Why do women underperform under stereotype threat? Evidence for the role of negative thinking

This study investigated the role of negative thinking as a potential mediator of performance deficits under stereotype threat. After being assigned to a stereotype-threat or a no-threat condition, 60 female participants were asked to complete a difficult math task. Using the thought-listing technique, women under stereotype threat reported a higher number of negative thoughts specifically related to the test and to mathematics compared with women in the no-threat condition. Moreover, women under stereotype threat also showed a sharp decrease in performance that (a) was most pronounced in the second half of the test and (b) was mediated by the increase in negative thinking.     

Discounting and conditionalization

When people are asked to judge the strengths of two potential causes of an effect, they often demonstrate discounting--devaluing the strength of a target cause when it is judged in the presence of a strong (relative to a weak) alternative cause. Devaluing the target cause sometimes results from conditionalization--holding alternative causes constant while evaluating the target cause. Yet discounting not attributable to conditionalization also occurs. We sought to dissociate conditionalization and discounting (beyond that accounted for by conditionalization) by having subjects perform either a spatial or a verbal working memory task while learning a causal relation. Conditionalization was disrupted by the verbal task but not the spatial task; however, discounting was disrupted by the spatial task but not the verbal task. Conditionalization and discounting are therefore cognitively dissociable processes in human causal inference.     

The Links Among Perceived Adherence to the System of Care Philosophy,Consumer Satisfaction,and Improvements in Child Functioning

The present study investigated the associations among perceived adherence to the system of care philosophy, changes in internalizing and externalizing behaviors, and consumer satisfaction with services. Participants included 98 families, interviewed at two time points across a one-year period. Hierarchical multiple regressions indicated that the more a child and family perceived services to be consistent with the system of care philosophy, the greater their level of satisfaction with services and the fewer internalizing and externalizing behaviors they reported one year after receiving services (controlling for initial levels of problem behaviors). Implications for children’s mental health service delivery are offered.     

Three-month-olds, but not newborns, prefer own-race faces

Adults are sensitive to the physical differences that define ethnic groups. However, the age at which we become sensitive to ethnic differences is currently unclear. Our study aimed to clarify this by testing newborns and young infants for sensitivity to ethnicity using a visual preference (VP) paradigm. While newborn infants demonstrated no spontaneous preference for faces from either their own- or other-ethnic groups, 3-month-old infants demonstrated a significant preference for faces from their own-ethnic group. These results suggest that preferential selectivity based on ethnic differences is not present in the first days of life, but is learned within the first 3 months of life. The findings imply that adults' perceptions of ethnic differences are learned and derived from differences in exposure to own- versus other-race faces during early development.     

SCADS: A Model of Children's Strategy Choices and Strategy Discoveries

Preschoolers show surprising competence in choosing adaptively among alternative strategies and in discovering new approaches. The SCADS computer simulation illustrates how simple processes can generate this impressive competence. The model's behavior parallels data on children's addition in at least eight ways: It uses diverse strategies over prolonged periods of time, makes adaptive choices among strategies, discovers the same strategies as children, discovers strategies in the same sequence as children, makes discoveries without trial and error, makes discoveries without having experienced failure, narrowly generalizes new approaches, and generalizes more broadly following challenging problems. SCADS thus indicates plausible sources of young children's surprising competence at strategy choice and strategy discovery.     

The Role of Response Effort and Motion Study in Functionally Equivalent Task Designs and Alternatives

We evaluated the effects of functionally equivalent task designs and alternatives, as validated by motion study procedures, on dependent variables (nonadaptive responses, use of alternative, attempts at task, and completed attempts at task) relevant to performing a selected task. First, we evaluated the effects of functionally equivalent task designs on the dependent variables. Second, we evaluated the effects of an efficient functionally equivalent alternative on the variables. Third, we compared the effects of the efficient functionally equivalent alternative with a less efficient functionally equivalent alternative on the same variables. The results showed that the inefficient functionally equivalent task design occasioned higher rates of nonadaptive responses than the efficient functionally equivalent task design. The results also showed that the functionally equivalent task designs and alternatives competed within and across response classes to reduce nonadaptive responses. Mixed results were obtained in comparing the effects of the efficient versus the less efficient functionally equivalent alternatives. We provide evidence for extending the current concept of functional equivalence to include task design responses as well as alternative responses in functional equivalence training.     

What is it Like to be a Phenomenologist?

In a recent paper, 'On the Persistence of Phenomenology' (in T. Metzinger (ed.), Conscious Experience , Paderborn, 1995), Diana Raffman presents a new argument for qualia, an argument that provides new focus for the qualia debate. We think Raffman's work relocates the debate to a better neighbourhood, a neighbourhood in which what tempts us to think that there must be qualia or phenomenal information is highlighted. Raffman, we argue, locates the core thought shared by many of the friends of qualia, namely, that our conceptual resources are inadequate for capturing the richness of experience. Experience is ineffably determinate. Moreover, Raffman's argument in support of this thought seems especially embarrassing to scientific-minded materialists, since the argument relies largely on well established empirical facts. We show, however, that Raffman's argument fails. So, if we are correct that her argument highlights what is tempting about qualia, then we have also shown that it is not tempting.