The costs and benefits of testing text materials

Tests have been shown to improve the later recall of tested information, a result known as the testing effect. Tests, however, can also impair the later recall of related information, an effect known as retrieval-induced forgetting. Although retrieval-induced forgetting has been demonstrated using a wide variety of materials, recent work suggests that learning information in the context of a coherent text passage may afford protection from retrieval-induced forgetting. In four experiments we explored the conditions under which retrieval-induced forgetting does and does not occur with such materials. We found that two factors—the coherence of the to-be-learned material and the competitiveness of retrieval practice—are important in determining whether retrieval-induced forgetting does or does not occur. Furthermore, even if retrieval-induced forgetting does occur, having the opportunity to restudy the forgotten information can prevent that forgetting from persisting. Taken together, these findings provide greater understanding of the costs and benefits of testing text materials, with possible implications for the optimisation of testing as a tool for learning in educational contexts.     

Paying attention to distress: What's wrong with rumination?

We explored the notion—derived from conceptualisations of mindfulness—that what makes attention to distress harmful is negative judgement about it. In Study 1 we examined factors of Nolen-Hoeksema's Ruminative Response Scale (RRS). A “Brooding” scale included items describing negative judgements of experience, and a “Reflection” scale, comprised items describing analysis of thoughts and feelings without obvious judgement. Correlations of Reflection with depression and thought suppression were lower than those for Brooding, but still significant, perhaps because all items implied some judgement. In Study 2, items were reworded to de-emphasise evaluative judgements (RRS-nonjudging) and compared to the original RRS. Although the factor structures of the original and RRS-nonjudging versions were essentially identical, the RRS-nonjudging Reflection scale was uncorrelated with depression and thought suppression, and was more highly correlated with emotional processing than was the original Reflection scale.     

Accuracy in discrimination of self-reported cooperators using static facial information

People readily ascribe personality traits to others and believe that faces hold important guides to character. Here we examined the relationship between static facial appearance and self-reported cooperation/defection using the prisoner’s dilemma (N = 193). Study 1 combined face images of those self-reporting they would be most and least likely to cooperate. The composites of cooperators were seen as more cooperative than non-cooperators. Study 2 demonstrated accuracy with ratings of individual faces. Masculinity of face shape was negatively related to self-reported cooperation for men, but not women. Further, ratings of smile intensity were positively, but not significantly, related to self-reported cooperation. Overall, individuals appear able judge the potential of others to cooperate from static facial appearance alone at rates greater than chance.     

Social Cognition and the So-Called Conjunction Fallacy

The so-called ‘conjunction effect’, in which participants incorrectly assert that an instance from the conjunction of two sets is more probable than an instance from one of the two conjoining sets alone, has been a source of debate as to whether it is a genuine fallacy of individual thinking or not. We argue that reasoning about individuals follows a different process than reasoning about sets. 35 participants took part in 3 tasks: a) one involving blocks of different sizes and colours designed to evoke set-based reasoning, b) one where a particular block was ‘individuated’ by stating that it represented a particular person, and c) the original Tversky and Kahneman (Psychological Review 90(4):293–315, 1983) ‘Linda’ problem. As predicted, set-based reasoning was significantly more prevalent for the blocks task than for the other two tasks. Participants’ reasons for their choices suggest that some individuals correctly use set-based logic in one task and a social reasoning process for the other tasks.     

Adaptation may cause some of the face caricature effect

One of the ways to demonstrate a caricature preference is to ask participants to adjust a face image over a range from anti-caricature to caricature until it shows the best likeness to a specific individual. Since facial adaptation, whereby exposure to a face influences subsequent perception of faces, is rapid, it is possible that adaptation promotes the selection of a caricatured image. We tested whether giving participants a reference average face image, to counteract any adaptation, would reduce the degree of caricature selected for famous faces. Results confirmed a significant decrease but, even without an average, participants chose an anti-caricatured image. These data suggest a role for adaptation in generating caricature preferences while also suggesting such preferences are not inevitable.     

Stressful demands or helpful guidance? The role of display rules in Indian call centers

This paper utilizes conservation of resources (COR) theory and two of Hofstede's (1980) dimensions of culture (individualism and power distance) to examine the impact of display rules on job satisfaction and performance in an Indian call center sample. Contrary to findings in an American sample (Wilk & Moynihan, 2005), we proposed that due to cultural differences as well as differences in the nature of the job among representatives in an Indian call center, supervisory focus on display rules would reduce emotional exhaustion, and in turn, have positive consequences for employee performance and job satisfaction. Using multi-source data in a sample of 137 Indian call center representatives, results confirmed the hypothesized mediating effects of emotional exhaustion on performance and job satisfaction. Implications of these results for future cross-cultural research are presented.     

Correlated male preferences for femininity in female faces and voices

Sexually dimorphic physical traits are important for mate choice and mate preference in many species, including humans. Several previous studies have observed that women's preferences for physical cues of male masculinity in different domains (e.g., visual and vocal) are correlated. These correlations demonstrate systematic, rather than arbitrary, variation in women's preferences for masculine men and are consistent with the proposal that sexually dimorphic cues in different domains reflect a common underlying aspect of male quality. Here we present evidence for a similar correlation between men's preferences for different cues of femininity in women; although men generally preferred feminized to masculinized versions of both women's faces and voices, the strength of men's preferences for feminized versions of female faces was positively and significantly correlated with the strength of their preferences for feminized versions of women's voices. In a second study, this correlation occurred when men judged women's attractiveness as long-term, but not short-term, mates, which is consistent with previous research. Collectively, these findings (1) present novel evidence for systematic variation in men's preferences for feminine women, (2) present converging evidence for concordant preferences for sexually dimorphic traits in different domains, and (3) complement findings of correlations between women's facial and vocal femininity.     

Clinical pastoral education as professional training: some entrance, curriculum and assessment implications

Clinical Pastoral Education is professional training for pastoral care. This paper compares CPE against the professional training model. While limiting the discussion to Christian pastoral care, the professional education model suggests a clarification of the trainee's theological and other entry requirements for a basic unit, a more thoughtful provision of information during CPE training, a careful attention to group membership and an appropriate integration with the theological curriculum. It also suggests more specific competency standards and more reliable, valid and objective assessment methods.