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Dianne C. Berry Donald E. Broadbent 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1987,39(4):585-609
Three experiments examine the effects of two different forms of explanation on assisted performance on a complex search task. The task involves determining which of a set of factories is responsible for polluting a river by testing the river for the presence or absence of various pollutants. All subjects receive computer suggestions as to which pollutants they should test for. In addition, some subjects receive an explanation of the principle according to which the advice program works. Two forms of explanation are compared. Experiment 1 shows that subjects who are allowed to ask “why” each computer recommendation is made perform significantly better than those who are provided with a block text of explanation at the start of each trial. Experiment 2 shows that the latter type of explanation is not completely ineffective, however. Subjects who are required to verbalize following the single explanation perform significantly better than do subjects who are required to verbalize but who have not received any form of explanation. Finally, Experiment 3 shows that subjects who receive the multiple “why” explanations or the explanation/verbalization combination maintain a superior performance level on subsequent unaided trials. 相似文献
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Isabella C. Stallworthy Daniel Berry Savannah Davis Jason J. Wolff Catherine A. Burrows Meghan R. Swanson Rebecca L. Grzadzinski Kelly Botteron Stephen R. Dager Annette M. Estes Robert T. Schultz Joseph Piven Jed T. Elison John R. Pruett Jr. Natasha Marrus for The IBIS Network 《Developmental science》2023,26(3):e13336
Social motivation—the psychobiological predisposition for social orienting, seeking social contact, and maintaining social interaction—manifests in early infancy and is hypothesized to be foundational for social communication development in typical and atypical populations. However, the lack of infant social-motivation measures has hindered delineation of associations between infant social motivation, other early-arising social abilities such as joint attention, and language outcomes. To investigate how infant social motivation contributes to joint attention and language, this study utilizes a mixed longitudinal sample of 741 infants at high (HL = 515) and low (LL = 226) likelihood for ASD. Using moderated nonlinear factor analysis (MNLFA), we incorporated items from parent-report measures to establish a novel latent factor model of infant social motivation that exhibits measurement invariance by age, sex, and familial ASD likelihood. We then examined developmental associations between 6- and 12-month social motivation, joint attention at 12–15 months, and language at 24 months of age. On average, greater social-motivation growth from 6–12 months was associated with greater initiating joint attention (IJA) and trend-level increases in sophistication of responding to joint attention (RJA). IJA and RJA were both positively associated with 24-month language abilities. There were no additional associations between social motivation and future language in our path model. These findings substantiate a novel, theoretically driven approach to modeling social motivation and suggest a developmental cascade through which social motivation impacts other foundational skills. These findings have implications for the timing and nature of intervention targets to support social communication development in infancy.
Highlights
- We describe a novel, theoretically based model of infant social motivation wherein multiple parent-reported indicators contribute to a unitary latent social-motivation factor.
- Analyses revealed social-motivation factor scores exhibited measurement invariance for a longitudinal sample of infants at high and low familial ASD likelihood.
- Social-motivation growth from ages 6–12 months is associated with better 12−15-month joint attention abilities, which in turn are associated with greater 24-month language skills.
- Findings inform timing and targets of potential interventions to support healthy social communication in the first year of life.
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Alina Köchling Marius Claus Wehner 《International Journal of Selection & Assessment》2023,31(1):45-62
Despite the increasing popularity of AI-supported selection tools, knowledge about the actions that can be taken by organizations to increase AI acceptance is still in its infancy, even though multiple studies point out that applicants react negatively to the implementation of AI-supported selection tools. Therefore, this study investigates ways to alter applicant reactions to AI-supported selection. Using a scenario-based between-subject design with participants from the working population (N = 200), we varied the information provided by the organization about the reasons for using an AI-supported selection process (no additional information vs. written information vs. video information) in comparison to a human selection process. Results show that the use of AI without information and with written information decreased perceived fairness, personableness perception, and increased emotional creepiness. In turn, perceived fairness, personableness perceptions, and emotional creepiness mediated the association between an AI-supported selection process, organizational attractiveness, and the intention to further proceed with the selection process. Moreover, results did not differ for applicants who were provided video explanations of the benefits of AI-supported selection tools and those who participated in an actual human selection process. Important implications for research and practice are discussed. 相似文献