Perceptions of Ethical Behaviour among Business Faculty in Canada

Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts.     

Rethinking the focusing effect in decision-making

According to Legrenzi et al. [Cognition 49 (1993) 37], in making a choice people consider only the alternatives explicitly represented in their mental model of the decision situation. Their idea has found empirical support in the "focusing effect": Individuals focus on the alternatives explicitly stated in the problem context, and do not take into account other possibilities. In their original study, Legrenzi and colleagues considered only one factor to account for the explicit representation of an alternative--i.e., its explicit verbal formulation in the decision problem. Recent theories of relevance and information gain can help articulate their original idea, suggesting that individuals explicitly represent relevant alternatives, whether or not they are explicitly formulated in the decision problem. In three experiments we first replicated Legrenzi et al.'s original experiment, and then showed that the explicit verbal mention of an alternative is neither sufficient nor necessary to focus on it. The results suggest that individuals are able to consider relevant alternatives, even when they are not made explicit in the verbal formulation of a decision problem.     

Visual perspective taking for avatars in a Simon task

In modern digital applications, users often interact with virtual representations of themselves or others, called avatars. We examined how these avatars and their perspectives influence stimulus–response compatibility in a Simon task. Participants responded to light/dark blue stimuli with left/right key presses in the presence of a task-irrelevant avatar. Changes in stimulus–response compatibility were used to quantify changes in the mental representation of the task and perspective taking toward this avatar. Experiments 1 and 2 showed that perspective taking for an avatar occurred in orthogonal stimulus–response mappings, causing a compatibility effect from the avatar’s point of view. In the following two experiments we introduced a larger variety of angular disparities between the participant and avatar. In Experiment 3, the Simon effect with lateralized stimulus positions remained largely unaffected by the avatar, pointing toward an absence of perspective taking. In Experiment 4, after avatar hand movements were added in order to strengthen the participants’ sense of agency over the avatar, a spatial compatibility effect from the avatar’s perspective was observed again, and hints of the selective use of perspective taking on a trial-by-trial basis were found. Overall, the results indicate that users can incorporate the perspective of an avatar into their mental representation of a situation, even when this perspective is unnecessary to complete a task, but that certain contextual requirements have to be met.     

The preattentive emperor has no clothes: a dynamic redressing

Preattentive models of early vision have not been supported by the evidence. Instead, an input filtering system, which is dynamically reconfigured so as to optimize performance on the task at hand, is proposed. As a case in point, the authors examined Sagi and Julesz's (1985a) claim that detection tasks are processed preattentively and efficiently (shallow search slopes), whereas discrimination tasks require focal attention and yield inefficient steep slopes. In 5 visual search experiments, efficiency was found to depend not on the nature of the task but on whether the task is single or dual. The second component of a dual task, whether detection or discrimination, is performed inefficiently if it does not fit the configuration of the input system, which had been set optimally for the first component. But, even the second component is processed efficiently if there is enough time to reconfigure the system after processing the first component.     

Knowledge level learning and the power law: A soar model of skill acquisition in scheduling

Zusammenfassung. Das hier vorgestellte Modell lernt graduell, Planungsaufgaben aus der Klasse der Maschinenbelegungsprobleme (job-shop-scheduling problems) zu lösen. Mit Hilfe des Chunking-Mechanismus von Soar wird episodisches Wissen über die Belegungsreihenfolge von Aufträgen auf Maschinen memoriert. Bei der Entwicklung des Modells wurden zahlreiche qualitative (z. B. Transfereffekte) und quantitative Befunde (z. B. Bearbeitungszeiten) aus einer früheren empirischen Untersuchung berücksichtigt. In einer Validierungsstudie wurden dieselben Aufgaben von 14 Probanden und dem Modell bearbeitet. Die Passung von Simulationsdaten und empirischen Ergebnissen fiel insgesamt gut aus. Allerdings löst das Modell die Aufgaben schneller und zeigt auch einen etwas besseren Lernverlauf als die Probanden. Das Modell liefert eine Erklärung für das Rauschen, das typischerweise bei Bearbeitungszeiten zu beobachten ist: es handelt sich um erworbenes Wissen, das mehr oder weniger gut und auch unterschiedlich häufig auf neue Situationen übertragen wird. Der Lernverlauf der Probanden entspricht nur für aggregierte Daten einer Potenzfunktion (power law). Der vorgestellte Mechanismus zeigt, wie ein symbolisches Modell der Informationsverarbeitung graduelle Verhaltensänderungen generiert und wie der offensichtliche Erwerb allgemeiner Prozeduren ohne explizites Lernen von deklarativen Regeln erfolgen kann. Es wird nahegelegt, daß es sich hier um die Modellierung einer Form impliziten Lernens handelt. Summary. The model presented here gradually learns how to perform a job-shop scheduling task. It uses Soar's chunking mechanism to acquire episodic memories about the order to schedule jobs. The model was based on many qualitative (e.g., transfer effects) and quantitative (e.g., solution time) regularities found in previously collected data. The model was tested with new data where scheduling tasks were given to the model and to 14 subjects. The model generally fit these data with the restrictions that the model performs the task (in simulated time) faster than the subjects, and its performance improves somewhat more quickly than the subjects' performance. The model provides an explanation of the noise typically found in problem solving times - it is the result of learning actual pieces of knowledge that transfer more or less to new situations but rarely by an average amount. Only when the data are averaged (i.e., over subjects) does the smooth power law appear. This mechanism demonstrates how symbolic models can exhibit a gradual change in behavior and how the apparent acquisition of general procedures can be performed without resorting to explicit declarative rule generation. We suggest that this may represent a type of implicit learning.     

The puzzle of language evolution

Linguistics must again concentrate on the evolutionary nature of language, so that language models are more realistic with respect to human natural languages and have a greater explanatory force. Multi-agent systems are proposed as a possible route to develop such evolutionary models and an example is given of a concrete experiment in the origins and evolution of word-meaning based on a multi-agent approach.     

Proof-Theoretic Modal PA-Completeness III: The Syntactic Proof

This paper is the final part of the syntactic demonstration of the Arithmetical Completeness of the modal system G; in the preceding parts [9] and [10] the tools for the proof were defined, in particular the notion of syntactic countermodel. Our strategy is: PA-completeness of G as a search for interpretations which force the distance between G and a GL-LIN-theorem to zero. If the GL-LIN-theorem S is not a G-theorem, we construct a formula H expressing the non G-provability of S, so that ⊢_GL-LIN ∼ H and so that a canonical proof T of ∼ H in GL-LIN is a syntactic countermodel for S with respect to G, which has the height θ(T) equal to the distance d(S, G) of S from G. Then we define the interpretation ξ of S which represents the proof-tree T in PA. By induction on θ(T), we prove that ⊢_PA S^ξ and d(S, G) > 0 imply the inconsistency of PA. This revised version was published online in June 2006 with corrections to the Cover Date.     

Authority,Psychotherapy and the Authority of the Therapist in the Religious Haredi Community

This article considers the meaning and significance of authority, and its relevance to the transference process, within the framework of psychotherapy in the orthodox Jewish (Haredi) community in Israel. In this community, deeply-rooted habits of obedience to the commandments of the Torah and the authority of the Rabbi are integral to maintaining an orthodox way of life. Clinical vignettes with Haredi patients are presented to illustrate the complexities that arise when both patient and therapist belong to the orthodox community, and highlight the authority-related issues that are central to the therapy. This combination of factors requires a sensitive and finely-tuned approach which will enable the therapist to maintain the treatment framework while still accommodating the orthodox way of life.