An emergency situation simulator for examining time-pressured decision making

Between deliberate planning efforts and reactionary decision making lies a realm of time-pressured decision making. A number of real-world occupations deal with this realm on a regular basis, including air traffic controllers and emergency service dispatchers. To study this type of decision making, an emergency situation simulator has been developed, which recreates the stressful environment of the emergency service dispatcher by generating realistic hypothetical emergency situations.     

Somatization symptoms in pediatric abdominal pain patients: Relation to chronicity of abdominal pain and parent somatization

Symptoms of somatization were investigated in pediatric patients with recurrent abdominal pain (RAP) and comparison groups of patients with organic etiology for abdominal pain and well patients. Somatization scores were higher in RAP patients than well patients at the clinic visit, and higher than in either well patients or organic patients at a 3- month followup. Higher somatization scores in mothers and fathers were associated with higher somatization scores in RAP patients, but not in organic or well patients. Contrary to the findings of Ernst, Routh, and Harper (1984), chronicity of abdominal pain in RAP patients was not significantly associated with their level of somatization symptoms. Psychometric information about the Children's Somatization Inventory is presented.This research was supported by grants from the Vanderbilt University Research Council and from the National Institute of Child Health and Human Development (HD2364). Garber was supported in part by the W. T. Grant Foundation Faculty Scholar program during completion of this work. The authors are grateful for the assistance of Fayez K. Ghishan, Harry L. Greene, and Patty Vieira of the Vanderbilt Division of Pediatric Gastroenterology.     

Is temporal order encoded automatically?

The reported experiment tested the suggestion that encoding of temporal order is automatic. Specifically, two of Hasher and Zacks’s (1979) automaticity criteria were examined: (1) that the amount and appropriateness of practice received would not affect acquisition of temporal information, and (2) that reliable individual differences would not be found on a test of memory for temporal order. Contrary to expectations, neither of these criteria was confirmed: Retention of temporal order increased with practice at three (or four) successive lists. And, reliable individual differences were indicated by the findings that subjects’ relative performance levels remained stable across lists, and that groups with higher average academic ability outperformed those with lower ability. Similar results were obtained for a flee-recall task (in which case they were expected). Problems of assessing degrees of nonautomaticity are discussed. Our data are seen to be in general conformity with Tzeng’s (e.g., Tzeng & Cotton, 1980) “study-phase” retrieval theory of temporal coding.     

Should I invite them? Bystanders' inclusivity judgements towards outgroup victims and ingroup bullies in intergroup bullying

This study examined bystanders' judgements of bullying and their inclusivity towards refugee victims and ingroup bully peers. Participants included 587 Turkish adolescents (M_age = 13.14, SD = 1.60) who were presented with two stories: intergroup (Syrian refugee victim) and intragroup (Turkish victim) bullying. They indicated acceptability of bullying, retaliation, and how likely they would be to include victims and bullies in different social contexts. Empathy, prejudice, desired social distance, and peer norms towards Syrian refugees were examined as predictors. Adolescents in schools with a higher number of Syrian peers were more likely to expect they would include the Syrian victim than adolescents in schools with a lower number of Syrian peers. Further, adolescents with higher empathy were more likely to include the Syrian victim while adolescents with higher prejudice and desired social distance were less likely to include the Syrian victim. The results highlight the importance of attending to bystanders' future interactions with victims and bullies, as bystanders have the opportunity to challenge injustice by promoting inclusive school climates in diverse societies. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

Dialectical Thinking in Consumer Decision Making

In this article, we examine the four processes of dialectical thinking: interconnection, development and change, transformation of quantitative into qualitative, and unity and struggle of opposites. We argue that the decisions of some consumers reflect dialectical thinking, at least some of the time.     

Myths and misconceptions about hypnosis and suggestion: Separating fact and fiction

We present 21 prominent myths and misconceptions about hypnosis in order to promulgate accurate information and to highlight questions for future research. We argue that these myths and misconceptions have (a) fostered a skewed and stereotyped view of hypnosis among the lay public, (b) discouraged participant involvement in potentially helpful hypnotic interventions, and (c) impeded the exploration and application of hypnosis in scientific and practitioner communities. Myths reviewed span the view that hypnosis produces a trance or special state of consciousness and allied myths on topics related to hypnotic interventions; hypnotic responsiveness and the modification of hypnotic suggestibility; inducing hypnosis; and hypnosis and memory, awareness, and the experience of nonvolition. By demarcating myth from mystery and fact from fiction, and by highlighting what is known as well as what remains to be discovered, the science and practice of hypnosis can be advanced and grounded on a firmer empirical footing.     

Validation of continuous measures of peer social interaction with self- and teacher-reports of friendship and social engagement

ABSTRACT

The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2–3 at the outset) on 8 separate days (3–4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking).