Learning, risk attitude and hot stoves in restless bandit problems

This research examines decisions from experience in restless bandit problems. Two experiments revealed four main effects. (1) Risk neutrality: the typical participant did not learn to become risk averse, a contradiction of the hot stove effect. (2) Sensitivity to the transition probabilities that govern the Markov process. (3) Positive recency: the probability of a risky choice being repeated was higher after a win than after a loss. (4) Inertia: the probability of a risky choice being repeated following a loss was higher than the probability of a risky choice after a safe choice. These results can be described with a simple contingent sampler model, which assumes that choices are made based on small samples of experiences contingent on the current state.     

Gendered Ways to Motivation Gains in Groups

Recent studies have demonstrated motivation gains of low performing group members even beyond the level of an individual work baseline (e.g., Weber and Hertel, Journal of Personality and Social Psychology, 93:973–993, 2007). We expected that the underlying mechanisms of these motivation gains, i.e., social indispensability and social competition, are moderated by individuals’ gender. Moreover, these gender effects were assumed to be moderated by partner anonymity. Predictions were tested with mostly undergraduate German students (N?=?213) working in same-gender groups in a computer-supported environment. Results revealed that motivation gains due to social indispensability were more likely for women, whereas motivation gains due to social competition were more likely for men. Furthermore, women compared to men showed higher motivation gains in anonymous conditions compared to conditions with an acquainted partner.     

The Benny Hill effect: Switching cognitive programmes underlying subjective estimations of the outcomes of bargains concerning distributions of rewards

The pun of a sketch from the Benny Hill show was related to a switch of cognitive in formation processing programmes underlying the interpretation of the scene represented. The audience would be biased to interpret it following a cognitive programme anchored on the constructs self and other (SO-programme), while Benny Hill makes a statement that would impose a cognitive programme anchored on constructs associated with the third pronominal person (3P-programme). In an experiment it was attempted to make subjects to switch from SO- to 3P-programmes (Benny Hill effect) when they were making subjective estimations of outcomes of bargains concerning distributions of rewards. The hypothesis was confirmed that the 3P-programme was activated by providing additional in formation pertaining to substantiate the stimulus persons in such a way as to make them stand out as anchors for the processing of the in formation. However, the data showed also that the mere substantiation of stimulus persons was not yet sufficient to produce the given shift of cognitive programmes. The results are discussed in the light of theories concerning fairness, social values and allocation rules.     

In-depth continuing education for clergy in mental health: Ten years of a large scale program

This paper describes an interdenominational continuing education program for parish clergy in the mental health dimension of pastoral work. The program is in its eleventh year and has reached a significant proportion of the clergy, representing a wide range of religious, ethnic, and socio-economic groups, within a large urban community. The format utilizes case-oriented, small group discussion focused on the clergy's own pastoral work. It emphasizes preventive educational activities along with the development of basic counseling and mental health skills. Ongoing evaluation indicates that the program constitutes an effective, economical, and flexible tool for continuing education with clergy.Dr. Wasman is Assistant Professor of Psychology, Dr. Corradi is Assistant Professor of Psychiatry, and Dr. Clemens is Assistant Clinical Professor of Psychiatry in the Department of Psychiatry, School of Medicine, Case Western Reserve University, Cleveland, Ohio, 44106. This work has been supported in part by the National Institute of Mental Health Grant MH11929 and by grants from the Cleveland Foundation, The Grant Foundation, Inc., and The Cuyahoga County Board of Mental Health and Retardation. The authors wish to thank Dr. Milton Matz, the current Director of the Pastoral Psychology Service-Institute, Case Western Reserve University, for his advice and cooperation in preparing this article.     

Some aspects of phonological impairment in aphasia

The relationships between expressive and receptive phonemic disorders and between disturbances of phoneme processing and general disorders of auditory comprehension were studied in 69 aphasic patients, by means of a phoneme discrimination test and of a standard aphasia battery. A significant but incomplete correlation between disorders of phonemic output and of phoneme analysis was found. The view is put forth that in some patients only phoneme encoding or decoding is disturbed, whereas in others a central level of phoneme processing is impaired. A significant but partial correlation was also found between disorders of phonological analysis and general disorders of auditory comprehension. This supports the view that, besides sequential phonological analysis, other processes operate in auditory comprehension.     

Do relations between judgment and epistemological beliefs differentiate between mere acceptance and critical evaluation? Comment on Latifian & Bashash (2004)

In 2004 Latifian and Bashash presented Iranian students with questionnaires assessing (a) their epistemological beliefs regarding religion and science as sources of value and truth and (b) their acceptance of a scenario arguing for relative ethics. Acceptance was related to epistemological beliefs in a condition where the scenario was attributed to Freud but not in a condition where it was attributed to Tabatabaee, a highly authoritative theologian. This commentary questions the authors' explanation, particularly their assumption that the participants' reliance on epistemological beliefs would indicate a more critical attitude towards the scenario in the Freud condition than in the Tabatabaee condition.     

Self-Other and Third-person Anchored Modes of Thinking in Psychological Expertise: Cognitive Concomitants of Behaviourist,Client-centred,and Psychoanalytic Concepts

Information about people (A and B) can be processed consistent with two alternative modes of thinking: (1) an SO-mode conceiving of A and B as “self” versus “other,” and (2) a 3P-mode conceiving of A and B as “he/she called A” versus “he/she called B.” Previous research showed strong SO-anchoring biases in laypersons' thinking, so the present study focused on psychological experts' thinking. SO- and 3P-modes were associated with the formation of personalized and depersonalized representations of A and B respectively, so it was hypothesized that thinking in psychoanalytic terms would involve both modes, whereas the use of client-centred and behaviourist terms would trigger the SO- and the 3P-mode respectively. Data obtained from experts in psychotherapy confirmed the hypotheses except that the SO-mode was not less but more dominant in thought shaped in the behaviourist way than in thought shaped in the client-centred way. The results shed light on the role of scientific language and discourse as a general instrument of professional thought and communication.