Cross-cultural Differences in Self-reported Decision-making Style and Confidence

The Melbourne Decision Making Questionnaire (Mann, Burnett, Radford, & Ford, 1997) measures self-reported decision-making coping patterns. The questionnaire was administered to samples of University students in the US (N = 475), Australia (N = 262), New Zealand (N = 260), Japan (N = 359), Hong Kong (N = 281), and Taiwan (N = 414). As predicted, students from the three Western, individualistic cultures (US, Australia, and New Zealand) were more confident of their decision-making ability than students from the three East Asian, group-oriented cultures (Japan, Hong Kong, Taiwan). No cross-cultural differences were found in scores on decision vigilance (a careful decision-making style). However, compared with Western students, the Asian students tended to score higher on buck-passing and procrastination (avoidant styles of decision making) as well as hypervigilance (a panicky style of decision making). Japanese students scored lowest on decision self-esteem and highest on procrastination and hypervigilance. It was argued that the conflict model and its attendant coping patterns is relevant for describing and comparing decision making in both Western and Asian cultures.     

Perplexity and Mystery

In this paper I comment on Gareth B. Matthews's "The Socratic Augustine" and Peter King's "Augustine on the Impossibility of Teaching." Matthews's paper adduces several instances of Augustine's apparent willingness to accept Socratic perplexity in some philosophical matters. Matthews suggests that these cases are compatible with Augustine's dogmatism because Augustine presupposes that the phenomena in question, although perplexing, are actual. I suggest instead that Augustine can be viewed as taking a neutral stance toward many of his examples, because they arise in areas of philosophical inquiry where it is not important to the tenets of his faith that he hold the right opinion. King defends the Augustinian thesis that teaching, construed as the causal transmission of knowledge from teacher to learner, is, if not impossible, at least mysterious. I suggest that much of the alleged mystery may rest on a confusion between epistemological dependency and metaphysical dependency.     

Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills

Based on self-determination theory (Deci & Ryan, 1985, 1987, 1991), we assessed the effect of controlling strategies and restricted choice options on students' performance on analytic reason problems. Subjects in the controlling-directives condition were told by their teacher that a given strategy was the way students should solve a set of analytical problems. Although subjects in the noncontrolling-directives condition were taught the same strategy, they were encouraged to use any strategy they chose to solve the identical problems. The results indicated, as predicted, that subjects in the controlling-directives condition performed significantly worse than subjects in the noncontrolling-directives condition on a subsequent set of analytic reasoning problems, when tested by an experimenter who was unaware of a subject's condition. Interestingly, subjects in the controlling-directives condition regarded the teacher as qualitatively more competent than noncontrolling-directives subjects, in spite of their poorer performance. Furthermore, feelings about the task, mood differences, or perceptions of performance as a function of condition did not account for these findings. The data are discussed as they relate to the theoretical and practical import of the deleterious use of controlling techniques in a number of contexts, as well as adults' erroneous beliefs about controlling strategies.This study was funded in part from a grant from the Spencer Foundation and an NIMH grant to the first author.     

Modality effects in the coding reproduction of rhythms

The temporal coding assumption is that time of presentation is coded more accurately for auditory events than for visual events. This assumption has been used to explain the modality effect, in which recall of recent auditory events is superior to recall of recent visual events. We tested the temporal coding assumption by examining the coding and reproduction of quintessentially temporal stimuli-rhythms. The rhythms were produced by sequences of short and long auditory stimuli or short and long visual stimuli; in either case, the task was to reproduce the temporal sequence. The results from four experiments demonstrated reproduction of auditory rhythms superior to that of visual rhythms. We conclude that speech-based explanations of modality effects cannot accommodate these findings, whereas the findings are consistent with explanations based on the temporal coding assumption.     

Children's perception of sibilants: the relation between articulation and perceptual development

When synthetic fricative noises from an [s] continuum are followed by [a] and [u], adult listeners perceive fewer instances of in the context of the rounded vowel [u] (Mann & Repp, 1980). This perceptual context effect presumably reflects adjustment for certain coarticulatory effects and implies tacit knowledge of coarticulation and its consequences. To clarify the role of articulatory experience in the ontogeny of such knowledge and the consequent perceptual adjustment, the present study examined the effect of rounded and unrounded vowels on the perception of [s] and by adults, 5-, and 7-year-old children who produce and [s] and 7-year-old children who misarticulate these phonemes. All three groups of children showed a context effect equivalent to that of adults and independent of age and articulation ability. Therefore, productive mastery of [s] and is not critically responsible for perception of the [s] distinction, nor for perceptual sensitivity to the consequences of sibilant-vowel coarticulation.     

Ask a busy person: attentional myopia and helping

According to an oft‐quoted piece of folk wisdom, if one wants something accomplished, the best person to ask is a busy person. We tested a version of this proposition in two studies. Study 1 exposed participants to a helping request in which cues promoting the relevant behavior were made more salient than those inhibiting it. Study 2 featured a request in which inhibiting cues were made more salient than cues promoting the behavior. In both studies, participants who were “busied” by high cognitive load showed more influence of the dominant behavioral pressure than did participants under minimal load. The results suggest that busy people can respond more to a helping appeal, but only when cues facilitating helping are more salient than those discouraging it.     

Cognitive control in number magnitude processing: evidence from eye-tracking

The unit-decade compatibility effect describes longer response times and higher error rates for incompatible (e.g., 37_52) than compatible (e.g., 42_57) number comparisons. Recent research indicated that the effect depends on the percentage of same-decade filler items. In the present study, we further examined this relationship by recording participants’ eye-fixation behaviour. In four conditions, participants had to compare item sets with different filler item types (i.e., same-decade and same-unit filler items) and different numbers of same-decade filler items (i.e., 25, 50, and 75 %). We found a weaker unit-decade compatibility effect with most fixations on tens in the condition with same-unit filler items. Moreover, the compatibility effect increased with the percentage of same-decade filler items which was accompanied by less fixations on tens and more fixations on units. Thus, our study provides first eye-tracking evidence for the influence of cognitive control in number processing.     

The Search for Mathematical Creativity: Identifying Creative Potential in Middle School Students

The identification of creative potential in mathematics poses many challenges. Much of the research into the identification of mathematical creativity has focused on the development of measurement instruments. Scoring of these instruments is time consuming and subject to scorer interpretation, limiting their use. This study sought a simpler means to obtain indicators of creative potential in mathematics. Existing instruments were used to explore the relationship between mathematical creativity and mathematical achievement, attitude towards mathematics, self-perception of creative ability, gender, and teacher perception of mathematical talent and creative ability. Data were gathered from 89 7th graders in a suburban Connecticut school. The regression model predicted 35% of the variance in mathematical creativity scores. Mathematical achievement was the strongest predictor accounting for 23% of the variance. Student attitudes towards mathematics, self-perception of their own creative abilities, and gender contributed the remaining 12% of variance. Interpretation of the relative importance of the independent variables was complicated by correlations among them.     

Refocusing Effort Across Job Tasks: Implications for Understanding Temporal Change in Job Performance

This study introduces a component of adaptability, namely, a shift in the relative emphasis among different job tasks, to the measurement of employee job performance. Using a multiyear longitudinal data set on the performance of professional basketball players, the results indicate that (a) refocusing one's efforts among different job tasks exists in this context, (b) refocusing accounts for variation in performance, and (c) refocusing increases the odds of continued employment the following year. These findings have implications for understanding temporal change in job performance.