Recruiting Through Job Advertisements: The Effects of Cognitive Elaboration on Decision Making

We applied a model of persuasion – the elaboration likelihood model – to investigate whether individuals' decisions about responding to job advertisements are affected by how deeply they process recruitment messages (i.e., elaboration likelihood, EL). We manipulated individuals' (N=112) motivation and ability to carefully process job advertisements (ads). As hypothesized, individuals in the lower (vs. higher) EL conditions chose more ads containing cues unrelated to the job (e.g., bolded font), and fewer ads containing higher quality arguments. Participants also reported that they “skimmed” and carefully read job ads in the past, providing evidence for variability in EL among job seekers. We discuss the implications of the findings for recruiters who wish to increase the size of their applicant pool.     

Beneath the surface of classroom interaction: Reflections on the microworld of education

This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff’s social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other.     

Interactional aspects of cognitive organization

Further propositions are formulated towards a comprehensive structural developmental theory of cognitive change, begun in Langer (1969a, 1969b). Here, the analytic focus is upon: (a) The organization of the subject's assimilatory operations and accomodatory figurations; (b) the intrinsic coordinations between the theoretical and empirical cognitions constructed, respectively, by these two kinds of functional structures; and (c) the cognitive developmental changes produced by intrinsic coordinations. Derivative empirical hypotheses are considered in light of findings summarized here and elsewhere.     

Psychojargon in the psycholegal report: Ratings by judges,psychiatrists, and psychologists

Questionnaires designed to measure the perceived value of technical terminology for psycholegal reports were completed by 67 judges, 78 forensic psychiatrists, and 126 forensic psychologists. Judges were asked for ratings of the degree to which each term aids their understanding, and clinicians were asked for ratings of the likelihood that they would use each term in a report for the court. Rank-ordered ratings of the 45 terms were highly correlated among the three respondent groups, suggesting that forensic clinicians are generally aware of the problem of using incomprehensible psychojargon. Empirical ratings can be helpful in distinguishing between comprehensible and incomprehensible psychojargon for psycholegal use.     

Disfluent speech associated with brain damage

The frequency and type of disfluencies in the spontaneous speech of 15 people with Broca's aphasia and right hemiplegia was studied. Two aged-matched control groups (15 nonaphasic stroke patients with left hemiplegia and 15 normals) were also studied. The frequency of disfluencies in the speech of aphasics was three times greater than that in the speech of either control group. However, most of the disfluencies uttered by aphasics were of the types commonly found in speech of normals.     

A discussion of the mind-brain problem

In this paper Popper formulates and discusses a new aspect of the theory of mind. This theory is partly based on his earlier developed interactionistic theory. It takes as its point of departure the observation that mind and physical forces have several properties in common, at least the following six: both are (i) located, (ii) unextended, (iii) incorporeal, (iv) capable of acting on bodies, (v) dependent upon body, (vi) capable of being influenced by bodies. Other properties such as intensity and extension in time may be added. It is argued that a fuller understanding of the nature of forces is essential for the analysis of the mind-brain problem. The relative autonomy and indeterministic nature of mind is stressed. Indeterminism is treated in relation to a theorem of Hadamard. The computer theory of mind and the Turing test are criticized. Finally the evolution of mind is discussed.     

Students With Learning Disabilities and Low-Achieving Students: Peer Acceptance,Loneliness, Self-Esteem,and Depression

The present study focuses on the following questions: (a) Are students with learning disabilities (LD) and low-achieving students (LA), when controlling for age and gender, less accepted by peers, do they feel more lonely, do they have lower self-esteem, and do they feel more depressed than NLD and NLA students? (b) Does low achievement per se or does selection into special education programs or special class placement of students with LD affect these students' psychological adjustment? Two analyses were conducted to elucidate these questions. Concerning the first question, the analysis was based on a sample of 1,434 4th-, 7th-, and 9th-grade students drawn from regular school classes. It revealed that students with LD compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and felt more lonely. LA students compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and were more depressed. Concerning the second question, the analysis was based on a subsample of 276 LD and LA students. It revealed that, when controlling for age and gender, and holding achievement in reading, writing, arithmetic, and intelligence constant, LD students compared with LA students were less depressed but were less accepted by peers and felt lonelier. Thus, besides the effects of low academic achievement, to be labeled “a student with LD” may have negative effects primarily on peer acceptance and directly and indirectly on feelings of loneliness, particularly in primary school.

     

Selective exposure and decision framing: The impact of gain and loss framing on confirmatory information search after decisions

When people make decisions, they often prefer to receive information that supports rather than conflicts with their decision. To date, this effect has mainly been investigated in the context of decisions about gains, whereas decisions about losses have received less attention. Based on Prospect Theory, we expected information search to be differently affected by whether people previously have decided about gains or losses. Three studies have revealed that selectivity of information search is stronger after gain-framed rather than after loss-framed decision problems. An investigation of the underlying psychological processes revealed that gain decisions are made with increased subjective decision certainty (i.e. they are easier and less effortful to make), which in turn systematically increases confirmatory information search.     

The role of control motivation in mortality salience effects on ingroup support and defense

Terror management research has shown that mortality salience (MS) leads to increased support and defense of cultural ingroups and their norms (i.e., worldview defense, WD). The authors investigated whether these effects can be understood as efforts to restore a generalized sense of control by strengthening one's social ingroup. In Studies 1-3, the authors found that WD was only increased following pure death salience, compared with both dental pain salience and salience of self-determined death. As both the pure death and the self-determined death conditions increased accessibility of death-related thoughts (Study 4), these results do not emerge because only the pure death induction makes death salient. At the same time, Study 5 showed that implicitly measured control motivation was increased in the pure death salience condition but not under salience of both self-determined death and dental pain. Finally, in Study 6, the authors manipulated MS and control salience (CS) independently and found a main effect for CS but not for MS on WD. The results are discussed with regard to a group-based control restoration account of terror management findings.     

Quantified coalition logic

We add a limited but useful form of quantification to Coalition Logic, a popular formalism for reasoning about cooperation in game-like multi-agent systems. The basic constructs of Quantified Coalition Logic (QCL) allow us to express such properties as “every coalition satisfying property P can achieve φ” and “there exists a coalition C satisfying property P such that C can achieve φ”. We give an axiomatisation of QCL, and show that while it is no more expressive than Coalition Logic, it is nevertheless exponentially more succinct. The complexity of QCL model checking for symbolic and explicit state representations is shown to be no worse than that of Coalition Logic, and satisfiability for QCL is shown to be no worse than satisfiability for Coalition Logic. We illustrate the formalism by showing how to succinctly specify such social choice mechanisms as majority voting, which in Coalition Logic require specifications that are exponentially long in the number of agents.