Is this problem likely to be solved? A cognitive schema of effective problem solving

The present study tested the existence of a cognitive schema that guides people's evaluations of the likelihood that observed problem-solving processes will succeed. The hypothesised schema consisted of attributes that were found to distinguish between retrospective case reports of successful and unsuccessful real world problem solving (Lipshitz & Bar Ilan, 1996 Lipshitz, R. and Bar Ilan, O. 1996. How problems are solved: Reconsidering the phase theorem. Organisational Behaviour and Human Decision Processes, 45: 48–60.  [Google Scholar]). Participants were asked to evaluate the likelihood of success of identical cases of problem solving that differed in the presence or absence of diagnosis, the selection of appropriate or inappropriate solutions, and the pairing of diagnosis with appropriate or non-appropriate solutions. Consistent with the proposition, diagnosis affected perceived likelihood of success, albeit only when solution quality was held constant, and appropriate diagnosis with a compatible solution produced higher perceived likelihood of success than appropriate diagnosis with incompatible solutions. In addition, results showed that solution quality played a significant role, and that compatibility with a six-phase rational model of problem solving played no role in judging likelihood of success.     

Culture as situated cognition: Cultural mindsets,cultural fluency,and meaning making

Culture is a human universal, a “good enough” solution to universal needs. It is also a specific meaning-making framework, a “mindset” that influences what feels fluent, what is attended to, which goals or mental procedures are salient. Cross-national comparisons demonstrate both universality and between-group difference (specificity) but cannot address underlying process or distinguish fixed from context-dependent effects. I use a situated cognition framework and experimental methods to address these gaps, demonstrating that salient cultural mindsets have causal downstream consequences for meaning making, self-processes, willingness to invest in relationships, and complex mental procedures. Moreover, individualistic and collectivistic mindsets are accessible cross-culturally so both can be primed. Between-group differences arise in part from momentary cues that make either individualistic or collectivistic mindset accessible.     

Mothers with serious mental illness: when symptoms decline does parenting improve?

Serious mental illnesses (SMI) and problems with parenting are associated, but the link between change in psychiatric symptoms and change in parenting over time has not been examined. Three hypotheses were tested. Hypothesis 1: As symptoms decline, parenting stress will decline and parenting nurturance will improve. Hypothesis 2: High prior levels of symptoms have a continuing impact on parenting over time, persisting even when symptoms remit. Hypothesis 3: Both symptoms and parenting are influenced by contextual factors; taking these into account diminishes the association between them. With the use of latent growth curve modeling and an economically and racially diverse sample of mothers with SMI (N = 294), evidence supporting Hypothesis 1 was found, but there was no support for Hypothesis 2. For Hypothesis 3, contextual factors predicted both symptoms and parenting; accounting for context diminished the association between symptoms and parenting stress, but context did not completely explain the association between symptoms and parenting.     

Racial-ethnic self-schemas: Multidimensional identity-based motivation

Prior self-schema research focuses on benefits of being schematic vs. aschematic in stereotyped domains. The current studies build on this work, examining racial-ethnic self-schemas as multidimensional, containing multiple, conflicting, and non-integrated images. A multidimensional perspective captures complexity; examining net effects of dimensions predicts within-group differences in academic engagement and well-being. When racial-ethnicity self-schemas focus attention on membership in both in-group and broader society, engagement with school should increase since school is not seen as out-group defining. When racial-ethnicity self-schemas focus attention on inclusion (not obstacles to inclusion) in broader society, risk of depressive symptoms should decrease. Support for these hypotheses was found in two separate samples (8th graders, n = 213, 9th graders followed to 12th grade n = 141).     

From Assets to School Outcomes: How Finances Shape Children's Perceived Possibilities and Intentions

ABSTRACT— People do not always take action to attain their desired possible selves —after all, whether consciously or nonconsciously, taking current action makes sense if there is an open path toward attaining the desired self, but not if paths are closed. Following this logic, children from families with fewer assets may lower their expectations for school success and plan to engage in less effort in school. To test this hypothesis, we examined the impact of experimentally manipulating mind-set about college as either "closed" (expensive) or "open" (can be paid for with need-based financial aid) among low-income early adolescents. Adolescents assigned to an open-path condition expected higher grades than those assigned to a closed-path condition (Study 1, n = 48, predominantly Hispanic and Latino seventh graders) and planned to spend more time on homework than those assigned to a no-prime control condition (Study 2, n = 48, predominantly African American seventh graders).     

Reciprocal relationships between resource loss and psychological distress following exposure to political violence: an empirical investigation of COR theory's loss spirals

Abstract We conducted a four-wave prospective study of Palestinian adults living in the West Bank, Gaza Strip, and East Jerusalem, interviewed between 2007 and 2009 at 6-month interval to explore transactional relationships between resource loss (i.e., intra and interpersonal resource loss) and psychological distress (i.e., posttraumatic stress disorder and depression symptoms). Initially, 1196 Palestinians completed the first wave interview and 752 of these participants completed all four interviews. A cross-lagged panel design was constructed to model the effects of trauma exposure on both resource loss and psychological distress and the subsequent reciprocal effects of resource loss and psychological distress across four time waves. Specifically, resource loss was modeled to predict distress, which in turn was expected to predict further resource loss. Structural equation modeling was used to test this design. We found that psychological distress significantly predicts resource loss across shorter, 6-month time waves, but that resource loss predicts distress across longer, 12-month intervals. These findings support the Conservation of Resources theory's corollary of loss spirals.     

Ventromedial prefrontal-subcortical systems and the generation of affective meaning

The ventromedial prefrontal cortex (vmPFC) comprises a set of interconnected regions that integrate information from affective sensory and social cues, long-term memory, and representations of the 'self'. Alhough the vmPFC is implicated in a variety of seemingly disparate processes, these processes are organized around a common theme. The vmPFC is not necessary for affective responses per se, but is critical when affective responses are shaped by conceptual information about specific outcomes. The vmPFC thus functions as a hub that links concepts with brainstem systems capable of coordinating organism-wide emotional behavior, a process we describe in terms of the generation of affective meaning, and which could explain the common role played by the vmPFC in a range of experimental paradigms.     

Identity-based motivation: Implications for intervention

Children want to succeed academically and attend college, but their actual attainment often lags behind; some groups (e.g., boys, low-income children) are particularly likely to experience this gap. Social structural factors matter, influencing this gap in part by affecting children's perceptions of what is possible for them and people like them in the future. Interventions that focus on this macro-micro interface can boost children's attainment. We articulate the processes underlying these effects using an integrative culturally sensitive framework entitled identity-based motivation (IBM, Oyserman, 2007, 2009a, 2009b). The IBM model assumes that identities are dynamically constructed in context. People interpret situations and difficulties in ways that are congruent with currently active identities and prefer identity-congruent to identity-incongruent actions. When action feels identity-congruent, experienced difficulty highlights that the behavior is important and meaningful. When action feels identity-incongruent, the same difficulty suggests that the behavior is pointless and "not for people like me."     

Of Warrior Chiefs and Indian Princesses: The Psychological Consequences of American Indian Mascots

Four studies examined the consequences of American Indian mascots and other prevalent representations of American Indians on aspects of the self-concept for American Indian students. When exposed to Chief Wahoo, Chief Illinwek, Pocahontas, or other common American Indian images, American Indian students generated positive associations (Study 1, high school) but reported depressed state self-esteem (Study 2, high school), and community worth (Study 3, high school), and fewer achievement-related possible selves (Study 4, college). We suggest that American Indian mascots are harmful because they remind American Indians of the limited ways others see them and, in this way, constrain how they can see themselves.