational variable of self-esteem. These results are consistent with the previous findings conducted in the U.S. and support applying these findings to different culture contexts. Implications of these findings for counseling practice with male adolescents and for future research are discussed.     

The role of amygdala nuclei in the expression of auditory signaled two-way active avoidance in rats

Using a two-way signaled active avoidance (2-AA) learning procedure, where rats were trained in a shuttle box to avoid a footshock signaled by an auditory stimulus, we tested the contributions of the lateral (LA), basal (B), and central (CE) nuclei of the amygdala to the expression of instrumental active avoidance conditioned responses (CRs). Discrete or combined lesions of the LA and B, performed after the rats had reached an asymptotic level of avoidance performance, produced deficits in the CR, whereas CE lesions had minimal effect. Fiber-sparing excitotoxic lesions of the LA/B produced by infusions of N-methyl-d-aspartate (NMDA) also impaired avoidance performance, confirming that neurons in the LA/B are involved in mediating avoidance CRs. In a final series of experiments, bilateral electrolytic lesions of the CE were performed on a subgroup of animals that failed to acquire the avoidance CR after 3 d of training. CE lesions led to an immediate rescue of avoidance learning, suggesting that activity in CE was inhibiting the instrumental CR. Taken together, these results indicate that the LA and B are essential for the performance of a 2-AA response. The CE is not required, and may in fact constrain the instrumental avoidance response by mediating the generation of competing Pavlovian responses, such as freezing.Early studies of the neural basis of fear often employed avoidance conditioning procedures where fear was assessed by measuring instrumental responses that reduced exposure to aversive stimuli (e.g., Weiskrantz 1956; Goddard 1964; Sarter and Markowitsch 1985; Gabriel and Sparenborg 1986). Despite much research, studies of avoidance failed to yield a coherent view of the brain mechanisms of fear. In some studies, a region such as the amygdala would be found to be essential and in other studies would not. In contrast, rapid progress in understanding the neural basis of fear and fear learning was made when researchers turned to the use of Pavlovian fear conditioning (Kapp et al. 1984, 1992; LeDoux et al. 1984; Davis 1992; LeDoux 1992; Cain and Ledoux 2008a). It is now well established from such studies that specific nuclei and subnuclei of the amygdala are essential for the acquisition and storage of Pavlovian associative memories about threatening situations (LeDoux 2000; Fanselow and Gale 2003; Maren 2003; Maren and Quirk 2004; Schafe et al. 2005; Davis 2006).Several factors probably contributed to the fact that Pavlovian conditioning succeeded where avoidance conditioning struggled. First, avoidance conditioning has long been viewed as a two-stage learning process (Mowrer and Lamoreaux 1946; Miller 1948b; McAllister and McAllister 1971; Levis 1989; Cain and LeDoux 2008b). In avoidance learning, the subject initially undergoes Pavlovian conditioning and forms an association between the shock and cues in the apparatus. The shock is an unconditioned stimulus (US) and the cues are conditioned stimuli (CS). Subsequently, the subject learns the instrumental response to avoid the shock. Further, the “fear” aroused by the presence of the CS motivates learning of the instrumental response. Fear reduction associated with successful avoidance has even been proposed to be the event that reinforces avoidance learning (e.g., Miller 1948b; McAllister and McAllister 1971; Cain and LeDoux 2007). Given that Pavlovian conditioning is the initial stage of avoidance conditioning, as well as the source of the “fear” in this paradigm, it would be more constructive to study the brain mechanisms of fear through studies of Pavlovian conditioning rather than through paradigms