In the eye of the beholder: The role of cognitive style and similarity in the evaluation of brand extensions

Fit has been identified as an antecedent of the success of brand extensions. Recently, a new stream of literature has distinguished two different types of fit: feature‐based taxonomic similarity and relation‐based thematic similarity. Although researchers in this field have investigated how thematic and taxonomic brand extensions are evaluated, they have not accounted for interindividual differences in these evaluations. To address this gap, we investigate how cognitive styles are related to the evaluation of brand extensions that are based on different types of similarity. We show that a systematic cognitive style is related to the evaluation of taxonomic brand extensions. Moreover, we take the first steps to disentangle the relationship between intuitive cognitive style and the evaluation of thematic brand extensions, and we show that positive affect might play an important role as a moderator in these cases. The results provide us with a better understanding of how interindividual differences in information processing might account for differences in preferences for different types of brand extensions and, hence, consumer behavior.     

Can We Identify with a Nation Low in Morality? The Heavy Weight of (Im)Morality in International Comparison

Research has shown that the perceived morality of the ingroup is a primary source of group pride and ingroup identification. The present research examined whether this is true even when a group has a poor reputation for morality in terms of dishonesty and corruption, such as in the case of Italians. To address this issue, two studies analyzed the role of the three fundamental dimensions of social judgment—morality, competence, and sociability—in predicting Italians’ identification with their nation when the salience of social comparison and the status of the comparison outgroup were varied. Findings showed that perceived morality predicted ingroup identification when participants did not engage in social comparison. Under salient social comparison, individuals based group identification on other dimensions: Perceived sociability was the main predictor of identification when respondents compared with a higher status outgroup (Germans; Study 1; N = 109), whereas perceived competence was the main predictor of identification when participants compared with a lower status outgroup (Romanians; Study 2; N = 121). Overall, findings showed compensation processes in social identification: When social comparison is salient, members of a low morality group base identification on the dimension which allows positive differentiation from the outgroup.     

Gender Schemas: A Cognitive Explanation of Discrimination of Women in Technology

Despite the need for qualified personnel in the field of information technology (IT), women are under represented. Recruiting has been difficult and those women entering the profession often leave. Gender schema theory adds to the explanation of behaviors and attitudes in the workplace that may adversely impact women in technology. We surveyed members of Systers, an online forum for women in technology, to examine gender schemas of IT women to see if there is a significant difference between them and the general public. Our findings suggest that there is a significant difference in the gender-schemas of women in technology and the gender-schemas of the general population. A subsequent sample of male IT students and men in the general public also indicated a significant difference in gender schemas of these two groups. Implications of these differences and future research in this area are discussed.     

Transforming to Teach: Teaching Religion to Today's Black College Student

Abstract. Emerging from the particular experiences of the marginalized, postmodern pedagogies (bell hooks, Paolo Freire, feminist pedagogies) argue that education is more than conveying information from teacher to student. Rather education should encompass the transformative process of shaping character, values, and politics through the dynamic interaction among the teacher, the students' experiences, and the content of the instructional material. These perspectives argue that educators should reject “the banking model” of education, and teach to transform. However, religious studies with today's black college student tests the mettle of these approaches. On the one hand, historically black colleges and universities (HBCUs) have long practiced transformative education through a commitment to shaping both the minds and characters of their students. On the other hand, many of today's black college students are less receptive to transformation, particularly in the academic study of religion. This resistance to transformation is a reflection of (1) the socio‐economic reality of the current student, and (2) a new black religiosity that portrays the world in binary terms. These economic and religious realities present a teaching context for which few religious scholars are prepared. This essay discusses the particularities of teaching religion to today's black college student by sharing the challenges, failures, successes, and joys of teaching religion at a small church‐related, historically black women's college in the south. I will discuss the techniques that fail, and the way in which this unique context causes me to transform the way I teach religion. In the midst of a commitment to postmodern pedagogies, I feel a need to return to the banking model's establishment of authority and emphasis on content. As I negotiate with this method, I find ways to stealthily infuse transformative pedagogical techniques. I also discuss the way such a dramatic shift in pedagogy has transformed me, the teacher.     

