Inaction Inertia in the Stock Market1

Based on the inaction inertia effect, it was hypothesized that investors who missed an opportunity to leave a “bear market” will be less likely to sell the stock at a later opportunity when facing a grave loss. Participants in a stock‐market computer game were given an opportunity to sell their stock for a moderate gain. Having missed this initial opportunity and now facing a grave loss, these participants were less likely to sell their stock compared to participants whose potential loss was not as grave, or compared to participants facing the same magnitude of loss who had no previous opportunity to leave the market. Analysis of the time spent by participants on reading relevant information concerning the stock market suggests that this tendency toward continued inaction was not the result of careful deliberation over market trends. The results are discussed in terms of counterfac‐tual thinking and anticipated regret.     

Group Therapy with Terror-Injured Persons in Israel: Societal Impediments to Successful Working Through

This paper describes a group intervention with terror-injured people in Israel to show the parallels between developments in the group and Israeli society's difficulties in working through and mourning its experiences of terror. Despite the development of group cohesion and a sense of empowerment, the group members remained unable to deal with the powerful emotions stemming from the experience of terror and continued to cling to their shared identity as terror victims, irrevocably helpless and isolated from others. Without excluding other explanations, we suggest that these difficulties reflect the defense mechanisms employed by Israeli society in dealing with the threat to its survival that is implicit in the terror to which it is exposed.     

Subtle Bias Against Muslim Job Applicants in Personnel Decisions1

Contemporary theories of prejudice suggest that racism still exists in society, but is expressed in subtle and justifiable manners. Employing such theoretical frameworks, the present study examined subtle ways in which social category information is used differentially in personnel decisions. Participants (managers or undergraduates) were presented with background information and a résumé (with a typical Muslim or European American name) for a hypothetical job applicant. After reviewing the résumés, participants judged the applicant on hirability, salary assignment, and other job‐related characteristics. Results showed that the Muslim applicant, relative to the American, was unfavorably judged in salary assignment and job‐related characteristics in the presence of negative information. Both managers and undergraduates exhibited the same bias. Implications of the findings are discussed.     

The importance of being expert: Top-down attentional control in visual search with photographs

Two observers looking at the same picture may not see the same thing. To avoid sensory overload, visual information is actively selected for further processing by bottom-up processes, originating within the visual image, and top-down processes, reflecting the motivation and past experiences of the observer. The latter processes could grant categories of significance to the observer a permanent attentional advantage. Nevertheless, evidence for a generalized top-down advantage for specific categories has been limited. In this study, bird and car experts searched for face, car, or bird photographs in a heterogeneous display of photographs of real objects. Bottom-up influences were ruled out by presenting both groups of experts with identical displays. Faces and targets of expertise had a clear advantage over novice targets, indicating a permanent top-down preference for favored categories. A novel type of analysis of reaction times over the visual field suggests that the advantage for expert objects is achieved by broader detection windows, allowing observers to scan greater parts of the visual field for the presence of favored targets during each fixation.     

Phenomenological research on supervision: Supervisors reflect on ‘being a supervisor’

A study using a phenomenological research method was performed to reveal the meanings of the concept ‘supervision’, from the supervisor's perspective. Eleven supervisors of counselling and psychotherapy from a humanistic/existential framework answered the open question: “What does being a supervisor mean?”. Content analysis and frequency measuring were performed, revealing six groups of statements; six facets describing the experience of supervision: ‘structuring’, ‘teaching’, ‘nurturing’, the ‘supervisor as person’, ‘supervisor as colleague’, and the ‘triangle, client-therapist-supervisor’. Structuring was the largest category, and the first three categories together represented more than 75% of the statements. The results showed that ‘teaching’ and ‘nurturing’ were very similar in their importance, as represented by the number of statements in each. Further research should address the possible relation between supervisors' perception and experience of their role and the theoretical framework of counselling and psychotherapy in which they are based, The phenomenological research method in this study has shown the possibility of doing research on processes without ‘betraying’ the subjective perspective.     

Comparing the teaching interaction procedure to social stories for people with autism

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure resulted in mastery of all 18 skills across the 6 participants. Social stories, in the same amount of teaching sessions, resulted in mastery of 4 of the 18 social skills across the 6 participants. Participants also displayed more generalization of social skills taught with the teaching interaction procedure to known adults and peers.     

