Causal discounting in the presence of a stronger cue is due to bias

People use information about the covariation between a putative cause and an outcome to determine whether a causal relationship obtains. When there are two candidate causes and one is more strongly related to the effect than is the other, the influence of the second is underestimated. This phenomenon is called causal discounting. In two experiments, we adapted paradigms for studying causal learning in order to apply signal detection analysis to this phenomenon. We investigated whether the presence of a stronger alternative makes the task more difficult (indexed by differences in d′) or whether people change the standard by which they assess causality (measured by β). Our results indicate that the effect is due to bias.     

Unequally into “Us”: Characteristics of Individuals in Asymmetrically Committed Relationships

This study examined characteristics of individuals that are associated with being in asymmetrically committed relationships (ACRs), defined as romantic relationships in which there was a substantial difference in the commitment levels of the partners. These ACRs were studied in a national sample of unmarried, opposite‐sex romantic relationships (N = 315 couples). Perceiving oneself as having more potential alternative partners was associated with increased odds of being the less committed partner in an ACR compared to not being in an ACR, as was being more attachment avoidant, having more prior relationship partners, and having a history of extradyadic sex during the present relationship. Additionally, having parents who never married was associated with being the less committed partner in an ACR but parental divorce was not. Although fewer characteristics were associated with being the more committed partner within an ACR, more attachment anxiety was associated with increased odds of being in such a position compared to not being in an ACR. We also address how some findings change when controlling for commitment levels. Overall, the findings advance understanding of commitment in romantic relationships, particularly when there are substantial asymmetries involved. Implications for both research on asymmetrical commitment as well as practice (e.g., therapy or relationship education) are discussed.     

Treatment‐as‐Usual for Couples: Trajectories Before and After Beginning Couple Therapy

Couple therapy has been shown to be a meaningful way to improve couples’ relationships. However, less information is known about couples’ functioning prior to entering treatment in community settings, as well as how their relationship functioning changes from initiating therapy onward. This study examined 87 couples who began community‐based couple therapy during a longitudinal study of couples in the military. The couples were assessed six times over the course of 3 years, including time points before and after starting couple therapy. Using an interrupted‐time series design, we examined trajectories across the start of couple therapy in relationship satisfaction, divorce proneness, and negative communication. The results demonstrated that couples’ relationship satisfaction was declining and both divorce proneness and negative communication were increasing prior to entering couple therapy. After starting couple therapy, couples’ functioning on all three variables leveled off but did not show further change, but previous experience in relationship education moderated these effects. Specifically, those who were assigned to the relationship education program (vs. control) demonstrated greater reductions in divorce proneness and greater increases marital satisfaction after starting therapy; however, they also started more distressed.     

Peers and Performance: How In-Group and Out-Group Comparisons Moderate Stereotype Threat Effects

The present study examined how exposure to the performance of in-group and out-group members can both exacerbate and minimize the negative effects of stereotype threat. Female participants learned that they would be taking a math test that was either diagnostic or nondiagnostic of their math ability. Prior to taking the test, participants interacted with either an in-group peer (a female college student) or an out-group peer (a male college student) who had just taken the test, and learned that the student had either performed well or poorly on the test. Exposure to either an in-group or an out-group peer whose performance was consistent with the negative stereotype (a poor-performing female or a strong-performing male) exacerbated stereotype threat effects. In contrast, exposure to an in-group or an out-group peer whose performance challenged the negative stereotype (a strong-performing female or a poor-performing male) eliminated stereotype threat effects. These findings demonstrate that people can look to both in-group and out-group peers as sources of inspiration in the context of a negative stereotype.

Preschool children's use of cues to generic meaning

Sentences that refer to categories - generic sentences (e.g., "Dogs are friendly") - are frequent in speech addressed to young children and constitute an important means of knowledge transmission. However, detecting generic meaning may be challenging for young children, since it requires attention to a multitude of morphosyntactic, semantic, and pragmatic cues. The first three experiments tested whether 3- and 4-year-olds use (a) the immediate linguistic context, (b) their previous knowledge, and (c) the social context to determine whether an utterance with ambiguous scope (e.g., "They are afraid of mice", spoken while pointing to 2 birds) is generic. Four-year-olds were able to take advantage of all the cues provided, but 3-year-olds were sensitive only to the first two. In Experiment 4, we tested the relative strength of linguistic-context cues and previous-knowledge cues by putting them in conflict; in this task, 4-year-olds, but not 3-year-olds, preferred to base their interpretations on the explicit noun phrase cues from the linguistic context. These studies indicate that, from early on, children can use contextual and semantic information to construe sentences as generic, thus taking advantage of the category knowledge conveyed in these sentences.     

