"I couldn't have seen it coming": the impact of negative self-relevant outcomes on retrospections about foreseeability

We examined a phenomenon related to hindsight bias, specifically, retrospective judgements about the foreseeability of an outcome. We predicted that negative, self-relevant outcomes would be judged as less foreseeable by the recipient of the outcome than by others, unlike either positive outcomes or outcomes that are not self-relevant. In the context of a "stock market decision-making game", the hypothetical stock selected by one of two players showed an extreme increase or decrease. As predicted, the player who received an extreme negative outcome reported that this outcome was less foreseeable than did the opponent and an observer, for whom the outcome was less self-relevant. For no other kind of outcome was there a difference between the recipient of an outcome, the opponent, and the observer. The findings have several implications, including the possibility that hindsight bias should be considered as a special case of retrospective foreseeability.     

The Aftercare and School Observation System (ASOS): Reliability and Component Structure

This study examines the psychometric properties and component structure of a newly developed observational system, the Aftercare and School Observation System (ASOS). Participants included 468 children drawn from a larger longitudinal intervention study. The system was utilized to assess participant children in school lunchrooms and recess and various afterschool environments. Exploratory factor analyses examined whether a core set of component constructs assessing qualities of children’s relationships, caregiver involvement and monitoring, and experiences in school and aftercare contexts that have been linked to children’s behavior problems would emerge. Construct validity was assessed by examining associations between ASOS constructs and questionnaire measures assessing children’s behavior problems and relationship qualities in school and aftercare settings. Across both settings, two factors showed very similar empirical structures and item loadings, reflecting the constructs of a negative/aggressive context and caregiver positive involvement, with one additional unique factor from the school setting reflecting the extent to which caregiver methods used resulted in less negative behavior and two additional unique factors from the aftercare setting reflecting positivity in the child’s interactions and general environment and negativity in the child’s interactions and setting. Modest correlations between ASOS factors and aftercare provider and teacher ratings of behavior problems, adult-child relationships, and a rating of school climate contributed to our interpretation that the ASOS scores capture meaningful features of children’s experiences in these settings. This study represents the first step of establishing that the ASOS reliably and validly captures risk and protective relationships and experiences in extra-familial settings.     

The trajectory of the target probability effect

The effect of target probability on detection times is well-established: Even when detection accuracy is high, lower probability targets are detected more slowly than higher probability ones. Although this target probability effect on detection times has been well-studied, one aspect of it has remained largely unexamined: How the effect develops over the span of an experiment. Here, we investigated this issue with two detection experiments that assessed different target probability ratios. Conventional block segment analysis and linear mixed-effects modeling converged on two key findings. First, we found that the magnitude of the target probability effect increases as one progresses through a block of trials. Second, we found, by examining the trajectories of the low- and high-probability targets, that this increase in effect magnitude was driven by the low-probability targets. Specifically, we found that low-probability targets were detected more slowly as a block of trials progressed. Performance to high-probability targets, on the other hand, was largely invariant across the block. The latter finding is of particular interest because it cannot be reconciled with accounts that propose that the target probability effect is driven by the high-probability targets.     

Sensory experience ratings for over 5,000 mono- and disyllabic words

Sensory experience ratings (SERs) reflect the extent to which a word evokes a sensory and/or perceptual experience in the mind of the reader. Juhasz, Yap, Dicke, Taylor, and Gullick (Quarterly Journal of Experimental Psychology 64:1683–1691, 2011) demonstrated that SERs predict a significant amount of variance in lexical-decision response times in two megastudies of lexical processing when a large number of established psycholinguistic variables are controlled for. Here we provide the SERs for the 2,857 monosyllabic words used in the Juhasz et al. study, as well as newly collected ratings on 3,000 disyllabic words. New analyses with the combined set of words confirmed that SERs predict a reliable amount of variance in the lexical-decision response times and naming times from the English Lexicon Project (Balota, Yap, Cortese, Hutchison, Kessler, Loftus, & Treiman, Behavior Research Methods 39:445–459, 2007) when a large number of surface, lexical, and semantic variables are statistically controlled for. The results suggest that the relative availability of sensory/perceptual information associated with a word contributes to lexical–semantic processing.     

