Using Advice and Assessing Its Quality

People received advice from four sources and used it to produce a judgment. They also assessed the quality of advice by estimating the probability that it would be correct. They were better at assessing than at using advice: combinations of advice based on their assessments were superior to their judgments. Order of assessing and using advice, superficial differences between advisors, and using other methods of advice assessment had no significant effects on this superiority of advice assessment over advice use. However, use but not assessment was improved when some advisors exhibited biases opposite to those that people typically show. It appears that using advice imposes a heavier processing load than assessing its quality and that this load can be lightened by including advisors who exhibit unusual behavior. Their salience may help people working under a heavy processing load make appropriate pairings between advisor weights and advice.     

Prosocial foundations of children's academic achievement

The present longitudinal research demonstrates robust contributions of early prosocial behavior to children's developmental trajectories in academic and social domains. Both prosocial and aggressive behaviors in early childhood were tested as predictors of academic achievement and peer relations in adolescence 5 years later. Prosocialness included cooperating, helping, sharing, and consoling, and the measure of antisocial aspects included proneness to verbal and physical aggression. Prosocialness had a strong positive impact on later academic achievement and social preferences, but early aggression had no significant effect on either outcome. The conceptual model accounted for 35% of variance in later academic achievement, and 37% of variance in social preferences. Additional analysis revealed that early academic achievement did not contribute to later academic achievement after controlling for effects of early prosocialness. Possible mediating processes by which prosocialness may affect academic achievement and other socially desirable developmental outcomes are proposed.     

Visual capture of touch: out-of-the-body experiences with rubber gloves

When the apparent visual location of a body part conflicts with its veridical location, vision can dominate proprioception and kinesthesia. In this article, we show that vision can capture tactile localization. Participants discriminated the location of vibrotactile stimuli (upper, at the index finger, vs. lower, at the thumb), while ignoring distractor lights that could independently be upper or lower. Such tactile discriminations were slowed when the distractor light was incongruent with the tactile target (e.g., an upper light during lower touch) rather than congruent, especially when the lights appeared near the stimulated hand. The hands were occluded under a table, with all distractor lights above the table. The effect of the distractor lights increased when rubber hands were placed on the table, 'holding' the distractor lights, but only when the rubber hands were spatially aligned with the participant's own hands. In this aligned situation, participants were more likely to report the illusion of feeling touch at the rubber hands. Such visual capture of touch appears cognitively impenetrable.     

Modality effects and the development of the word length effect in children

Two experiments investigated the development of the word length effect in children aged 4 to 10 years, comparing auditory and visual stimuli. The question addressed was whether word length effects emerged earlier with auditory presentation or visual presentation, or whether they emerged at the same age regardless of presentation modality. Results provided evidence that word length effects emerge earlier with visual than auditory presentation. The implication of our results is that with visual presentation, 4-year-olds engage in some form of verbalization strategy that involves obtaining phonological representations of picture names and mapping them on to articulatory output plans. This strategy is clearly verbal in nature, but is not necessarily characterised as cumulative verbal rehearsal.