When Consumers’ Self‐Image Motives Fail

Self‐image motives and “sacrosanct beliefs” are powerful motivators of consumer judgment and decision making. The sacrosanct belief that one is rational, for instance, can cause consumers to justify seemingly unwise economic decisions. This article outlines some of the occasions when self‐image motives appear to fail. For instance, although consumers occasionally pat themselves on the back for making questionable purchase decisions, at other times they find fault in perfectly reasonable ones. These and other recent findings provide an exception to the more general rule outlined by Dunning (2007).     

Why is visual search superior in autism spectrum disorder?

This study investigated the possibility that enhanced memory for rejected distractor locations underlies the superior visual search skills exhibited by individuals with autism spectrum disorder (ASD). We compared the performance of 21 children with ASD and 21 age‐ and IQ‐matched typically developing (TD) children in a standard static search task and a dynamic search task, in which targets and distractors randomly changed locations every 500 ms, precluding the use of memory in search. Children with ASD exhibited overall faster reaction time (RT) relative to TD children, and showed no disruption in search efficiency in the dynamic condition, discounting the possibility that memory for rejected distractors augments their visual search abilities. Analyses of RT x set size functions showed no group differences in slopes but lower intercepts for the ASD group in both static and dynamic search, suggesting that the ASD advantage derived from non‐search processes, such as an enhanced ability to discriminate between targets and distractors at the locus of attention. Eye‐movement analyses revealed that the ASD and TD groups were similar in the number and spatial distribution of fixations across the search array, but that fixation duration was significantly shorter among children with ASD. Lower intercepts in static search were related to increased symptom severity in children with ASD. In summary, ASD search superiority did not derive from differences in the manner in which individuals with ASD deployed their attention while searching, but from anomalously enhanced perception of stimulus features, which was in turn positively associated with autism symptom severity.     

Abstract: Inference and Interval Estimation for Indirect Effects With Latent Variable Models

Models specifying indirect effects (or mediation) and structural equation modeling are both popular in the social sciences. Yet relatively little research has compared methods that test for indirect effects among latent variables and provided precise estimates of the effectiveness of different methods.

This simulation study provides an extensive comparison of methods for constructing confidence intervals and for making inferences about indirect effects with latent variables. We compared the percentile (PC) bootstrap, bias-corrected (BC) bootstrap, bias-corrected accelerated (BC _a ) bootstrap, likelihood-based confidence intervals (Neale & Miller, 1997), partial posterior predictive (Biesanz, Falk, and Savalei, 2010), and joint significance tests based on Wald tests or likelihood ratio tests. All models included three reflective latent variables representing the independent, dependent, and mediating variables. The design included the following fully crossed conditions: (a) sample size: 100, 200, and 500; (b) number of indicators per latent variable: 3 versus 5; (c) reliability per set of indicators: .7 versus .9; (d) and 16 different path combinations for the indirect effect (α = 0, .14, .39, or .59; and β = 0, .14, .39, or .59). Simulations were performed using a WestGrid cluster of 1680 3.06GHz Intel Xeon processors running R and OpenMx.

Results based on 1,000 replications per cell and 2,000 resamples per bootstrap method indicated that the BC and BC _a bootstrap methods have inflated Type I error rates. Likelihood-based confidence intervals and the PC bootstrap emerged as methods that adequately control Type I error and have good coverage rates.     

Cognitive factors in the explanation of the mismatch between confidence and competence in performing basic life support

Abstract

The main approach to rectifying the well documented poor basic life support (BLS) skills of doctors and nurses, based on a Skills Model, has met with only partial success. This study compares the utility of a Skills Model with one that incorporates a cognitive component in predicting BLS skills. Outcome-expectancy, self-efficacy, training and experience of BLS, and BLS ability were assessed in 53 trained nurses. Ability was unrelated to training or experience of BLS. Nurses who scored highest on the BLS skills assessment perceived the procedure as significantly more successful than those with lower scores. Self-efficacy was unrelated to ability, but was related to status: senior nurses were significantly more confident but no more competent in performing BLS than junior nurses. Nurses who had attended more arrests, while more confident, were no more competent than those who had attended fewer. Assessment of BLS skills reduced self-efficacy beliefs. A model for predicting the relationship between self-assessed ability and objectively assessed skill is outlined.     

Science,Scientism and Imaginaries of Publics in the UK: Passive Objects,Incipient Threats

Two-way public engagement with science is an important modern democratic practice that paradoxically coincides with the intensifications of state surveillance and policing of publics and social movements engaging with issues involving science. This raises important questions about the contemporary anatomies of publics, and what count as legitimate expressions of public concern over scientific stakes within the knowledge economy. Implicit in the tension between inclusion and surveillance are concerns over the social meaning and authority of science amongst both scientific practitioners and publics. Bringing science and technology studies (STS) and social movement studies (SMS) into dialogue offers a means to explore the neglected ontological stakes in the framing of scientific imaginaries of publics, and public imaginaries of science. Post-WWII UK science–publics relations have emerged in three significant modalities, with publics imagined: as passive non-entities, circa 1950–1990 (continuing); as incipient threats due to presumed deficits in their grasp of science 1990–2000 (continuing); and, since circa 2000, as politicised threats requiring state control. Each modality is shaped by elite denial of the normative commitments embedded within science as surrogate politics—scientism. In each mode, scientistic elite emphasis on epistemic issues forecloses engagement with broader public meanings expressing legitimate normative and ontological differences. Fusing the more epistemic focus of STS with SMS's emphasis on meaning and democratic process offers a route to deeper democratic forms of public engagement with what is called science, which would also precipitate more accountability in elite discourses around science and technology.     

Effects of chlordiazepoxide on pausing during rich-to-lean transitions

Extended pausing during discriminable transitions from rich-to-lean conditions can be viewed as escape (i.e., rich-to-lean transitions function aversively). Thus, an anxiolytic drug would be predicted to mitigate the aversiveness and decrease pausing. In the current experiment, pigeons' key pecking was maintained by a multiple fixed-ratio fixed-ratio schedule of rich (i.e., larger) or lean (i.e., smaller) reinforcers. Intermediate doses (3.0-10.0 mg/kg) of chlordiazepoxide differentially decreased median pauses during rich-to-lean transitions. Relatively small decreases in pauses occurred during lean-to-lean and rich-to-rich transitions. Effects of chlordiazepoxide on pausing occurred without appreciable effects on run rates. These findings suggest that signaled rich-to-lean transitions function aversively.     

Family income and its relation to preschool children's adjustment for families in the NICHD Study of Early Child Care

The current study examines relations of mean-level estimates, linear changes, and instability in income and family processes to child outcomes and addresses whether income, through its impact on family functioning, matters more for children living in poverty. Temporal changes and instability in family processes, but not income, predicted children's adjustment. Cross-sectional mediational analyses indicated that for families living at the poverty threshold, family processes fully mediated the effect of average income over the study period on social behavior but only partially mediated its effect on cognitive-linguistic development. The strength of these associations diminished as average income exceeded the poverty threshold. That is, income had a greater impact on the family functioning and development of poor children than of nonpoor children.     

Constructing an understanding of mind: the development of children's social understanding within social interaction

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.