When threats and encouragements are effective in bargaining: The case of credit collectors

We hypothesise that the effectiveness of threats and encouragements is contingent on the intended recipient's level of negative affect, as evidenced by his/her negative affective display. Therefore, bargainers can be more effective if, as they make offers, they condition any threats or encouragements on the recipient's affective display. We test this hypothesis using 5561 verbal exchanges that occurred during 192 telephone conversations between credit collectors and debtors. Collectors were most effective in motivating debtors to discuss terms to resolve their debt if they: (1) threatened recipients who were nonresponsive and did not show any negative affect; and (2) encouraged recipients who displayed negative affect. This result suggests that making threats and encouragements contingent on a recipient's displays of negative affect may be an important but frequently overlooked component of bargaining.     

Moral judgments and ethical constructs in clinical psychology doctoral students

ABSTRACT

This cross-sectional study compared the moral reasoning of first-year and third-year doctoral students in clinical psychology. Nineteen first-year and 20 third-year students were recruited from 17 doctoral training programs in the UK. Most adopted a sophisticated approach to moral judgments, as assessed by the Defining Issues Test, although, surprisingly, more experienced students had significantly less sophisticated schemata. In their moral judgments, less experienced students relied more heavily on their personal, and more experienced students on their professional, constructs, as assessed by repertory grid technique. Integration between personal and professional constructs was higher in more experienced students.     

Young children interpret number gestures differently than nonsymbolic sets

Researchers have long been interested in the origins of humans’ understanding of symbolic number, focusing primarily on how children learn the meanings of number words (e.g., “one”, “two”, etc.). However, recent evidence indicates that children learn the meanings of number gestures before learning number words. In the present set of experiments, we ask whether children's early knowledge of number gestures resembles their knowledge of nonsymbolic number. In four experiments, we show that preschool children (n = 139 in total; age M = 4.14 years, SD = 0.71, range = 2.75–6.20) do not view number gestures in the same the way that they view nonsymbolic representations of quantity (i.e., arrays of shapes), which opens the door for the possibility that young children view number gestures as symbolic, as adults and older children do. A video abstract of this article can be viewed at https://youtu.be/WtVziFN1yuI

Highlights

• Children were more accurate when enumerating briefly-presented number gestures than arrays of shapes, with a shallower decline in accuracy as quantities increased.
• We replicated this finding with arrays of shapes that were organized into neat, dice-like configurations (compared to the random configurations used in Experiment 1).
• The advantage in enumerating briefly-presented number gestures was evident before children had learned the cardinal principle.
• When gestures were digitally altered to pit handshape configuration against number of fingers extended, children overwhelmingly based their responses on handshape configuration.