Behavioral distraction by auditory novelty is not only about novelty: The role of the distracter’s informational value

Unexpected events often distract us. In the laboratory, novel auditory stimuli have been shown to capture attention away from a focal visual task and yield specific electrophysiological responses as well as a behavioral cost to performance. Distraction is thought to follow ineluctably from the sound’s low probability of occurrence or, put more simply, its unexpected occurrence. Our study challenges this view with respect to behavioral distraction and argues that past research failed to identify the informational value of sound as a mediator of novelty distraction. We report an experiment showing that (1) behavioral novelty distraction is only observed when the sound announces the occurrence and timing of an upcoming visual target (as is the case in all past research); (2) that no such distraction is observed for deviant sounds conveying no such information; and that (3) deviant sounds can actually facilitate performance when these, but not the standards, convey information. We conclude that behavioral novelty distraction, as observed in oddball tasks, is observed in the presence of novel sounds but only when the cognitive system can take advantage of the auditory distracters to optimize performance.     

Memory Errors Reveal a Bias to Spontaneously Generalize to Categories

Much evidence suggests that, from a young age, humans are able to generalize information learned about a subset of a category to the category itself. Here, we propose that—beyond simply being able to perform such generalizations—people are biased to generalize to categories, such that they routinely make spontaneous, implicit category generalizations from information that licenses such generalizations. To demonstrate the existence of this bias, we asked participants to perform a task in which category generalizations would distract from the main goal of the task, leading to a characteristic pattern of errors. Specifically, participants were asked to memorize two types of novel facts: quantified facts about sets of kind members (e.g., facts about all or many stups) and generic facts about entire kinds (e.g., facts about zorbs as a kind). Moreover, half of the facts concerned properties that are typically generalizable to an animal kind (e.g., eating fruits and vegetables), and half concerned properties that are typically more idiosyncratic (e.g., getting mud in their hair). We predicted that—because of the hypothesized bias—participants would spontaneously generalize the quantified facts to the corresponding kinds, and would do so more frequently for the facts about generalizable (rather than idiosyncratic) properties. In turn, these generalizations would lead to a higher rate of quantified‐to‐generic memory errors for the generalizable properties. The results of four experiments (N = 449) supported this prediction. Moreover, the same generalizable‐versus‐idiosyncratic difference in memory errors occurred even under cognitive load, which suggests that the hypothesized bias operates unnoticed in the background, requiring few cognitive resources. In sum, this evidence suggests the presence of a powerful bias to draw generalizations about kinds.     

Through the lens of strength: A framework for educating the heart

The work of Chris Peterson and his colleagues provides a context and rationale for creating a new paradigm for character education. While most character education approaches (past and present) have served the purpose of inculcating societal norms and expectations, a positive psychology-based approach seeks to help individuals identify and engage their personal character strengths, thereby promoting well-being. To date, research on character strengths-based classroom interventions has identified positive outcomes related to positive emotion, engagement, relationships, and accomplishment. During the past decade, a number of public and private schools have served as pioneers in this emerging field. This work has contributed to the development of (1) a theoretical framework for infusing strengths-based practices in classrooms and schools and (2) a corresponding body of practices.     

New idioms for sophistical rhetoric

New idioms for sophistical rhetoric     

Effects of Expectancy and Attention in Vibrotactile Choice Reaction Time Tasks

The orienting of attention in space has not been considered in the tactile domain. This issue is examined using a modified version of a visual paradigm initially adopted by Posner, Snyder, and Davidson (1980), which manipulates the probability of a stimulus occurring at different spatial locations. Slower RTs at an unexpected stimulus location are thought to reflect the time required to shift attention from the expected to the unexpected location. In two experiments involving vibrotactile choice RT between left and right hands, the two hands were either crossed or uncrossed, and the hands were held both on the left side of the body, both on the right, or one on either side of the midline. There was no evidence to suggest that spatial location (left or right) affected the orienting of attention in the tactual modality. As predicted, RTs were slower when the arms were crossed compared with uncrossed, though this effect was smaller for the expected trials. A coding conflict hypothesis may explain both these findings, but the smaller effect in the expected trials may also reflect attentional factors. Both the relative and absolute location of the hands affected the magnitude of the crossed-arm effect and indicated that attention may play a role in the perceptual division of space into left and right sides. Possible reasons for hand or hemispace asymmetries in different simple and choice RT paradigms were discussed.     

PERCEIVED FREQUENCY OF ROLE CONFLICT AND RELATIONSHIP QUALITY FOR CAREGIVING DAUGHTERS

A role-conflict approach was employed to explore the impact of perceived frequency of conflict between caregiving and other obligations on the quality of relationships between daughters and their care-receiving mothers. Frequency of conflict between caregiving and responsibilities as a wife, mother, and paid and unpaid worker was assessed. Daughters reported relatively infrequent conflict between caregiving and other obligations. A multiple regression analysis revealed that daughters who reported frequent conflict between their obligations as caregivers and their obligations as wives had poorer relationships with their mothers. The findings emphasize the importance of a supportive spouse for married caregivers.