The attitudes toward work in career transitions

The development of general attitudes toward work was investigated in career transitions of people at various career stages, belonging to various socioeconomic paths. It was assumed that general attitudes toward work, consisting of the affective meaning of work and of its centrality to the subject, are developed in an anticipatory manner on the basis of expectations, integrating occupational information with aspirations. Samples of junior and senior high school students, undergraduate university students, vocational trainees for skilled work, and persons trained for higher executive positions participated in the research. The results confirmed the role of expectations in attitude formation. Similar expectations as to status and advancement lead to similar attitudes regardless of differences in age or cultural background.     

Shifts in the perceived location of a blurred edge increase with contrast

Perceived brightness is nonlinearly related to luminance. Consequently, any mechanism operating on the (transformed) luminance profile of a blurred edge to detect its location should make errors, and the magnitude of these errors should increase with contrast. The perceived location of a blurred edge was measured at a range of contrasts and a range of blur space constants in a vernier alignment task. It was found that the perceived location of a blurred edge was affected by the contrast and the blur space constant of the edge. At low contrasts, the apparent location of the blurred edge was near the calculated location of the edge, assuming the linear transduction of luminance. At higher contrasts, the perceived location of a blurred edge was shifted toward the dark side of the edge, and the shift increased with contrast.     

The effect of temporal separation and prior habituation upon preconditioning

The effect of temporal separation and prior habituation was tested by measuring response transfer in a shuttle box following different initial treatments. Thirty hooded rats were split into three main groups and six sub-groups. One main group was preconditioned with concurrent light and sound stimuli, another with temporally spaced stimuli, and a control group had no preconditioning. Half of each main group was permitted to explore the apparatus before preconditioning on the supposition that this might reduce emotionality and hence reduce startle or attention responses.

It was found that concurrent stimulation produced significantly greater response transfer than in controls, whereas preconditioning with spaced stimuli did not. Prior habituation produced no significant effect on the amount of response transfer.     

Patterns of memory performance in children with controlled epilepsy on the CVLT-C.

Decreased memory skills have been reported in children with epilepsy. However, standardized instruments to evaluate learning and memory in children have been unavailable until recently. The present study was designed to assess memory patterns in children with epilepsy based on the California Verbal Learning Test-Children's Version (CVLT-C). The test was administered to 44 children with complex partial seizures and 21 children with generalized seizures between 8 and 13 years of age. Children in the study had been treated for epilepsy for at least 6 months, had well-controlled seizures on monotherapy, and had no evidence of anticonvulsant toxicity. Children with head injuries, learning disabilities, or hyperactivity were excluded. Test results did not reflect differences in memory performance based on seizure type. Scores for the entire sample indicated intact new learning, decreased intrusions and perseverative responses, and better short-term than long-term delayed recall. Recognition skills were stronger than long-term delayed recall skills and suggested that memory performance may be improved for these children when a multiple-choice format is available in academic settings.     

Use of the recognition heuristic depends on the domain’s recognition validity,not on the recognition validity of selected sets of objects

According to the recognition-heuristic theory, decision makers solve paired comparisons in which one object is recognized and the other not by recognition alone, inferring that recognized objects have higher criterion values than unrecognized ones. However, success—and thus usefulness—of this heuristic depends on the validity of recognition as a cue, and adaptive decision making, in turn, requires that decision makers are sensitive to it. To this end, decision makers could base their evaluation of the recognition validity either on the selected set of objects (the set’s recognition validity), or on the underlying domain from which the objects were drawn (the domain’s recognition validity). In two experiments, we manipulated the recognition validity both in the selected set of objects and between domains from which the sets were drawn. The results clearly show that use of the recognition heuristic depends on the domain’s recognition validity, not on the set’s recognition validity. In other words, participants treat all sets as roughly representative of the underlying domain and adjust their decision strategy adaptively (only) with respect to the more general environment rather than the specific items they are faced with.     

How left inferior frontal cortex participates in syntactic processing: Evidence from aphasia

We report on three experiments that provide a real-time processing perspective on the poor comprehension of Broca’s aphasic patients for non-canonically structured sentences. In the first experiment we presented sentences (via a Cross Modal Lexical Priming (CMLP) paradigm) to Broca’s patients at a normal rate of speech. Unlike the pattern found with unimpaired control participants, we observed a general slowing of lexical activation and a concomitant delay in the formation of syntactic dependencies involving “moved” constituents and empty elements. Our second experiment presented these same sentences at a slower rate of speech. In this circumstance, Broca’s patients formed syntactic dependencies as soon as they were structurally licensed (again, a different pattern from that demonstrated by the unimpaired control group). The third experiment used a sentence-picture matching paradigm to chart Broca’s comprehension for non-canonically structured sentences (presented at both normal and slow rates). Here we observed significantly better scores in the slow rate condition. We discuss these findings in terms of the functional commitment of the left anterior cortical region implicated in Broca’s aphasia and conclude that this region is crucially involved in the formation of syntactically-governed dependency relations, not because it supports knowledge of syntactic dependencies, but rather because it supports the real-time implementation of these specific representations by sustaining, at the least, a lexical activation rise-time parameter.     

Option fixation: A cognitive contributor to overconfidence

The ASC model of choice and confidence in general knowledge proposes that respondents first Assess the familiarity of presented options, and then use the high-familiarity option as a retrieval cue to Search memory for the purposes of Constructing an explanation about why that high-familiarity option is true. The ASC process implies that overconfidence results in part from a tendency to fixate on the high-familiarity option, to the neglect of the other option. If this implication is true, then judgment tasks requiring respondents to evaluate each option independently should result in reduced overconfidence as compared with standard judgment tasks. Two experiments tested this implication, and found that confidence and overconfidence were reduced when respondents evaluated options independently. The findings support the proposal that option fixation contributes to overconfidence, and also clarify the limitations of random error explanations of overconfidence.