Take a break! or not? The impact of mindsets during breaks on negotiation processes and outcomes

In the current research, we investigate the effects of breaks—temporary recesses in which participants stop interacting and withdraw from the situation—on negotiation processes and outcomes. We conducted two laboratory experiments in which participants engaged in buyer-seller negotiations. Experiment 1 (N = 140) showed that dyads reached higher-quality agreements after a break in which they were cognitively busy with a distraction task than after a break in which they could reflect upon the negotiation. Experiment 2 (N = 76) showed that competitive thinking during a break lead to lower-quality agreements than cooperative thinking during the break. It seems that the negative effects of competitive thoughts during a break can be compensated by turning one’s mind to other issues than the negotiation, or by actively engaging in cooperative thinking.     

The more (complex), the better? The influence of epistemic motivation on integrative bargaining in complex negotiation

Negotiating about a larger number of issues is often argued to enhance the potential for integrative bargaining. However, the enhanced complexity may also make negotiators more susceptible to bias, making it less likely for them to reach win–win agreements. We argue that epistemic motivation, the motivation to hold accurate perceptions of the world, provides a key to solve this paradox. In a negotiation experiment we manipulated complexity by having participants negotiate about 6 or 18 issues and we manipulated epistemic motivation by making participants process‐accountable or not. Under low complexity, there was no effect of epistemic motivation on created value. Under high complexity, however, negotiators with high epistemic motivation created more value than negotiators with low epistemic motivation. Thus, negotiating about larger numbers of issues was only beneficial for negotiators if they were motivated to think deeply and thoroughly. Copyright © 2009 John Wiley & Sons, Ltd.     

The human parahippocampal cortex subserves egocentric spatial learning during navigation in a virtual maze

BackgroundPresent evidence suggests that the hippocampus (HC) and the parahippocampal cortex (PHC) are involved in allocentric (world-centered) spatial memory. However, the putative role of the PHC in egocentric (body-centered) spatial learning has received only limited systematic investigation.MethodsTo examine the role of the PHC in egocentric learning, 19 healthy volunteers learned to find their way in a virtual maze during functional magnetic resonance imaging (fMRI). The virtual maze presented a first-person view, lacked any topographical landmarks and could be learned only using egocentric navigation strategies.ResultsDuring learning, increased medial temporal lobe activity was observed in the PHC bilaterally. Activity was also observed in cortical areas known to project to the PHC and proposed to contribute to egocentric spatial navigation and memory.ConclusionsOur results point to a role of the PHC for the representation and storage of egocentric information. It seems possible that the PHC contributes to egocentric memory by its feedback projections to the posterior parietal cortex. Moreover, access to allocentric and egocentric streams of spatial information may enable the PHC to construct a global and comprehensive representation of spatial environments and to promote the construction of stable cognitive maps by translating between egocentric and allocentric frames of memory.     

On the Conceptual Overlap between the Fluency Contamination Effect in Divergent Thinking Scores and the Chance View on Scientific Creativity

The equal odds baseline is a parsimonious model that describes the relationship between quantity and quality of output in scientific creativity. Specifically, it is posited that quality is a linear function of quantity, and therefore, strong positive correlations between these two variables are expected. Strong positive correlations also play a crucial role in a recurring issue in divergent thinking research: the fluency contamination effect. This effect refers to the problem that any other summative scoring of divergent thinking tests such as the number of original responses (i.e., quality of responses) is confounded by fluency (i.e., quantity of responses). The current work sheds further light into the conceptual overlap between the equal odds baseline, and the fluency contamination effect by demonstrating that a recent formalization of the fluency contamination effect can be used to derive the equal odds baseline. This result is then utilized within a structural equation modeling approach with simulated datasets to thoroughly examine the equal odds baseline. The findings of the structural equation modeling approach are discussed with respect to their potential to better understand the relationship between quantity and quality of productions in creativity research.     

Negotiating interests or values and reaching integrative agreements: the importance of time pressure and temporary impasses

Negotiation research and theory tends to focus on interests and ignores values. This experiment compared the influence of negotiations about interests with negotiations about values under low or high time pressure. Results showed that (1) individuals got locked into early impasses more often under low than high time pressure, (2) getting locked into early impasse produced a switch from low levels of integrative behaviour early in the negotiation to high levels late in the negotiation, but only when interests rather than values were negotiated, (3) individuals reached higher joint outcomes when interests rather than values were negotiated, especially when time pressure was low rather than high, because of (4) the relatively greater switch to high levels of integrative behaviour in the case of low time pressure and conflict of interest. Copyright © 2004 John Wiley & Sons, Ltd.