When practice makes imperfect: debilitating effects of overlearning

It was hypothesized that as overlearning leads to "mindlessness," the individual components of a task become relatively inaccessible to consciousness and therefore unavailable to serve as evidence of task competence. This may lead to a decrement in performance if circumstances, for example, a label connoting relative inferiority, lead one to question one's ability. This was tested in the first experiment by varying practice on a task (no practice, moderate practice, and overpractice) by label assigned to subjects (no label, assistant, boss). As predicted, performance decrements resulted for the no practice and overpracticed subjects who were assigned the inferior status label but not for the moderate practice subjects for whom the task components were still salient. In a second experiment it was found that the debilitation could be prevented for an overlearned task by making components of the task salient. Implications for the vulnerability of experts to these performance debilitations are explored.     

Long-term effects of a control-relevant intervention with the institutionalized aged

Elderly nursing home residents who were tested as part of an intervention designed to increase feelings of choice and personal responsibility over daily events were reevaluated 18 month later. Nurses' ratings and health and mortality indicators suggest that the experimental treatment and /or the processes that it set in motion had sustained beneficial effects.     

Pregnancy: A social stigma?

Experimental evidence is presented which explores the social stimulus value of pregnancy. It was found that, for men especially, the pregnant woman elicits avoidance and staring and that these responses occur primarily because pregnancy is a novel visual stimulus. For women, avoidance seems to be tied less to the stimulus aspects of the pregnant woman than to role expectations about her behavior. The pregnant woman is expected to be passive, but is simultaneously rejected for being so. It is argued that this constellation of responses may produce discomfort and withdrawal in the pregnant woman herself, since avoidance and staring are easily interpreted as negative reactions. How these reactions fit into the cultural response to pregnancy is discussed.     

Pre- and postlexical loci of contextual effects on word recognition

The context in which a word occurs could influence either the actual decoding of the word or a postrecognition judgment of the relatedness of word and context. In this research, we investigated the loci of contextual effects that occur in lexical priming, when prime and target words are related along different dimensions. Both lexical decision and naming tasks were used because previous research had suggested that they are differentially sensitive to postlexical processing. Semantic and associative priming occurred with both tasks. Other facilitative contextual effects, due to syntactic relations between words, backward associations, or changes in the proportion of related items, occurred only with the lexical decision task. The results indicate that only associative and semantic priming facilitate the decoding of a target; the other effects are postlexical. The results are related to the different demands of the naming and lexical decision tasks, and to current models of word recognition.     

False memories of the future: a critique of the applications of probabilistic reasoning to the study of cognitive processes

The authors argue that the ways in which people-scientists and laymen-use probabilistic reasoning is predicated on a set of often questionable assumptions that are implicit and frequently go untested. They relate to the correspondence between the terms of a theory and the observations used to validate the theory and to the implicit understandings of intention and prior knowledge that arise between the conveyer and the receiver of information. The authors show several ways in which the use of probabilistic reasoning rests on a priori commitments to a partitioning of an outcome space and demonstrate that there are many more assumptions underlying the use of probabilistic reasoning than are usually acknowledged. They unfold these assumptions to show how several different interpretations of the same results in behavioral decision theory and cognitive psychology are equally well supported by "the facts." They then propose a more comprehensive approach to mapping cognitive processes than those currently used, one that is based on the analysis of all of the relevant alternative interpretations presented in the article.     

Strategic Polarization

In joint decision making, similarly minded people may take opposite positions. Consider the example of a marriage in which one spouse gives generously to charity while the other donates nothing. Such "polarization" may misrepresent what is, in actuality, a small discrepancy in preferences. It may be that the donating spouse would like to see 10% of their combined income go to charity each year, while the apparently frugal spouse would like to see 8% donated. A simple game-theoretic analysis suggests that the spouses will end up donating 10% and 0%, respectively. By generalizing this argument to a larger class of games, we provide strategic justification for polarization in many situations such as debates, shared living accommodations, and disciplining children. In some of these examples, an arbitrarily small disagreement in preferences leads to an arbitrarily large loss in utility for all participants. Such small disagreements may also destabilize what, from game-theoretic point of view, is a very stable equilibrium. Copyright 2001 Academic Press.     

Improving Attention in Old Age

The aim of this study was to examine whether a mindful intervention, based on noticing distinctions, could be used to improve the attention of older individuals. Participants were randomly assigned to one of four attention interventions. In the mindfulness groups, participants studying a set of pictures were told to notice either three or five distinctions. In the control groups, participants were either told to pay attention or were not given any directions related to attention before exposure to the set of pictures. The results indicated that those who viewed the stimuli in terms of distinctions were able to remember significantly more pictures than did those in the control groups. Distinction drawing also increased liking for the stimuli. The findings suggest that if older individuals want to increase attention and recall, rather than focus their attention, they may want to find ways to vary their attention.     

Categorization generated by extended prototypes—An axiomatic approach

We suggest a model of categorization based on prototypes. A set of entities, identified with some finite dimensional Euclidian space, is partitioned into a finite number of categories. Such a categorization is said to be generated by extended prototypes if there is a set of distinguished entities, one for each category, such that the categorization is determined by proximity to these prototypical entities. The prototypes are called extended since they are described by points in a higher dimensional space than the entities. Sufficient conditions for a categorization to be generated by extended prototypes are provided. These conditions are also necessary if the prototypes are in general position.     

Toward mindful social comparison: When subjective and objective selves are mutually exclusive

Although mindless evaluations typically accompany social comparisons, they are not necessary, and may be costly. We describe how mindlessness enters the social comparison process at two points. First, during the social comparison both self and other are mindlessly de-contextualized, through (1) biased selection of relevant behaviors, (2) biased selection of criteria along which behaviors are compared, (3) lack of knowledge of intent behind behavior, (4) lack of knowledge about representativeness of behavior, (5) lack of knowledge about typicality of future behavior as moderated by learning, (6) improper understanding of the meaning of behavior, and (7) lack of knowledge about motivations generating the comparisons. Second, the affective results of the social comparison are often mindlessly generalized to the global self, while the breadth and complexity of the network of attributes that constitute to the ‘self’ is ignored. Global-self-evaluative social comparisons forfeit the potential of gaining accurate and usable information about personal attributes.