What makes information important and its influence on learning in self-directed study.

This study investigated what makes text-based information important and what is its influence on learning. College students studied an expository text following their own self-directed study procedures. Data from Exp. 1 (n = 60) and Exp. 2 (n = 40) showed that information was considered important if it (a) began and ended text, (b) began a paragraph, (c) appeared at somewhat equal intervals in text, and (d) contained enumerations of concepts. Subjects recalled information that (a) began the text and (b) contained examples of enumerations. It appeared that text-based variables established what was important and this influenced learning. Implications for the selective attention hypothesis and its volume-of-attention corollary, the cycles hypothesis, and the slot-filling hypothesis are discussed.     

Relative preference and adaptiveness of behavioral blame for observers of rape victims

Observers viewed one of nine dramatized videotaped interviews of a rape victim describing her rape. Information in the interview varied the prudence of the victim's behavior (careful, careless, no information provided) and the respectability of her character (good, bad, no information provided). Behavioral blame was significantly greater than characterological blame when the victim was careless or when no information was provided about behavior, regardless of the victim's character. When the behavior was careful, behavioral blame was equal in magnitude to characterological blame. In no case was characterological blame preferred. The adaptive value of behavioral blame for preserving a belief in a controllable and meaningful world was examined using a hierarchical multiple regression. After removing the effects of the prebeliefs of the subjects and the independent variable manipulations, only behavioral blame was significantly related to the maintenance of adaptive beliefs. Implications of the adaptive value of behavioral blame are discussed along with the importance of distinguishing observers' behavioral and characterological blaming strategies in the victimization literature.     

Bad riddance or good rubbish? Ownership and not loss aversion causes the endowment effect

People typically demand more to relinquish the goods they own than they would be willing to pay to acquire those goods if they did not already own them (the endowment effect). The standard economic explanation of this phenomenon is that people expect the pain of relinquishing a good to be greater than the pleasure of acquiring it (the loss aversion account). The standard psychological explanation is that people are reluctant to relinquish the goods they own simply because they associate those goods with themselves and not because they expect relinquishing them to be especially painful (the ownership account). Because sellers are usually owners, loss aversion and ownership have been confounded in previous studies of the endowment effect. In two experiments that deconfounded them, ownership produced an endowment effect but loss aversion did not. In Experiment 1, buyers were willing to pay just as much for a coffee mug as sellers demanded if the buyers already happened to own an identical mug. In Experiment 2, buyers’ brokers and sellers’ brokers agreed on the price of a mug, but both brokers traded at higher prices when they happened to own mugs that were identical to the ones they were trading. In short, the endowment effect disappeared when buyers were owners and when sellers were not, suggesting that ownership and not loss aversion causes the endowment effect in the standard experimental paradigm.     

Training Methods for Delivering Difficult News in Genetic Counseling and Genetics Residency Training Programs

Genetic counselors and clinical geneticists are often in the position of delivering difficult news (DDN) to patients and families. Many studies show that healthcare providers require major improvement in the skills needed in DDN in a manner that is satisfactory to their patients. The purpose of this study was to assess the amount and methodology of DDN training received by genetic counselors and medical genetics residents in their training programs, such as observations of DDN or attending didactic lectures. To our knowledge, there is no previous assessment or study of DDN training in genetic counselor and medical genetics residency programs; therefore, we aim to both assess and compare the training in DDN received by genetic counselors and by genetics residents and determine whether there is a desire for recommendations on DDN training. We invited genetic counseling (GC) and genetics residency program directors to participate in an online survey designed to assess coursework, clinical experiences, and directors’ attitudes toward teaching DDN. Response rate was 85% (28/33) for GC program directors and 26% (14/53) for genetics residency program directors. One hundred percent of GC and genetics residency directors who responded to the survey agreed that it is important for genetic counselors and medical geneticists to be able to deliver difficult news effectively and that training programs should formally teach students how to deliver difficult news. Six of the eight common teaching methods are used by at least 75% of GC programs while two of eight are used by at least 75% of genetics residency programs. Seventy-nine percent of GC and 93% of genetics residency program directors agree that there should be recommendations on how to teach students to deliver this news. Our results show that techniques for DDN are integrated more fully into GC program curricula than genetics residency curricula. Directors of both types of programs desire recommendations and more standardized education for training students to deliver difficult news.     

