Conceptual representations in goal-directed decision making

Emerging evidence suggests that the long-established distinction between habit-based and goal-directed decision-making mechanisms can also be sustained in humans. Although the habit-based system has been extensively studied in humans, the goal-directed system is less well characterized. This review brings to that task the distinction between conceptual and nonconceptual representational mechanisms. Conceptual representations are structured out of semantic constituents (concepts)—the use of which requires an ability to perform some language-like syntactic processing. Decision making—as investigated by neuroscience and psychology—is normally studied in isolation from questions about concepts as studied in philosophy and cognitive psychology. We ask what role concepts play in the “goal-directed” decision-making system. We argue that one fruitful way of studying this system in humans is to investigate the extent to which it deploys conceptual representations.     

Coping with Rejection: Derogating Those Who Choose Us Last

Interpersonal rejection poses a threat to people's identities as competent, desirable individuals. This study examined the possibility that people buffer themselves against the implications of rejection by derogating those who reject them and by concluding that the rejector did not know them well. Participants were led to believe that a team captain had selected them either first or last for a laboratory team, then rated the captain and indicated how well he or she knew them. Results showed that, compared to those who were selected first for the team, participants who were selected last rated the team captains less positively, were less interested in having them as friends, and indicated that the captains knew them less well. Mediational analyses suggested that ratings of the captains were mediated by perceived rejection and that derogation helped to maintain participants' positive affect following rejection.     

Reaping the Rewards of Diversity: The Role of Identity Integration

How does diversity affect individuals and the groups in which they are embedded? This article examines this question using recent theory and research on Identity Integration (II). II refers to an individual's perceptions about whether two distinct social identities, or social groups to which individuals belong, are viewed as compatible (high II) or not (low II). A review of extant research suggests that individuals with high II are better at simultaneously accessing multiple identities and identity‐related knowledge and have improved well‐being and social outcomes. Expanding on this work, we argue that individuals who have higher II, and social collectives that foster II within their members, are more likely to reap the benefits of diversity.     

Predictors of changes in child behaviour following parent management training: Child,context, and therapy factors

This non‐randomised study examined a set of predictive factors of changes in child behaviour following parent management training (PMTO). Families of 331 Norwegian girls (26%) and boys with clinic‐level conduct problems participated. The children ranged in age from 3 to 12 years (M_age = 8.69). Retention rate was 72.2% at post‐assessment. Child‐, parent‐ and therapy‐level variables were entered as predictors of multi‐informant reported change in externalising behaviour and social skills. Behavioural improvements following PMTO amounted to 1 standard deviation on parent rated and ½ standard deviation on teacher rated externalising behaviour, while social skills improvements were more modest. Results suggested that children with higher symptom scores and lower social skills score at pre‐treatment were more likely to show improvements in these areas. According to both parent‐ and teacher‐ratings, girls tended to show greater improvements in externalising behaviour and social skills following treatment and, according to parents, ADHD symptomology appeared to inhibit improvements in social skills. Finally, observed increases in parental skill encouragement, therapists' satisfaction with treatment and the number of hours spent in therapy by children were also positive and significant predictors of child outcomes.     

Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

The number of K–12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely. This study aimed to examine the role of teacher engagement in student motivation and achievement in a blended learning environment. Reading skill data were analyzed from 19,366 students across 624 schools led by teachers defined as engaged users of a blended learning reading program (Lexia Reading Core5 [Core5]). Results showed significant improvements in reading skills during the analyzed period for the students of the engaged teachers in comparison to neighboring classrooms (171,850 students in the same 624 schools) of less engaged teachers.     

Assisted reproduction versus spontaneous conception: a comparison of the developmental outcomes in twins

The use of assisted reproductive technology is increasing rapidly. Research, although sparse, has resulted in inconsistent findings as to the developmental prognosis for infants conceived by assisted reproductive techniques such as in vitro fertilization and the use of fertility drugs. In the present study, the authors compared twins who were spontaneously conceived with those who were conceived through assisted reproductive technology. The authors found differences in birth weight and gestational age. Infants conceived by assisted reproductive technology fared worse than did those who were spontaneously conceived. The authors found no differences between the groups in mental development at 24 months of age, but they found evidence of differences in physical development. Implications of the findings are discussed.     

The influence of Afrocentric facial features in criminal sentencing

Prior research has shown that within a racial category, people with more Afrocentric facial features are presumed more likely to have traits that are stereotypic of Black Americans compared with people with less Afrocentric features. The present study investigated whether this form of feature-based stereotyping might be observed in criminal-sentencing decisions. Analysis of a random sample of inmate records showed that Black and White inmates, given equivalent criminal histories, received roughly equivalent sentences. However, within each race, inmates with more Afrocentric features received harsher sentences than those with less Afrocentric features. These results are consistent with laboratory findings, and they suggest that although racial stereotyping as a function of racial category has been successfully removed from sentencing decisions, racial stereotyping based on the facial features of the offender is a form of bias that is largely overlooked.     

A validity study of the Positive Psychology Protective Profile

The purpose of this study was to conduct an exploratory factor analysis to provide support for the construct validity of the Positive Psychology Protective Profile, a self-report measure based on positive psychology. 985 undergraduates completed the profile, the Beck Depression Inventory, and the College Life Stress Inventory. Scores on the first two factor scores (Positive Outlook, Negative Symptoms) for the profile correlated significantly with scores on depression and stress, whereas scores on the third profile factor (Problem-solving) correlated significantly only with scores on the Beck Depression Inventory. Scores on the Positive Outlook significantly differentiated participants having either chronic illness or recent major illness from those who did not.     

Basic information processing of neurotics and stables: an experimental ERP approach to personality and distractibility

The aim of the study was to investigate the effects of level of neuroticism on electrophysiological event-related potentials (ERPs) to different kinds of stimuli. The neuroticism items from the NEO-PI-R were administered to 168 female, right-handed undergraduates between 19 and 29 years of age. 20 highly neurotic and 22 highly stable persons underwent an ERP task that was designed to be a combination of an auditory P3a and a visual P3b oddball task. No significant differences in the P3a and P3b were detected. It is concluded that highly neurotic and highly stable persons do not differ in fast neurocognitive processing of neutral stimuli, and that cognitive differences between the groups may be located at another level in the sequence of information processing stages.     

Contextual connections to puns in Tom Swifties

Previous research conducted with short fables was replicated in this study with Swifties in which sentence length and presence of a pun were controlled. Of the 24 one-sentence word plays shown to each participant, half had an enhanced contextual connection that was predicted to increase appropriateness and detection of the incongruity, resulting in heightened perceived cleverness and humor. Results supported predictions, showing especially strong enhancement of perceived cleverness. The authors suggest that this outcome could be generalized to other forms of word play.