The hypercorrection effect in younger and older adults

ABSTRACT

The hypercorrection effect, which refers to the finding that errors committed with high confidence are more likely to be corrected than are low confidence errors, has been replicated many times, and with both young adults and children. In the present study, we contrasted older with younger adults. Participants answered general-information questions, made confidence ratings about their answers, were given corrective feedback, and then were retested on questions that they had gotten wrong. While younger adults showed the hypercorrection effect, older adults, despite higher overall accuracy on the general-information questions and excellent basic metacognitive ability, showed a diminished hypercorrection effect. Indeed, the correspondence between their confidence in their errors and the probability of correction was not significantly greater than zero, showing, for the first time, that a particular participant population is selectively impaired on this error correction task. These results potentially offer leverage both on the mechanisms underlying the hypercorrection effect and on reasons for older adults’ memory impairments, as well as on memory functions that are spared.     

美方专家观点:未来的挑战——信任是临床试验的核心

信任是医患关系的一个基本特征,是社会和医生之间的隐性合同的一部分。合同要求双方的期望值。病人会告诉医生他们内心深处的个人隐私,信任医生会为他们保守秘密,允许医生在他们生病和悲伤时进入家里和医院。但是,要做到这些,医生必须维持包括关爱、保密和承诺的伦理标准。因为信任就像个很小但却很珍贵的宝石－很难得到,又很容易失去,失去之后想要在找回来极为困难。     

EMU Leadership: An egalitarian magnanimous undemocratic way for schools

This paper suggests that the nature of leadership as a significant human characteristic, derived from both philosophical and psychological theorizing, can appropriately be seen as egalitarian (in Macmurray's sense) and magnanimous (in Aristotle's sense), whilst remaining undemocratic. Empirical research carried out in schools supports the idea that, in particular circumstances, this model of leadership may indeed already be recognized in schools. In addition, there are brief references to the psychology of leadership, to the ways in which learning in schools might be theorized, and to the nature of schools as communities. Finally, implications for 'followers' as well as leaders, and for spiritual development in schools, are explored.     

Lay Understandings of Sex/Gender and Genetics: A Methodology That Preserves Polyvocal Coder Input

Lay understandings of the role of heredity and genetics in the production of human sex may be important in perceptions of the relative similarity and difference of men and women and therefore of the appropriateness of behaviors or social policies. We employed 17 focus groups segregated by gender and ethnicity (43 European American and 39 African American) to assess lay understandings of genetics and biological sex. To ensure the inclusion of multiple perspectives in results, we developed and applied a methodology we call “polyvocal coding.” Results show uneven incorporation of basic genetics, with substantial diversity of alternative understandings, especially with regard to sexual orientation. Different individuals, including both coders and participants, may interpret the same information about sex chromosomal inheritance as a fundamental quality of individual identity that constitutes essential and significant difference or as a component with limited impact on each person.     

Obsessive ruminations : a controlled trial of thought-stopping technique

Thought-stopping treatment for obsessive ruminations was described by Wolpe and Lazarus (1966) and more recently there have been several case-reports in some of which components of the method were unsystematically varied (Stern, 1970; Kumar et al., 1971; Yamagami, 1971). The present study examined one of these variables while holding constant the other components. When thought-stopping is given, the subject is usually relaxed (using a standard set of instructions to relax his muscles) and then asked to ruminate about the obsessive thought. The therapist then shouts ‘Stop’ while making a sudden noise at the same time. At this point the patient is told that he must stop thinking his obsessive idea ; after a pause, this interruption is repeated several times until the obsessional rumination ceases. This procedure was compared to a similar technique in which the patient imagined a neutral (‘control’) thought instead of an obsessive one prior to the onset of the ‘stop’ instruction. In every other way the two procedures were identical.     

A Test by Any Other Name: P Values,Bayes Factors,and Statistical Inference

Procedures used for statistical inference are receiving increased scrutiny as the scientific community studies the factors associated with insuring reproducible research. This note addresses recent negative attention directed at p values, the relationship of confidence intervals and tests, and the role of Bayesian inference and Bayes factors, with an eye toward better understanding these different strategies for statistical inference. We argue that researchers and data analysts too often resort to binary decisions (e.g., whether to reject or accept the null hypothesis) in settings where this may not be required.