Knowing who dunnit: Infants identify the causal agent in an unseen causal interaction

Preverbal infants can represent the causal structure of events, including distinguishing the agentive and receptive roles and categorizing entities according to stable causal dispositions. This study investigated how infants combine these 2 kinds of causal inference. In Experiments 1 and 2, 9.5-month-olds used the position of a human hand or a novel puppet (causal agents), but not a toy train (an inert object), to predict the subsequent motion of a beanbag. Conversely, in Experiment 3, 10- and 7-month-olds used the motion of the beanbag to infer the position of a hand but not of a toy block. These data suggest that preverbal infants expect a causal agent as the source of motion of an inert object.     

Mencius,Hume, and the virtue of humanity: sources of benevolent moral development

ABSTRACT

In this paper, we elucidate the moral psychology and what we might call the moral sociology of Mencius and of Hume, and we argue for three claims. First, we demonstrate that there are strong similarities between Mencius and Hume concerning some of the principal psychological sources of the virtue of humanity. Second, we show that there are strong similarities between the two concerning some of the principal social sources of the virtue of humanity. Third, we argue that there are related, though weaker, similarities between Mencius and Hume concerning some of the principal cognitive sources of the virtue of humanity. We conclude by suggesting that the number and nature of these similarities demonstrate the need for future research on the conceptual connections between Confucian and Humean moral philosophy, especially on the psychological and social sources of benevolent moral development.     

Low accuracy in judgments of others' psychological well-being as seen from a phenomenological perspective

The generally low degree of agreement between self-ratings on personality traits and ratings by others may be interpreted from the viewpoint that self-reports reflect people's experience of themselves but not necessarily their behaviors. A detailed analysis of self and other ratings on subjective well-being as a central dimension of human experience is consistent with this phenomenological view. Ratings of well-being were not significantly correlated with rated behaviors either in self-ratings or in ratings by others. Screening subjects in terms of avowed consistency and observability on a trait did not improve self-other agreement for well-being, nor did it replicate the individual trait effects reported by Kenrick and Stringfield (1980). Judgments by others were found to have poor interjudge reliability and to reflect biases associated with projection of own well-being and a halo effect organized around the subject's perceived friendliness or likability. It was demonstrated that pooling the judgments of several observers should not and does not lead to accurate prediction of the phenomenal personality, and that accuracy may generally depend on the level of self-disclosure.     

Pre-arrest diversion of people with mental illness: Literature review and international survey

Mental health diversion is a process where alternatives to criminal sanctions are made available to persons with mental illness (PMI) who have come into contact with the law. One form of mental health diversion is pre-arrest, in which the police use their discretion in laying charges. Concomitant with the growth of pre-arrest diversion programs is a growing body of research devoted to the phenomenon. The purpose of this paper is to review the existing literature of pre-arrest diversion, and to report the results of an international survey of pre-arrest diversion programs we conducted to identify evidence-based practices. On the basis of our review and survey, we note that successful pre-trial programs appear to integrate relevant mental health, substance abuse and criminal justice agencies by having regular meetings between key personnel from the various agencies. Often, a liaison person with a mandate to effect strong leadership plays a key role in the coordination of various agencies. Streamlining services through the creation of an emergency drop-off center with a no-refusal policy for police cases is seen as crucial. While there is some indication that mentally ill offenders benefit from their participation in this form of diversion, the evaluative literature has not yet achieved the "critical mass" necessary to create generalizable, evidence-based knowledge. The absence of generally agreed-upon outcomes could lead to the inequitable application of basic principles of diversion. We suggest that indicators, benchmarks, and outcomes must be agreed upon if a comprehensive understanding of pre-arrest programs is to emerge.