Consequences of confirmation and disconfirmation in a simulated research environment

Advanced undergraduate science majors attempted for approximately 10h each to discover the laws governing a dynamic system. The system included 27 fixed objects, some of which influenced the direction of a moving particle. At a given time, any one screen of a nine-screen matrix could be observed on a plasma display screen. Confirmatory strategies were the rule, even though half the subjects had been carefully instructed in strong inference. Falsification was counterproductive for some subjects. It seems that a firm base of inductive generalizations, supported by confirmatory research, is a prerequisite to useful implementation of a falsification strategy.     

Confirmation bias in a simulated research environment: An experimental study of scientific inference

Numerous authors (e.g., Popper, 1959) argue that scientists should try to falsify rather than confirm theories. However, recent empirical work (Wason and Johnson-Laird, 1972) suggests the existence of a confirmation bias, at least on abstract problems. Using a more realistic, computer controlled environment modeled after a real research setting, subjects in this study first formulated hypotheses about the laws governing events occurring in the environment. They then chose between pairs of environments in which they could: (I) make observations which would probably confirm these hypotheses, or (2) test alternative hypotheses. Strong evidence for a confirmation bias involving failure to choose environments allowing tests of alternative hypotheses was found. However, when subjects did obtain explicit falsifying information, they used this information to reject incorrect hypotheses.     

Auditory evoked brain responses: Comparison of ON and OFF responses at long and short durations

Average evoked brain responses (EBRs) to three durations of one kilohertz pure-tone stimuli were computed from human scalp recordings. Stimuli of 25, 75, and 2,000 msec duration were each presented binaurally at each of eight equally spaced intensity levels, ranging from 58 to 86 dB SPL. EBRs computed immediately following presentation, and immediately following removal of the 2,000-msec-duration stimulus result in ON and OFF responses, respectively. EBRs computed immediately following presentation of the 25- and 75-msec-duration stimuli appear to be the result of the sum of separate responses to stimulus onset and offset. Computer-dissected ON and OFF EBRs to short-duration stimuli are very similar in waveform and amplitude to the responses evoked by the onset and offset, respectively, of the 2,000-msec duration stimulus. Dissected ON and OFF responses demonstrate linear amplitude-intensity functions in amplitude ranges similar to respective ON and OFF responses to 2,000-msec stimulation. The data suggest that ON and OFF responses are mediated by independent physiological mechanisms.     

When Job Candidates Are “Hard-” Versus “Easy-to-Get”: Effects of Candidate Availability on Employment Decisions1

Research on interpersonal attraction suggests that being elusive or “playing hard-to-get” is effective for increasing one's desirability and the likelihood of being selected as a dating partner. The following two studies explored the effects of this hard-to-get phenomenon in an employment decision setting. Both college students (Experiment 1) and professional recruiters (Experiment 2) reviewed application materials that conveyed that a candidate was either hard- (e. g., considering other job opportunities) or easy-to-get (e. g., not considering other opportunities) and then indicated their evaluations of these candidates. In both studies, being hard-to-get affected the interviewers’ judgments. However, this effect was moderated by the type of rationale given for being hard- or easy-to-get, as well as the objective qualifications (GPA) information. In addition, recruiter sex and candidate gender differences were explored. Male recruiters’ evaluations of application materials were more lenient than were females’ evaluations.     

Sexual harassment,male dominated organizations and the role of counselling psychology: The case of medical school

This paper presents evidence of sexual harassment in medical school based on a survey of students (n = 186) and lecturers (n = 100); but while 85.5% of students believe that medical educators should combat this behaviour, only 67.7% of the lecturers do so. it is argued here, that ambivalence towards sexual harassment is a psychological symptom of a male dominated culture, with long term implications for victims, perpetrators and witnesses. It is an issue which needs to be addressed both interpersonally and at an organizational level.     

Concept Redundancy and Rater Naivety in Organizational Research

The validity of five work commitment concepts is assessed via content analysis. The role of rater naivety (i.e., familiarity) with the concepts and measures used is also evaluated. Organizational commitment and Protestant work ethic were found to be least redundant. Naive raters demonstrated more redundancy than raters familiar with the concepts and measures. The implications of these findings for the study of work commitment and organizational research in general are discussed.     

Reliability and acceptability of web-based administration of Spanish ages and stages questionnaires third edition®

to analyse the reliability of 6 age intervals of Spanish web-based Ages and Stages Questionnaires Third Edition (WB-ASQ-3) and parents' acceptability, in a clinical practice context, during COVID-19 pandemic and lockdown in Chile. Cross-sectional study with a longitudinal component. Internal consistency was analysed by Cronbach's alpha and Pearson product–moment correlation, Pearson's correlations between intervals questionnaires were analysed. Acceptability was determined using a parental satisfaction survey. 1061 children completed 2318 validated questionnaires. Scores were compared with normative sample, except for Gross motor at 8 and 12 months, and Communication at 12, 18 and 24 months, without differences to the previous Chileans sample. In domain analysis, Cronbach's alpha ranged from 0.36 to 0.80 and reached 0.74 to 0.81 for the overall test. Strong positive correlation between the domain and overall score was obtained. Correlation between most questionnaires at different ages was positive and significant. Parental surveys show high satisfaction; parents were thankful for being able to monitor children's development. WB-ASQ-3 is a reliable and feasible screening system, particularly when the test is taken as a whole, rather than by domains. It is remarkably high acceptability among parents, especially in complex times such as the lockdown and the COVID-19 pandemic.     

Applying propensity score matching to assess the impact of the pandemic on intimate relationships

The COVID-19 pandemic produced multiple stressors that risk relationship conflict and dissatisfaction. We extended prior studies that yielded inconsistent effects of the pandemic on relationships by using propensity score matching to (1) compare levels of relationship conflict and satisfaction during the pandemic (pandemic group; N = 7268) to similar people immediately before the pandemic (matched control group; N = 7268), and (2) compare pandemic groups facing different types of restrictions, beginning with lockdowns involving household isolation to returning to normal life. Results reveal that relationship conflict increased and relationship satisfaction decreased in response to the pandemic, but these effects were very small and primarily occurred in the initial stages of the pandemic when lockdown involved household isolation. The results add to evidence of resilience in personal and relationship well-being in 2020, but also indicate the importance of understanding the effects of varying pandemic-related conditions across the years of the pandemic.     

Manipulating Self-Complexity with Communication Role Assignment: Evidence for the Flexibility of Self-Concept Structure

This article reports an experimental technique for manipulating self-complexity, a characteristic of self-concept organization related to affective reactivity. The assignment of different communication roles is examined as a possible manipulation of self-complexity. In Experiment 1, participants who expected to transmit information about themselves (transmit group) had lower self-complexity than participants who expected to receive information about themselves (receive group). In Experiment 2, an additional communication role condition was included as a control group. Following the self-complexity manipulation and assessment, we observed affective reactions to feedback on academic ability. The mean self-complexity of the receive and control groups did not differ, and both exceeded the mean of the transmit group. Affective reactivity did not differ among the groups and was not significantly correlated with self-complexity. The implications of the self-complexity manipulation are discussed in terms of the flexibility and functionality of self-concept structure.