Cognitive bias and attitude distortion of a priority decision

Cognitive Processing - The resource saving bias is a cognitive bias describing how resource savings from improvements of high-productivity units are overestimated compared to improvements of less...     

Personality,life events and the course of anxiety and depression

Using data from the Netherlands Study of Depression and Anxiety, we examined among 1322 participants with a DSM‐IV diagnosis of depression or anxiety: (i) whether positive and negative life events influence 1‐year course of anxiety and depressive symptoms; (ii) whether personality traits (neuroticism and extraversion) predict symptom course and moderate the impact of life events on symptom course; and (iii) whether life events mediate relationships of neuroticism and extraversion with symptom course. Negative life events were predictive of both anxiety and depressive symptoms, while positive life events predicted the course of depressive symptoms only. Personality traits had significant predictive and moderating effects on symptom course, though these effects were rather small. Copyright © 2011 John Wiley & Sons, Ltd.     

Does retrieval strategy disruption cause general and specific collaborative inhibition?

The purpose of the experiment on collaborative memory was to investigate if the collaborative inhibition is due to collaborating pair's disruption of each others' retrieval strategies (the retrieval strategy disruption hypothesis, RSD). The participants' (N = 36) task was to recall a list of 60 words individually and collaboratively. Retrieval strategies were manipulated by presenting word lists organised either by categories or by country of origin and adoption of retrieval strategies were examined by the adjusted ratio of clustering score. Half of the dyads received word lists organised by the same strategy and half of the dyads received word lists organised by different strategies. The results revealed a main effect of collaboration, i.e., collaborative recalled items were significantly fewer than the sum of the non-redundant individually recalled items. Both conditions (same strategies vs different strategies) suffered to the same extent from collaboration, which did not support the RSD hypothesis. However, focusing on words recalled individually but not collaboratively, dyads with different strategies, as predicted by the RSD, forgot more items during collaboration than did dyads with the same strategy. Additional results suggest that collaborative forgetting is mainly manifested by forgetting of non-overlapping items (as measured by individual recalls).     

Encouraging Active Classroom Discussion of Academic Integrity and Misconduct in Higher Education Business Contexts

The present study assessed business students’ responses to an innovative interactive presentation on academic integrity that employed quoted material from previous students as launching points for discussion. In total, 15 business classes (n = 412 students) including 2nd, 3rd and 4th year level students participated in the presentations as part of the ethics component of ongoing courses. Students’ perceptions of the importance of academic integrity, self-reports of cheating behaviors, and factors contributing to misconduct were examined along with perceptions about the presentation. Discussion sessions revealed that academic misconduct is a complex issue. For example, knowledge of what constitutes misconduct was not consistent across domains (e.g. exam contexts versus group work), penalties were not wholly known, and there was variation in perceived responsibility for reporting and representing academic integrity. Survey measures revealed that self-reported academic misconduct was more prevalent than expected with only 7.5% of students indicating they had never cheated in any way. Furthermore, results showed gender and year of study as predictive factors for issues related to academic misconduct. In general, students were receptive to this form of presentation. The implications of such instructional interventions for enhancing ethical behaviors in higher education classrooms are discussed.     

Who Voted for Whom? Comparing Supporters of Obama and McCain on Value Types and Personality Traits

This study investigates the personalities and values of Obama and McCain supporters in the 2008 election. A total of 278 American participants completed the Big Five Inventory and the Portrait Values Questionnaire along with demographic items. For value types, Obama supporters were more likely to endorse universalism values and less likely to endorse tradition, conformity, and security values compared with McCain supporters. With regard to personality traits, Obama supporters scored higher on agreeableness and lower on conscientiousness than did McCain supporters. As predicted, logistic regression revealed that values were better predictors of voting preference than were personality traits. These findings demonstrate the importance of individual differences in political preferences and are discussed with regard to findings in other cultures.     

Community implementation of PMTO™: Impacts on referrals to specialist services and schools

Sigmarsdóttir, M. & Björnsdóttir, A. (2012). Community implementation of PMTO?: Impacts on referrals to specialist services and schools. Scandinavian Journal of Psychology 53, 506–511. In 2000, the city of Hafnarfjörður, Iceland, implemented Parent Management Training – Oregon Model (PMTO^?) to prevent and treat behavioral problems among children. This paper describes the implementation and findings regarding impacts in the community. As hypothesized, findings showed that the number of referrals to specialist services decreased in Hafnarfjörður following PMTO implementation and increased in two comparison communities not implementing the method. Within the Hafnarfjörður community, recorded instances of behavior problems reduced in elementary schools working in line with PMTO. The results presented are the first such findings in Iceland and suggest the kinds of systematic changes communities may experience following the implementation of an evidence‐based program.     

Local-to-global form interference in biological motion perception

Point-light walkers have been useful to study the contribution of form and motion to biological motion perception by manipulating the lifetime, number, or spatial distribution of the light points. Recent studies have also manipulated the light points themselves, replacing them with small images of objects. This manipulation degraded the recognizability of biological motion, particularly for local images of human bodies. This result suggests an interference of body form information in the local images with the body form analysis necessary for global biological motion recognition at the global level. We further explored this interference with respect to its selectivity for body orientation and motion. Participants had to either discriminate the facing direction (left/right) or the walking direction (forward/backward) of a global walker composed of local stick figures that could face left or right and either stand still or walk forward or backward. Local stick figures interfered stronger with the facing direction task if they were facing in the same direction as the global walker. Walking (forward/backward/static) of the stick figures influenced neither the facing direction task nor the walking direction task. We conclude that the interference is highly specific since it concerns not only the category (human form), but even the facing direction.     

Explaining brain size variation: from social to cultural brain

Although the social brain hypothesis has found near-universal acceptance as the best explanation for the evolution of extensive variation in brain size among mammals, it faces two problems. First, it cannot account for grade shifts, where species or complete lineages have a very different brain size than expected based on their social organization. Second, it cannot account for the observation that species with high socio-cognitive abilities also excel in general cognition. These problems may be related. For birds and mammals, we propose to integrate the social brain hypothesis into a broader framework we call cultural intelligence, which stresses the importance of the high costs of brain tissue, general behavioral flexibility and the role of social learning in acquiring cognitive skills.