Culture,method, and the content of self-concepts: Testing trait,individual–self-primacy,and cultural psychology perspectives

Three theoretical perspectives on cultural universals and differences in the content of self-concepts were tested in individualistic (United States, n = 178; Australia, n = 112) and collectivistic (Mexico, n = 157; Philippines, n = 138) cultures, using three methods of self-concept assessment. Support was found for both trait perspectives and the individual–self-primacy hypothesis. In contrast, support for cultural psychology hypotheses was limited because traits and other personal attributes were not more salient, or social attributes less salient, in individualistic cultures than collectivistic cultures. The salience of some aspects of self-concept depended on the method of assessment, calling into question conclusions based on monomethod studies.     

Adolescents' performance on delay and probability discounting tasks: contributions of age, intelligence, executive functioning, and self-reported externalizing behavior

Healthy adolescents, ages 9-23, completed delay and probability discounting tasks and measures of verbal and nonverbal intelligence, executive functioning, and self-reported internalizing and externalizing behavior. Delay but not probability discounting decreased with age. Delay discounting was also associated with verbal intelligence and Go-NoGo and Iowa Gambling Task performance. Probability discounting was associated only with externalizing behavior. Findings conform to an accumulation of evidence that while delay and probability discounting may have some overlapping components, they also reflect some fundamentally different processes in this age group.     

Adolescents' performance on the Iowa Gambling Task: implications for the development of decision making and ventromedial prefrontal cortex

Healthy adolescents (79 girls, 66 boys), ages 9-17, completed the Iowa Gambling Task (IGT; A. Bechara, A. R. Damasio, H. Damasio, & S. W. Anderson, 1994) as well as working memory (digit span) and behavioral inhibition (go/no-go) tasks. Cross-sectional age-related changes were seen on all 3 tasks. Gender differences were seen in IGT deck preference and attentional variables (i.e., go/no-go hit rate and forward digit span). After age, gender, and general intellectual abilities were controlled for, IGT performance was not predicted by working memory or behavioral inhibition scores. Findings suggest that the ventromedial prefrontal cortex or its connections are functionally maturing during adolescence in a manner that can be distinguished from maturation of other prefrontal regions. Development of these functions may continue into young adulthood.     

Cognitive bias in dizziness: emotional Stroop and autobiographical memories

Dizziness is commonly associated with anxiety, and is often caused by a dysfunction of the balance system. While a link between dizziness and both anxiety disorders and depression has been established, less is known about information processing in dizziness. In the first experiment we tested whether 15 patients with dizziness would display an emotional Stroop effect for panic-related words. Also included was a control group of 15 persons. The Stroop task was preceded by ratings of personal relevance of the Stroop words and followed by a surprise free recall of the words. Results showed a Stroop effect for panic-related words in the dizziness group, but the interaction did not reach significance (p = 0.08). Separate analysis of dizziness-related panic words however resulted in a significant group x condition interaction. In the free recall of Stroop words a main effect of word category was found, with more panic-related words being recalled. The second experiment investigated autobiographical memories in 14 patients with dizziness and 14 matched controls. Results showed a group x condition interaction with less specific memories being recalled following positive cue-words in the dizziness group. The overall pattern of results suggests that dizziness is related to deficits in information processing, which could be targeted in treatment.     

Play with me at my speed: describing differences in the tempo of parent-infant interactions in the Lausanne Triadic Play paradigm in two cultures

The goal of the present study was to examine the tempo of triadic play in Swedish and American families through a comparison of 20 families from each culture. When infants were approximately 3 months old, families in both cultures participated in the Lausanne Triadic Play (LTP), a paradigm that facilitates the examination of the triad as a whole and an organization of its parts. All family play sessions were coded separately in Sweden and America using coding systems that had been developed in each country. Dynamics within the triadic play were compared across cultures, and also across coding systems. Results indicated that both coding systems described a distinct difference in the tempo of play between American and Swedish Families. Overall, although there were many similarities between countries, American families were found to have a faster pace in triadic play than Swedish families. This difference in tempo is explored in the data analyses and the discussion of this article.