Explaining use of information in public policymaking

In recent years, scholars have attempted to understand the role of information in policymaking by developing several models of information utilization and have tested them empirically, at both national and state levels. This paper has called into question past studies as they relate to describing and explaining use of information. This paper tests an integrated model of information utilization that contains four sets of primary variables: decision makers’ environments (i.e., nature of policy issues), organization, individual characteristics, and characteristics of information. Based on the conceptual framework, a path model is built and tested against data about knowledge utilization and policy change in two areas of mental health policy (i.e., service and financing). The findings of the study have demonstrated that decision makers’ behavior does not conform to the assumptions put forward by either the organizational interest (e.g., information source or content of information) or the communications perspective (e.g., decision makers’ attitudes toward social science research). Instead, we have shown that information utilization is affected directly and indirectly by a variety of factors and their linkage, and not dominated by one set of factors that is defined by a singe perspective. The most important paths in the model are those between factors associated with information (e.g., the amount of information received or information source) and the use of information. Interestingly, these factors also play the role of major intervening mechanisms for linking other factors to decision makers’ use of information. More importantly, the general pattern of the findings indicates that policy areas make a difference in the process of information utilization.     

An investigation of immune system disorder as a "marker" for anomalous dominance

Geschwind and Galaburda (1987) proposed that immune disorder (ID) susceptibility, along with left handedness and familial sinistrality (FS), is a "marker" for anomalous dominance. The theory predicts lesser left lateralization for language processes, lessened left hemisphere abilities, and enhanced right hemisphere abilities. We assessed language laterality (dichotic consonant vowel task) and performances on spatial and verbal tasks. Subjects were 128 college students. The factors of handedness, sex, FS, and immune disorder history (negative or positive) were perfectly counterbalanced. Left-handers were significantly less lateralized for language and scored lower than right-handers on the spatial tasks. Females scored lower on mental rotation than males, but performed comparably to males on the spatial relations task. The only effect of ID was by way of interaction with FS on both spatial tasks--subjects who were either negative or positive on both FS and ID status factors scored significantly higher than subjects negative for one but positive for the other factor. A speculative explanatory model for this interaction was proposed. The model incorporates the notion that FS and ID factors are comparably correlated, but in opposite directions, with hormonal factors implicated by other research as relevant for spatial ability differences. Finally, no support for the "anomalous dominance" hypothesis predictions was found.     

A prospective investigation of suicidal ideation in college students: a test of a model

In order to test the predictive validity of a stress--vulnerability model of suicide ideation and behavior, a longitudinal study was conducted with college undergraduates. Based on previous research (Bonner & Rich, 1987; Rich & Bonner, 1987a), measures of social/emotional alienation, adaptive resources for living, and cognitive rigidity were taken at the beginning of the semester and combined to develop a vulnerability score. Then, at midterm, measures of midterm stress and cumulative negative life stress were obtained from the same subjects. It was hypothesized that the vulnerability factor would interact with midterm and negative life stress to predict suicide ideation. Instead of an interactive model, a linear, compensatory model of suicide ideation was found. The combination of alienation, deficient adaptive resources, and life stress best predicted ideation scores. Implications for research and theory are noted.     

Deficits in Attention to Emotional Stimuli Distinguish Youth with Severe Mood Dysregulation from Youth with Bipolar Disorder

Studying attention in the context of emotional stimuli may aid in differentiating pediatric bipolar disorder (BD) from severe mood dysregulation (SMD). SMD is characterized by chronic irritability, arousal, and hyper-reactivity; SMD youth frequently receive a BD diagnosis although they do not meet DSM-IV criteria for BD because they lack manic episodes. We compared 57 BD (14.4 ± 2.9 years old, 56% male), 41 SMD (12.6 ± 2.6 years old, 66% male), and 33 control subjects (13.7 ± 2.5 years old, 52% male) using the Emotional Interrupt task, which examines how attention is impacted by positive, negative, or neutral distracters. We compared reaction time (RT) and accuracy and calculated attention interference scores by subtracting performance on neutral trials from emotional trials. Between-group analyses indicated that SMD subjects had significantly reduced attention interference from emotional distracters relative to BD and control subjects. Thus, attention in SMD youth was not modulated by emotional stimuli. This blunted response in SMD youth may contribute to their affective and behavioral dysregulation.     

Measuring knowledge utilization: Processes and outcomes

Studies of knowledge utilization in public policy-making have important practical and theoretical implications. Accordingly, a voluminous work has been done on understanding and explaining the process of knowledge utilization (see Rich and Oh, 1993). However, we can easily find that there is the conspicuous absence of a greatly expanded understanding of the use of knowledge from those studies (Mandell and Sauter, 1984). Taken as a whole, empirical studies in the area of knowledge utilization have suffered from several critical problems (see Rich, 1991; Oh, 1996a). More importantly, there appears to be serious conceptual and methodological gaps which need to be filled. This article focuses on one of the most significant methodological problems: measuring “knowledge utilization” from an evaluation perspective and offers some suggestions for future studies.     

Evaluations of Outcome Sequences

We extend the literature on intertemporal choice by investigating how possession of knowledge related to the present value of future outcomes (PV knowledge) affects the extent to which individuals weight certain attributes when evaluating outcome sequences. While PV-knowledgeable individuals can ascribe value to attributes according to their PV relevance (or irrelevance), unknowledgeable individuals cannot do so. Such knowledge, therefore, likely interacts with outcome-sequence attributes to affect the extent to which individuals exhibit impatience when evaluating outcome sequences. The main experimental findings indicate that higher PV knowledge increases the extent to which individuals value impatience (as opposed to improvement). However, these findings also reinforce a need to distinguish among impatience, improvement, and PV because some higher PV knowledge participants willingly sacrifice PV while exhibiting impatience (while others do so in order to gain improvement). Overall, PV considerations appear central, but not determinative, in higher PV-knowledgeable individuals' evaluations of outcome sequences.