where Pavlovian and instrumental conditioning are intermixed. Second, avoidance conditioning was studied in a variety of ways, but it was not as well appreciated at the time as it is today; that subtle differences in the way tasks are structured can have dramatic effects on the brain mechanisms required to perform the task. There was also less of an appreciation for the detailed organization of circuits in areas such as the amygdala. Thus, some avoidance studies examined the effects of removal of the entire amygdala or multiple subdivisions (for review, see Sarter and Markowitsch 1985). Finally, fear conditioning studies typically involved a discrete CS, usually a tone, which could be tracked from sensory processing areas of the auditory system to specific amygdala nuclei that process the CS, form the CS–US association, and control the expression of defense responses mediated by specific motor outputs. In contrast, studies of avoidance conditioning often involved diffuse cues, and the instrumental responses used to indirectly measure fear were complex and not easily mapped onto neural circuits.Despite the lack of progress in understanding the neural basis of avoidance responses, this behavioral paradigm has clinical relevance. For example, avoidance behaviors provide an effective means of dealing with fear in anticipation of a harmful event. When information is successfully used to avoid harm, not only is the harmful event prevented, but also the fear arousal, anxiety, and stress associated with such events; (Solomon and Wynne 1954; Kamin et al. 1963). Because avoidance is such a successful strategy to cope with danger, it is used extensively by patients with fear-related disorders to reduce their exposure to fear- or anxiety-provoking situations. Pathological avoidance is, in fact, a hallmark of anxiety disorders: In avoiding fear and anxiety, patients often fail to perform normal daily activities (Mineka and Zinbarg 2006).We are revisiting the circuits of avoidance conditioning from the perspective of having detailed knowledge of the circuit of the first stage of avoidance, Pavlovian conditioning. To most effectively take advantage of Pavlovian conditioning findings, we have designed an avoidance task that uses a tone and a shock. Rats were trained to shuttle back and forth in a runway in order to avoid shock under the direction of a tone. That is, the subjects could avoid a shock if they performed a shuttle response when the tone was on, but received a shock if they stayed in the same place (two-way signaled active avoidance, 2-AA). While the amygdala has been implicated in 2-AA (for review, see Sarter and Markowitsch 1985), the exact amygdala nuclei and their interrelation in a circuit are poorly understood.We focused on the role of amygdala areas that have been studied extensively in fear conditioning: the lateral (LA), basal (B), and central (CE) nuclei. The LA is widely thought to be the locus of plasticity and storage of the CS–US association, and is an essential part of the fear conditioning circuitry. The basal amygdala, which receives inputs from the LA (Pitkänen 2000), is not normally required for the acquisition and expression of fear conditioning (Amorapanth et al. 2000; Nader et al. 2001), although it may contribute under some circumstances (Goosens and Maren 2001; Anglada-Figueroa and Quirk 2005). The B is also required for the use of the CS in the motivation and reinforcement of responses in other aversive instrumental tasks (Killcross et al. 1997; Amorapanth et al. 2000). The CE, through connections to hypothalamic and brainstem areas (Pitkänen 2000), is required for the expression of Pavlovian fear responses (Kapp et al. 1979, 1992; LeDoux et al. 1988; Hitchcock and Davis 1991) but not for the motivation or reinforcement of aversive instrumental responses (Amorapanth et al. 2000; LeDoux et al. 2009). We thus hypothesized that damage to the LA or B, but not to the CE, would interfere with the performance of signaled active avoidance.     