Impaired associative taste learning and abnormal brain activation in kinase-defective eEF2K mice

Memory consolidation is defined temporally based on pharmacological interventions such as inhibitors of mRNA translation (molecular consolidation) or post-acquisition deactivation of specific brain regions (systems level consolidation). However, the relationship between molecular and systems consolidation are poorly understood. Molecular consolidation mechanisms involved in translation initiation and elongation have previously been studied in the cortex using taste-learning paradigms. For example, the levels of phosphorylation of eukaryotic elongation factor 2 (eEF2) were found to be correlated with taste learning in the gustatory cortex (GC), minutes following learning. In order to isolate the role of the eEF2 phosphorylation state at Thr-56 in both molecular and system consolidation, we analyzed cortical-dependent taste learning in eEF2K (the only known kinase for eEF2) ki mice, which exhibit reduced levels of eEF2 phosphorylation but normal levels of eEF2 and eEF2K. These mice exhibit clear attenuation of cortical-dependent associative, but not of incidental, taste learning. In order to gain a better understanding of the underlying mechanisms, we compared brain activity as measured by MEMRI (manganese-enhanced magnetic resonance imaging) between eEF2K ki mice and WT mice during conditioned taste aversion (CTA) learning and observed clear differences between the two but saw no differences under basal conditions. Our results demonstrate that adequate levels of phosphorylation of eEF2 are essential for cortical-dependent associative learning and suggest that malfunction of memory processing at the systems level underlies this associative memory impairment.     

The association between risky driver and pedestrian behaviors: The case of Ultra-Orthodox Jewish road users

This study examines associations between the risky behaviors of two types of road users: drivers and pedestrians. Whereas these behaviors have traditionally been investigated separately, the aim here was to examine the connection between them. The sample consisted of 518 drivers and non-drivers from the Ultra-Orthodox Jewish community in Israel (a sector in which having a driver’s license is not the norm), who completed a series of questionnaires relating to their tendency to take risks as drivers and as pedestrians. Results indicate that individuals who have a driver’s license are more likely to take risks as pedestrians than those who do not. In addition, among those with a driver’s license, strong correlations were found between various driving measures and the inclination for risky behaviors as pedestrians, indicating that the riskier the individual’s driving behavior, the more he or she tended to report dangerous pedestrian behavior. The findings suggest that different kinds of road-use behaviors are not entirely distinct from each other in respect to the degree of risk involved. Thus, the tendency to cross the road dangerously and the tendency to drive dangerously may reflect a more general propensity to take risks, at least in the context of road use.     

Supervising Without Controlling: A New Authority intervention for Adolescents with Type 1 Diabetes

Journal of Child and Family Studies - Adolescents with Type 1 Diabetes are at an elevated risk for reduced self-care and imbalanced blood sugar rates with long-term medical consequences. Despite...     

Longitudinal Evaluation of a Preparation Program for Mandatory Military Service

This multivariate longitudinal study explored the relative contribution of 12th-grade students' (a) participation in a preparation program for mandatory military service, (b) feelings of adjustment at high school, and (c) perceptions of school climate to their evaluation of the program's impact on them, as well as to their later adjustment to military service. The sample included 247 male and female 12th graders, divided into an intervention group and a control group. The intervention group participated in a 10-meeting preparation program focusing on the enhancement of empowerment feelings regarding entrance into military service. We conducted measurements at three points in time: (a) before exposure to the preparation program, (b) after exposure to the preparation program, and (c) 6–12 months after military enlistment. Research findings supported the notion that the preparation program had a short-term impact on students' feelings of preparedness for military service. Activities in which students were directly exposed to military life or to Army representatives gained more positive evaluations. But some of the activities conducted by school staff were also positively related to the overall evaluation of the program's contribution to preparedness. However, in the long run, students' later military adjustment was not related to participation in the preparation program but rather to their pre-intervention attitudes toward military enlistment as well as their preliminary general feeling of adjustment. Altogether, study findings indicate that the preparation program had a positive impact mainly for those students who manage well in high school before enlistment. Hence, it is suggested that efforts to foster school-to-Army transition should unfold in a three-step process: (a) preliminary screening for maladaptive behavior, (b) pre-enlistment preparation, and (c) post-enlistment support to all recruits.