Learning to attend: a connectionist model of situated language comprehension

Evidence from numerous studies using the visual world paradigm has revealed both that spoken language can rapidly guide attention in a related visual scene and that scene information can immediately influence comprehension processes. These findings motivated the coordinated interplay account ( Knoeferle & Crocker, 2006 ) of situated comprehension, which claims that utterance-mediated attention crucially underlies this closely coordinated interaction of language and scene processing. We present a recurrent sigma-pi neural network that models the rapid use of scene information, exploiting an utterance-mediated attentional mechanism that directly instantiates the CIA. The model is shown to achieve high levels of performance (both with and without scene contexts), while also exhibiting hallmark behaviors of situated comprehension, such as incremental processing, anticipation of appropriate role fillers, as well as the immediate use, and priority, of depicted event information through the coordinated use of utterance-mediated attention to the scene.     

Contingencies of self-worth, academic failure, and goal pursuit

Two studies examine the effects of failure on explicit and implicit self-esteem, affect, and self-presentation goals as a function of people's trait self-esteem and academic contingency of self-worth. Study 1 shows that participants with low self-esteem (LSE) who receive failure feedback experience lower state self-esteem, less positive affect, and less desire to be perceived as competent the more they base self-worth on academics. In contrast, participants with high self-esteem (HSE) who strongly base self-worth on academics show a slight boost in state self-esteem and desire to be perceived as competent following failure. Study 2 shows that following failure, academically contingent LSE participants downplay the importance of appearing competent to others and associate themselves with failure on an implicit level. Taken together, these findings suggest that academically contingent HSE people show resilience following failure, whereas academically contingent LSE people experience negative outcomes and disengage from the pursuit of competence self-presentation goals.     

Contingencies of self-worth

Research on self-esteem has focused almost exclusively on level of trait self-esteem to the neglect of other potentially more important aspects such as the contingencies on which self-esteem is based. Over a century ago, W. James (1890) argued that self-esteem rises and falls around its typical level in response to successes and failures in domains on which one has staked self-worth. We present a model of global self-esteem that builds on James' insights and emphasizes contingencies of self-worth. This model can help to (a) point the way to understanding how self-esteem is implicated in affect, cognition, and self-regulation of behavior; (b) suggest how and when self-esteem is implicated in social problems; (c) resolve debates about the nature and functioning of self-esteem; (d) resolve paradoxes in related literatures, such as why people who are stigmatized do not necessarily have low self-esteem and why self-esteem does not decline with age; and (e) suggest how self-esteem is causally related to depression. In addition, this perspective raises questions about how contingencies of self-worth are acquired and how they change, whether they are primarily a resource or a vulnerability, and whether some people have noncontingent self-esteem.     

Exploiting Listener Gaze to Improve Situated Communication in Dynamic Virtual Environments

Beyond the observation that both speakers and listeners rapidly inspect the visual targets of referring expressions, it has been argued that such gaze may constitute part of the communicative signal. In this study, we investigate whether a speaker may, in principle, exploit listener gaze to improve communicative success. In the context of a virtual environment where listeners follow computer‐generated instructions, we provide two kinds of support for this claim. First, we show that listener gaze provides a reliable real‐time index of understanding even in dynamic and complex environments, and on a per‐utterance basis. Second, we show that a language generation system that uses listener gaze to provide rapid feedback improves overall task performance in comparison with two systems that do not use gaze. Aside from demonstrating the utility of listener gaze in situated communication, our findings open the door to new methods for developing and evaluating multi‐modal models of situated interaction.     

Changing Relationship Growth Belief: Intrapersonal and Interpersonal Consequences of Compassionate Goals

The belief that difficulties can lead to growth in relationships, or growth belief, has consequences for relationships (e.g., C. R. Knee, 1998 ). But what predicts change in this belief? The current study hypothesized that compassionate goals to support others ( J. Crocker & A. Canevello, 2008 ) predict increased growth belief through increased need satisfaction. In Study 1, 199 college freshmen reported their friendship growth belief and goals. In Study 2, 65 roommate pairs reported their roommate growth belief, goals, and need satisfaction. Across studies, compassionate goals predicted increased growth belief. In Study 2, goals predicted increased perceived mutual need satisfaction, which predicted increased growth belief. Additionally, partners' compassionate goals predicted actors' increased growth belief. Results suggest that growth beliefs are shaped by goals—own and others'.     

Perceived Esteem Support Predicts Competition Appraisals and Performance Satisfaction Among Varsity Athletes: A Test of Organizational Stressors as Moderators

Organizational stressors may be important factors influencing athletes' sport experiences. In this study, we examined organizational stressors as “background variables” (Gump & Matthews, 1999 Gump, B. B., & Matthews, K. A. (1999). Do background stressors influence reactivity to and recovery from acute stressors?. Journal of Applied Social Psychology, 29(3), 469–494. doi:10.1111/j.1559-1816.1999.tb01397.x[Crossref], [Web of Science ®] , [Google Scholar]) that may impact athletes' perceptions of support and appraisals of competitive stressors. Perceptions of available esteem support, organizational stressors, competitive appraisals, and performance satisfaction were prospectively examined among varsity team sport athletes (N = 84). Esteem support was positively related to athletes' perceptions of satisfaction with performance, and the indirect effect through secondary appraisal was significant. Two types of organizational stressors moderated the association between esteem support and secondary appraisal: More frequent coaching stressors weakened the association between esteem support and secondary appraisal, whereas more frequent team and culture stressors strengthened the association between esteem support and appraisal. These results support previous research (cf. Freeman & Rees, 2009 Freeman, P., & Rees, T. (2009). How does perceived support lead to better performance? An examination of potential mechanisms. Journal of Applied Sport Psychology, 21, 429–441. doi:10.1080/10413200903222913[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), indicating that perceived available esteem support was positively associated with athletes' assessments that they had the necessary resources to cope with competitive stressors, which positively predicted performance satisfaction after a competition. Furthermore, these findings suggest that higher levels of coaching stressors were associated with poorer perceptions of having the necessary resources to cope with competition stressors, whereas conversely, higher team and culture stressors were not necessarily detrimental to athletes' perceptions of their resources to cope with competitive demands. These results suggest that different types of organizational stressors may have differential impacts on athletes' sport experiences.     

The Effects of Weight and Achievement Messages on the Self-Esteem of Women

We examined whether priming achievement causes lower self-esteem and more negative mood in women who believe they are overweight and 0whether it does so by increasing women's dissatisfaction with their bodies or with their performance. Thirty-five self-perceived overweight women and 43 self-perceived normal weight women participated in the experiment. Half of the women read a message stressing the importance of achievement pursuits, and the other half read a message stressing the importance of nonachievement pursuits. All women then completed a measure of global self-esteem, read a message about the negative effects of being overweight, and completed several dependent measures. Controlling for initial self-esteem, overweight women who read the achievement prime had lower mood and global self-esteem and lower performance self-esteem but not lower appearance self-esteem or greater body dissatisfaction when compared to the overweight women who read the nonachievement prime and the normal weight women regardless of prime type.