Differences in Mathematical Performance,Creativity Potential,and Need for Cognitive Closure between Chinese and Australian Students

Research has shown that Chinese students outperform students from several Western countries on mathematics performance while some evidence has suggested that Western students perform more strongly on tests of creativity. One potential mechanism for these differences may be a higher need for cognitive closure among Chinese students. The current research compared performance on tests of mathematics and creativity among 50 students of Chinese background and 49 Australian students of Anglo‐Saxon background. As predicted, Chinese students performed better on mathematics while Australian students performed better on the measure of creativity. Australian students also had a lower score on one subscale of the need for cognitive closure, preference for predictability. Across the sample, preference for predictability showed small but significant negative correlations with several measures of creativity and positive correlations with several measures of mathematics. These findings were interpreted with respect to characteristic educational practices in both nations.     

Impression management motive and voice: Moderating effects of self‐monitoring,self‐efficacy,and voice instrumentality

The purpose of this study is to examine how employees’ impression management motive influences their voice by considering dispositional and situational variables. Drawing on the theory of self‐motive, we hypothesized that voice would be more positively related to impression management motive than prosocial motive. In addition, based on the interactional approach of motive and trait and trait activation theory, we hypothesized that the relationship between impression management motive and voice would be moderated by self‐monitoring, self‐efficacy, and voice instrumentality. Using a sample of 307 supervisor–subordinate dyads from South Korea, we found that, although prosocial motive had a positive influence on voice, impression management motive had a stronger influence on voice than prosocial motive. We also found that the positive influence of impression management motive on voice was stronger for employees with high levels of self‐monitoring, self‐efficacy, and voice instrumentality. This study helps verify the boundary conditions as to when impression management motive is strongly related to voice. In addition, this study will provide theoretical clues for resolving the inconsistent findings on the relationship between impression management motive and voice.     

Gender role conflict scale: validation for a sample of gay men and lesbian women

This study tested the oblique four-factor model of the Gender Role Conflict Scale for a sample of gay men and lesbian women residing in the United States. 400 gay men and 292 lesbian women recruited from university and college gay, lesbian, bisexual, and transgender LISTSERVs participated. The internal consistency reliability of the Gender Role Conflict Scale scores was high, but low means on the expressive dimension of gender role conflict were noted. The results of two separate sets of confirmatory factor analyses indicated that the four-factor model's fit to the data could be enhanced for both groups by applying item parceling to lower the number of indicators per factor, suggesting that the actual structural validity of the Gender Role Conflict Scale may be better than suggested by the reported fit indices.     

Stability of Religious Orientation and Academic Dishonesty

This study examines the probable influence of individual religiosity on academic cheating among a group of Seventh-day Adventist youth, grades 6 through 12. A multiple-regression analysis was used to determine the relationship between academic beliefs or behaviors and academic dishonesty. The following research questions were investigated: (1) Is there a relationship between students' religious experience or religious activities and academic honesty? (2) What religious variables influence academic honesty? and (3) What is the correlation between the stability of religious orientation and academic honesty? Although the final model proved to be statistically significant, the findings suggest no direct impact on academic honesty. The implications of this study and the influential factors are discussed.     

Cognition- and Affect-Based Trust and Feedback-Seeking Behavior: The Roles of Value,Cost, and Goal Orientations

We examined how subordinates’ cognition- and affect-based trust in supervisors influences their feedback-seeking behavior (FSB) by considering the different cost/value perception of FSB and goal orientation (i.e., learning and performance goal orientations). Using data from 194 supervisor-subordinate dyads in South Korea, we conducted multiple regression analyses to test our hypotheses. The results showed that, whereas subordinates’ cognition-based trust in supervisors positively influenced their FSB through increasing the perceived value of feedback received from supervisors, their affect-based trust in supervisors positively influenced their FSB through decreasing the perceived value of FSB. Additionally, we found that, when subordinates had high levels of learning goal orientation, the increasing influence of cognition-based trust on the value of feedback was stronger; in contrast, when subordinates had low levels of performance goal orientation, the decreasing influence of affect-based trust on the cost of FSB was stronger. The theoretical and practical implications, limitations, and suggestions for future research were discussed.     

Latent Growth Modeling for Logistic Response Functions

Throughout much of the social and behavioral sciences, latent growth modeling (latent curve analysis) has become an important tool for understanding individuals' longitudinal change. Although nonlinear variations of latent growth models appear in the methodological and applied literature, a notable exclusion is the treatment of growth following logistic (sigmoidal; S-shape) response functions. Such trajectories are assumed in a variety of psychological and educational settings where learning occurs over time, and yet applications using the logistic model in growth modeling methodology have been sparse. The logistic function, in particular, may not be utilized as often because software options remain limited. In this article we show how a specialized version of the logistic function can be modeled using conventional structural equation modeling software. The specialization is a reparameterization of the logistic function whose new parameters correspond to scientifically interesting characteristics of the growth process. In addition to providing an example using simulated data, we show how this nonlinear functional form can be fit using transformed subject-level data obtained through a learning task from an air traffic controller simulation experiment. LISREL syntax for the empirical example is provided.     

A Note on Confidence Intervals for Two-Group Latent Mean Effect Size Measures

This note suggests delta method implementations for deriving confidence intervals for a latent mean effect size measure for the case of 2 independent populations. A hypothetical kindergarten reading example using these implementations is provided, as is supporting LISREL syntax.