Examining memory for heterosexual college students' sexual experiences using an electronic mail diary.

To examine memory for sexual expenences, the authors asked 37 sexually active, nonmonogamous, heterosexual college students to complete an e-mail diary every day for 1 month. The diary contained questions about their sexual behaviors. Six to 12 months later, they returned for a surprise memory test, which contained questions about their sexual experiences from the diary phase. They were asked about their sexual partners, the types of sexual experiences they had, and condom use. Participants underreported the number of partners they had, but they overreported both sexual experiences and condom use. The results have implications for both sexual health educators and for people who engage in high-risk sexual behaviors.     

Building false memories without suggestions

People can come to remember doing things they have never done. The question we asked in this study is whether people can systematically come to remember performing actions they never really did, in the absence of any suggestion from the experimenter. People built LEGO vehicles, performing some steps but not others. For half the people, all the pieces needed to assemble each vehicle were laid out in order in front of them while they did the building; for the other half, the pieces were hidden from view. The next day, everyone returned for a surprise recognition test. People falsely and confidently remembered having carried out steps they did not; those who saw all the pieces while they built each vehicle were more likely to correctly remember performing steps they did perform but equally likely to falsely remember performing steps they did not. We explain our results using the source monitoring framework: People used the relationships between actions to internally generate the missing, related actions, later mistaking that information for genuine experience.     

TEACHING CHILDREN WITH AUTISM SPECTRUM DISORDER TO MAND FOR INFORMATION USING “WHICH?”

We examined a procedure consisting of a preference assessment, prompting, contrived conditioned establishing operations, and consequences for correct and incorrect responses for teaching children with autism to mand “which?” We used a modified multiple baseline design across 3 participants. All the children learned to mand “which?” Generalization occurred to the natural environment, to a novel activity, and to a novel container; the results were maintained over time.Key words: mand for information, verbal behavior, verbal operant, whichContrived motivating operations have been used to teach mands for information to children with autism, including the mands “what?” (e.g., Williams, Donley, & Keller, 2000), “where?” (e.g., Betz, Higbee, & Pollard, 2010; Lechago, Carr, Grow, Love, & Almason, 2010), and “who?” (e.g., Endicott & Higbee, 2007; Sundberg, Loeb, Hale, & Eigenheer, 2002). More recently, researchers have examined the effects of contriving establishing operations (CEOs) in four different ways to teach children with autism to acquire the mands “what?” (Marion, Martin, Yu, & Buhler, 2011; Roy-Wsiaki, Marion, Martin, & Yu, 2010) and “where?” (Marion, Martin, Yu, Buhler, & Kerr, in press). Like the mands “what?” and “where?,” the mand “which?” is a mand for information that gives the speaker the ability to gather specific information regarding an item (e.g., “Which book is mine?”). Given the dearth of research that has examined interventions to teach mands for information using “which?,” the purpose of the present study was to extend the work of Marion et al. (2011, in press) by contriving one of four CEOs for teaching the mand “which?” to children with autism, and to assess for generalization to the other CEOs, the natural environment, and over time.     

Initial relationship goal and couple therapy outcomes at post and six-month follow-up

The purpose of this study was to investigate the relationship between client initial goal for couple therapy (i.e., improve the relationship or clarify the viability of the relationship) and the outcomes (including their relationship status, i.e., separated or together) at posttreatment as well as at 6-month follow-up. Two hundred forty-nine couples (N = 498 individuals) seeking treatment for relationship distress in a naturalistic setting were treated by 20 therapists. Client initial relationship goal was attained by intake paperwork protocol, which included client initial goal for couple therapy and client perception of partner goal. Clients who reported that their goal was to improve the relationship reported better outcomes at post. Couples who reported their goal was to improve the relationship were less likely to break up at a 6-month follow-up. Of the 115 couples stating they wanted to improve the relationship, only nine (7.8%) couples were separated at 6 months. In contrast, of the 16 couples in which both partners wanted to clarify the relationship prior to therapy, nine (56%) were separated at follow-up. Therapist awareness of each individual's relationship goal prior to couple therapy could enhance outcomes, and treatment tailored according to initial goals could set the stage for positive outcomes however defined.     

Psychological Contributors to the Failure to Anticipate Unintended Consequences

History is replete with well‐intentioned actions and policies that have resulted in dramatic unintended consequences. We review evidence that several psychological biases result in an overly narrow focus on the intended consequences of acts and, consequently, tendencies to ignore or give too little weight to potential unintended consequences. First, a motivated desire for the intended consequences of acts can blind people to the likelihood of alternative possibilities. We review evidence that people process information and evidence in biased ways, leaving them overconfident that the desired consequences will come to pass. Second, even in the absence of motives regarding potential consequences, biases in cognition lead people to focus their attention narrowly on intended consequences in a way that limits their consideration of important alternative, unintended consequences. We review how biases toward focalism and anchoring contribute to a failure to foresee unintended consequences. Finally, we review evidence that subtle manipulations of both motivation and attention can be used to increase the focus and weight given to potential unintended consequences and, consequently, improve anticipation.     

On the (non)persuasive power of a brain image

The persuasive power of brain images has captivated scholars in many disciplines. Like others, we too were intrigued by the finding that a brain image makes accompanying information more credible (McCabe & Castel in Cognition 107:343-352, 2008). But when our attempts to build on this effect failed, we instead ran a series of systematic replications of the original study—comprising 10 experiments and nearly 2,000 subjects. When we combined the original data with ours in a meta-analysis, we arrived at a more precise estimate of the effect, determining that a brain image exerted little to no influence. The persistent meme of the influential brain image should be viewed with a critical eye.     

Bodily knowing

This paper questions the view that knowledge must be articulable or at least experiential. It asserts that what distinguishes habitual yet intentional action from a mechanistic response is its grounding in a suitable claim to knowledge. However, it denies that a necessary condition for knowing how to perform an action is the ability of the subject to either articulate the particulars of that act, or experience it as appropriate.     

Conditional estimation of exponential random graph models from snowball sampling designs

A complete survey of a network in a large population may be prohibitively difficult and costly. So it is important to estimate models for networks using data from various network sampling designs, such as link-tracing designs. We focus here on snowball sampling designs, designs in which the members of an initial sample of network members are asked to nominate their network partners, their network partners are then traced and asked to nominate their network partners, and so on. We assume an exponential random graph model (ERGM) of a particular parametric form and outline a conditional maximum likelihood estimation procedure for obtaining estimates of ERGM parameters. This procedure is intended to complement the likelihood approach developed by  Handcock and Gile (2010) by providing a practical means of estimation when the size of the complete network is unknown and/or the complete network is very large. We report the outcome of a simulation study with a known model designed to assess the impact of initial sample size, population size, and number of sampling waves on properties of the estimates. We conclude with a discussion of the potential applications and further developments of the approach.     

Judgment Difficulty and the Moral Intensity of Unethical Acts: A Cognitive Response Analysis of Dual Process Ethical Judgment Formation

This study analyzes cognitive responses to explore a dual processing perspective of ethical judgment formation. Specifically, the study investigates how two factors, judgment task difficulty and moral intensity, influence the extent of deontological and teleological processing and their effects on ethical judgments. A single experiment on 110 undergraduate research participants found that judgment task difficulty affected the extent of deontological and teleological processing. Although moral intensity affected ethical judgments, it did not produce effects on either deontological or teleological cognitive responses. Results did not support the hypotheses that deontological and teleological cognitive responses would mediate the relationships between the experimental factors and ethical judgments. Overall, the results support continued research of factors that affect the nature of information processing in ethical decision situations and the use of cognitive response analysis as a tool for conducting this research.