Examining changes in relationship adjustment and life satisfaction in marriage

The current study examined the association between relationship adjustment and life satisfaction before marriage to 6 years into marriage in a sample of 126 couples. Results showed that both premarital relationship adjustment and premarital life satisfaction uniquely predicted marital adjustment 6 years into marriage. Premarital life satisfaction, but not premarital relationship adjustment, predicted life satisfaction 6 years into marriage. While premarital relationship adjustment scores were not uniquely associated with future life satisfaction scores, changes in relationship adjustment were positively associated with future life satisfaction. These findings are supportive of the idea that helping people to improve their relationships may increase overall life satisfaction. The findings also suggest that, while an individual's base level of life satisfaction may set some parameters for the course of relationship adjustment, changes in life satisfaction over time impact marital adjustment. Starting marriage with higher life satisfaction may increase chances for a happier marriage. Overall, the findings suggest that life satisfaction plays a role in marital adjustment over time, and that it is important to consider life satisfaction as not only an outcome associated with relationship adjustment but also as a predictor of relationship adjustment.     

Think and Act Global and Local: A Portrait of the Individual as a Flexible Information-Processor

What accounts for the links between religion and health and well-being? This question was central to the commentators' responses to the target articles. Many of the commentators provided fresh new ways of explaining religion in psychological, social, physiological, and evolutionary terms. A few, however, came perilously close to the slippery slope of radical reductionism. In this article, I argue that religion is, by definition, unique, for it has a singular point of reference, the sacred. In addition, I review empirical studies assessing the independent predictive power of religion; they suggest that religion is a unique source of motivation and values, a unique form of coping, and a unique source of distress. Finally, I contend that social scientists should learn more about the connections between religion and health and well-being, not to explain religion away, but to gain a more complete understanding of religion and human nature more generally. Researchers should remember that religion represents not only a resource for psychological well-being and physical health, but a distinctive human dimension that carries meaning and power in and of itself.     

Word learning in dogs?

In a recent paper, Kaminski, Call and Fischer report pioneering research on word-learning in a dog. In this commentary we suggest ways of distinguishing referential word use from mere association. We question whether the dog is reasoning by exclusion and, if so, compare three explanations - learned heuristics, default assumptions, and pragmatic reasoning - as they apply to children and might apply to dogs. Kaminski et al.'s work clearly raises important questions about the origins and basis of word learning and social cognition.     

Priming interdependence affects processing of context information in causal inference—But not how you might think

Cultural mindset is related to performance on a variety of cognitive tasks. In particular, studies of both chronic and situationally-primed mindsets show that individuals with a relatively interdependent mindset (i.e., an emphasis on relationships and connections among individuals) are more sensitive to background contextual information than individuals with a more independent mindset. Two experiments tested whether priming cultural mindset would affect sensitivity to background causes in a contingency learning and causal inference task. Participants were primed (either independent or interdependent), and then saw complete contingency information on each of 12 trials for two cover stories in Experiment 1 (hiking causing skin rashes, severed brakes causing wrecked cars) and two additional cover stories in Experiment 2 (school deadlines causing stress, fertilizers causing plant growth). We expected that relative to independent-primed participants, those interdependent-primed would give more weight to the explicitly-presented data indicative of hidden alternative background causes, but they did not do so. In Experiment 1, interdependents gave less weight to the data indicative of hidden background causes for the car accident cover story and showed a decreased sensitivity to the contingencies for that story. In Experiment 2, interdependents placed less weight on the observable data for cover stories that supported more extra-experimental causes, while independents' sensitivity did not vary with these extra-experimental causes. Thus, interdependents were more sensitive to background causes not explicitly presented in the experiment, but this sensitivity hurt rather than improved their acquisition of the explicitly-presented contingency information.