Public justification and investment in failing projects: the moderating effect of optimistic outcome expectations

Public justification can have both desirable and undesirable effects. One dysfunctional consequence demonstrated via laboratory experiments is an increase in the escalation of commitment (i.e., public justification increases investment in failing projects). Based on survey data from 247 failed company projects, this study provides supporting evidence of the escalation‐increasing effect of public justification. Thus, the results support the external validity of prior findings. In addition, this paper hypothesizes and confirms a negative moderating effect of optimistic outcome expectations on the relation between public justification and investments. Specifically, for low optimistic outcome expectations, public justification increases investments in failing projects. In contrast, in cases of highly optimistic outcome expectations, public justification does not further increase investments in failing projects.     

Thresholds of Illumination for the Visual Discrimination of Direction of Movement and for the Discrimination of Discreteness

Currently, relatively little is known about what drives the choice of limb for goal-oriented reaching. Traditionally, the explanation has been tied predominately to motor dominance as manifested in handedness. This article offers data and an argument suggesting that handedness can be modified by attentional (spatial) information. Although motor dominance may be the controlling factor in the programming and execution of reaching movements at the midline and hemispace ipsilateral (same side) to the dominant limb, attentional information alters the programming of movements in what would be contralateral space. The general trend of behavior is characterized by reaching on the same side as the stimulus, in ipsilateral fashion, a phenomenon explained by kinesthetic efficiency and hemispheric bias.     

A Question of Foot Dominance

It is suggested that the popular definition of foot dominance (i.e., the limb preferred to execute a manipulative or mobilizing action while the other [nondominant] foot provides stabilizing support, e.g., kicking a ball) be reconsidered in light of understanding the functional characteristics of footedness and selected theoretical explanations. Relevance to future research designs and assessment methodology is discussed.     

Book Notes

Abstract

Identification of Book Reviewers for this Number. John H. Wigmore is Dean of the Northwestern University Law School. George F. White is Professor of Chemistry in Clark University. Edward W. Flagg is Professor Emeritus, State Normal School, Potsdam, New York. Carl Murchison is Editor of this journal.

American White Criminal Intelligence. By Carl Murchison. Journal of Criminal Law and Criminology. Vol. 15, No. 2, August, 1924, 77 pages. Vol. 15, No. 3, November, 1924, 60 pages.

Education for Moral Growth. By Henry Neuman, Ph.D. New York: D. Appleton & Company. 1923, 383 pp.

Prisons and Common Sense. By Thomas Mott Osborne. Philadelphia, J. P. Lippincott Co., 1924. pp. 105. $1.25.

Twenty-five Years of American Education. By I. L. Kandel. New York, The Macmillan Co., 1924. pp. 469.

Elements of Educational Psychology. By Lawrence Augustus Averill. Boston, Houghton Mifflin Company, 1924. pp. 425.

Psychological Principles Applied to Teaching. By William Henry Pyle. Baltimore, Warwick & York, Inc., 1924. pp. 190.

The Education of Handicapped Children. By J. E. Wallace Wallin. Boston, Houghton, Mifflin Co., 1924. pp. 369. $2.25.

Fundamentals of Vocational Psychology. By Charles H. Griffitts. New York, The Macmillan Company, 1924. pp. 372.

Laboratory Studies in Educational Psychology. By Egbert Milton Turner and George Herbert Betts. New York, D. Appleton & Company, 1924. pp. 217.

Mind as Behavior. By Edgar Arthur Singer, Jr. Columbus, R. G. Adams, 1924. pp. 293.

The Child's Mind and the Common Branches. By Daniel Wolford La Rue. New York, The Macmillan Company, 1924. pp. 479.

An Introduction to Philosophy. By G. T. W. Patrick. Boston, Houghton, Mifflin Co., 1924. pp. 463. $2.50.

Principles of Psychology. By J. R. Kantor. New York, Alfred A. Knopf, 1924. pp. 464.

An Intermediale Textbook of Physiological Chemistry with Experiments. By C. J. V. Pettibone, Ph.D., Associate Professor of Physiological Chemistry, Medical School, University of Minnesota. Second edition. C. V. Mosby Co., St. Louis, 1923. pp. 376.     

Book Notes

Abstract

Identification of Book Reviewers for this Number. William H. Cole is Professor and Chairman of the Department of Biology in Clark Chris.

Anfänge der Reifezeit. By William Stern. Leipzig, Quelle & Meyer. 1925, pp. 125.

Mental Hygiene as Taught by Jesus. By Alexander B. MacLeod. New York, The Macmillan Company. 1925, pp. 138.

The Nature of Intelligence and the Principles of Cognition. By Charles E. Spearman. London, Macmillan and Co., Ltd. 1923, pp. viii+358.

Genetic Studies of Genius. By Lewis M. Terman et Al. California, Stanford University Press. 1925, pp. xv+648.

Principles of Psychotherapy. By Dr. Pierre Janet. New York, The Macmillan Company. 1924, pp. viii+322.

Chimpanzee Intelligence and its Vocal Expressions. by Robert M. Yerkes and Blanche W. Learned. Baltimore, Williams & Wilkins Company. 1925, pp. 157.

Neurological Foundations of Animal Behavior. By C. Judson Herrick. New York, Henry Holt and Company. 1924, pp. xii+334.

Physiological Foundations of Behavior. By Charles M. Child. New York, Henry Holt and Company. 1924, pp. v+330.

The Field of Psychology. By Madison Bentley. New York, D. Appleton and Company, 1925. pp. xvi+545.

Experience and Nature. By John Dewey. Chicago, Open Court Publishing Company. 1925, pp. xi+443.

Abnormal Psychology and Education. By Frank Watts. New York, D. Appleton and Company. 1924, pp. xiv+220.

Psychology for Child Training. By Arland D. Weeks. New York, D. Appleton and Company. 1925, pp. xi+312.

Animals Looking Into the Future. By William A. Kepner. New York, The Macmillan Company. 1925, 197 pp.