Fostering Children’s Reasoning about Disagreements through an Inquiry-based Curriculum

ABSTRACT

We investigated how young children evaluate disagreements between two people and whether formal education affects this capacity. We compared 120 first graders tested during the 2014–2015 academic year, who received a direct instruction-based curriculum, with 112 first graders tested in the same school system during the 2016–2017 academic year, who received an inquiry-based curriculum. All children were given a belief reasoning task that tested their ability to evaluate disagreements about matters of fact, matters of interpretation, and matters of preference. Children’s evaluations of disagreements about interpretations or preferences did not differ depending on curriculum. Children who received an inquiry-based curriculum were more likely to resolve disagreements concerning facts correctly than children who received a direct instruction-based curriculum. When asked to justify their responses to disagreements about facts, children who received the inquiry-based curriculum relied more on an examination of the state of the world. We suggest that an inquiry-based curriculum fosters a greater appreciation for how first-hand experiences can create knowledge.     

Behavioral trainings and manipulations to reduce delay discounting: A systematic review

In everyday decision-making, individuals make trade-offs between short-term and long-term benefits or costs. Depending on many factors, individuals may choose to wait for larger delayed reward, yet in other situations they may prefer the smaller, immediate reward. In addition to within-subject variation in the short-term versus long-term reward trade-off, there are also interindividual differences in delay discounting (DD), which have been shown to be quite stable. The extent to which individuals discount the value of delayed rewards turns out to be associated with important health and disorder-related outcomes: the more discounting, the more unhealthy or problematic choices. This has led to the hypothesis that DD can be conceptualized as trans-disease process. The current systematic review presents an overview of behavioral trainings and manipulations that have been developed to reduce DD in human participants aged 12 years or older. Manipulation studies mostly contain one session and measure DD directly after the manipulation. Training studies add a multiple session training component that is not per se related to DD, in between two DD task measurements. Ninety-eight studies (151 experiments) were identified that tested behavioral trainings and manipulations to decrease DD. Overall, results indicated that DD can be decreased, showing that DD is profoundly context dependent and changeable. Most promising avenues to pursue in future research seem to be acceptance-based/mindfulness-based trainings, and even more so manipulations involving a future orientation. Limitations and recommendations are discussed to identify the mechanistic processes that allow for changes in discount rate and behavior accordingly.

     

Marry who you love: Intergroup contact with gay people and another stigmatized minority is related to voting on the restriction of gay rights through threat

The study examined factors associated with discrimination against gay people in a public referendum aimed at the restriction of gay rights. We tested whether positive and negative intergroup contact with gay people and intergroup contact with another stigmatized minority, the Roma, were associated with how the heterosexual majority voted in the referendum (i.e., discrimination). We tested two mechanisms underlying the link between intergroup contact and discrimination—the mediation by intergroup threat and the mediation by outgroup attitudes. We found that negative contact with both gay people and the Roma was associated with a higher probability of gay discrimination while positive contact was associated with a lower probability of gay discrimination. Intergroup threat, not intergroup attitudes, mediated the link between intergroup contact and discrimination. In the case of contact with gay people, intergroup contact was linked to discrimination through threat from gay people. In the case of contact with Roma, intergroup contact was linked to discrimination through the generalization of threats from the Roma to gay people but not via the generalization of outgroup attitudes. Our research brings novel evidence that contact with one minority can affect discrimination against another minority in both positive and negative way and that perceived threat, but not attitudes, plays a key role in majority's decision to discriminate against gay people.     

Identity formation of United States American and Asian Indian adolescents

The Extended Version of the Objective Measure of Ego Identity Status-II was completed by 434 high school students from the United States and India. Students were male and female between the ages of 13 and 18 years. Asian Indian adolescents were found to be more diffused, foreclosed, and in moratorium in identity formation than adolescents in the United States. Gender and age differences in identity status also were found. Adolescent males and females in India had higher moratorium scores than adolescent males and females in the United States. Younger adolescents had lower exploration scores than did older adolescents. Implications for research are discussed.     

When the Solution Is on the Doorstep: Better Solving Performance,but Diminished Aha! Experience for Chess Experts on the Mutilated Checkerboard Problem

Insight problems are difficult because the initially activated knowledge hinders successful solving. The crucial information needed for a solution is often so far removed that gaining access to it through restructuring leads to the subjective experience of “Aha!”. Although this assumption is shared by most insight theories, there is little empirical evidence for the connection between the necessity of restructuring an incorrect problem representation and the Aha! experience. Here, we demonstrate a rare case where previous knowledge facilitates the solving of insight problems but reduces the accompanying Aha! experience. Chess players were more successful than non‐chess players at solving the mutilated checkerboard insight problem, which requires retrieval of chess‐related information about the color of the squares. Their success came at a price, since they reported a diminished Aha! experience compared to controls. Chess players’ problem‐solving ability was confined to that particular problem, since they struggled to a similar degree to non‐chess players to solve another insight problem (the eight‐coin problem), which does not require chess‐related information for a solution. Here, chess players and non‐chess players experienced the same degree of insight.     

An empirical test of two psychophysical models

Two theoretical relationships between sensitivity measures (Weber fractions, Ekman fractions, and their logarithms) and the exponents of the psychophysical power function were tested empirically with the brightness attribute. One model was based on Weber and Ekman fractions, the other on the logarithms of these measures. The stimulus parameters were time interval between standard and comparison targets and position of the standard in the luminance series. Weber fractions were based on data obtained by the method of constant stimuli, whereas Ekman fractions and exponents were based on data obtained by magnitude estimation. The results were in closer agreement with the theoretical predictions generated by the logarithmic model when group data were analyzed. With individual subjects, a detailed correspondence between fact and theory was not found with either model.     

Testing hypotheses regarding rape: Exposure to sexual violence,sex differences,and the “normality” of rapists

Three hypotheses on the subject of rape were addressed empirically. The first concerns the effects of exposure to sexual violence on reactions to rape. Males and females were first exposed to either a sadomasochistic or a nonviolent version of the same sexual passage and then to a portrayal of rape. Responses to the rape showed interactions between gender and previous exposure: In comparison to males who had read the nonviolent version, males exposed to the sadomasochistic story were more sexually aroused to the rape depiction and more punitive toward the rapist whereas females evidenced differences in the opposite direction. Simple effects analyses for each gender, however, yielded significant differences for the punitiveness measure only and for males only. In addressing the second hypothesis, gender differences were found in the perception of rape. Third, the assertion that rape may be an extension of normal sexual patterns was explored. Subjects were found to believe that a high percentage of men would rape if assured of not being punished and that a substantial percentage of women would enjoy being victimized. While both genders shared these beliefs, very few women believed that they personally would derive pleasure from victimization. Surprisingly, more than half of the males indicated some likelihood that they themselves would rape if assured of not being punished. The association between this self-report and general attitudes toward rape revealed a pattern that bears striking similarity to the callous attitudes often held by convicted rapists.     

Evidence for direct visual access to letter identities

Subjects were presented with two letters from the set BCDFGHLNPORTVZ, one in upper case and one in lower case. Subjects were required to decide, as quickly as possible, whether the two letters on each trial were the same (e.g., Bb) or different (e.g., Bd). Because letters were always physically different, subjects presumably must name the letters in order to respond. Reaction times were predicted by the visual similarity of the letters, and not by their phonemic distinctive feature similarity. Consistent with previous work showing that a word's meaning can be assessed directly from visual information, the findings suggest that visual analysis of a capital or small letter can result in knowing the latter name without further linguistic processing. These results were interpreted as an example of automatic detection as described by Schneider and Shiffrin (1977).