Rorschach and TAT Responses of Negro,Mexican-American,and Anglo Psychiatric Patients

The Rorschach and Thematic Apperception Projective Test responses of 75 Anglos, Negroes, and Mexican-American patients on the psychiatric unit of a Veterans Administration General Medical and Surgical Hospital were compared. The subjects were a random sample of non-psychotic male veterans whose ages, educational backgrounds and occupational levels were quite similar.

A number of statistically significant differences were found between the groups, with most distinct differences on the Rorschach appearing on the measures of hostility. The TAT pointed up differences between the Mexican-Americans and the other two groups in themes of family unit, and in their characterization, but more particularly of father-son and mother-son relationships. This TAT finding possibly demonstrates the persistence of Mexican-American cultural values regarding interpersonal. relationships within the family. Results of this study suggest the utility of projective measures in the formulation of culture and personality theories.     

The influence of belief that a car crashed on witnesses' estimates of civilian and police car speed

The authors performed 2 experiments investigating the influence of the belief that a vehicle crashed on witnesses' estimates of the vehicle's speed. In Experiment 1, participants saw a video of a civilian car being driven, after which they were assigned to 1 of 2 conditions. The 1st group was told that the vehicle subsequently crashed; the 2nd group was not told that the vehicle crashed. The results indicted no differences between the 2 groups on a number of factors, including estimates of the vehicle's speed. Experiment 2 was identical except that the video showed a police car using flashing lights and sirens. Participants who had been told that the car had crashed overestimated speed, the likelihood of a crash, and the likelihood of someone being killed. Participants who were not told that the vehicle crashed estimated the speed of the vehicle accurately. Confidence in their estimates of speed was not significantly different between the 2 groups. Results are discussed with regard to police investigations of road accidents.     

Mental exercising through simple socializing: social interaction promotes general cognitive functioning

Social interaction is a central feature of people's life and engages a variety of cognitive resources. Thus, social interaction should facilitate general cognitive functioning. Previous studies suggest such a link, but they used special populations (e.g., elderly with cognitive impairment), measured social interaction indirectly (e.g., via marital status), and only assessed effects of extended interaction in correlational designs. Here the relation between mental functioning and direct indicators of social interaction was examined in a younger and healthier population. Study 1 using survey methodology found a positive relationship between social interaction, assessed via amount of actual social contact, and cognitive functioning in people from three age groups including younger adults. Study 2 using an experimental design found that a small amount of social interaction (10 min) can facilitate cognitive performance. The findings are discussed in the context of the benefits social relationships have for so many aspects of people's lives.     

The impossibility of forgiveness: shame fantasies as instigators of vengefulness in Euripides' Medea

Unforgivability in Euripides' Medea is explored in the context of intrapsychic forces favoring disruption and narcissistic withdrawal and precluding the influence of forces favoring repair of bonds, not necessarily to the betrayer, but to the social and moral order. The forces underlying disruption and withdrawal operate to such an extent that forgiveness and cooperation with the social order become impossible. Euripides' literary insights are explored with the purpose of deepening and extending the psychoanalytic understanding of shame, shame fantasies, projective identification, and vengefulness as they bear on the problem of forgiveness. Three types of shame fantasy are pertinent to the transformation of Medea's mental state from one of anguished and disjointed shame to diabolical vengefulness: anticipatory paranoid shame, the projective identification of shame, and withdrawal as a defense against shame.     

Parental influences on academic performance in African-American students

We investigated the relationship between parental influences and academic outcomes for African-American students. Secondary data analysis was conducted on the National Survey of Family and Household data set. Multiple regression analysis showed that parenting style (nurture and control) and parental involvement significantly predicted academic outcomes. Research has traditionally focused on the reasons for the failure of African-American students to succeed in school. This study focused on factors that determine success. The problem of negative school outcomes may be alleviated by studying what works to promote school success rather than what does not work for African-American students.