Contextual influences on interactive processing: Effects of discriminability,quantity, and uncertainty

Three contextual factors—(1) the discriminability of stimuli in pitch, (2) the number of stimuli differing in pitch, and (3)the uncertainty regarding which stimuli or tasks would appear—were manipulated as subjects performed speeded loudness classifications in each of six experiments. The magnitude of Garner interference and effects of congruity were used to gauge the degree of interactive processing. Enhancing pitch discriminability caused monotonic increases in interference and congruity. Stimulus-task uncertainty mediated the changes in Garner interference wrought by increased discriminability. Uncertainty also caused a surprising shift in congruity from strongly positive to strongly negative as uncertainty grew. Increasing stimulus quantity lowered interference, but had inconsistent effects on congruity. Regression analyses suggested that, collectively, these three contextual variables underlie most failures of selective attention in speeded classification.     

Rawls and Nozick: Justice without well-being

The Journal of Value Inquiry -     

Latent Structure of the Sources of Mathematics Self-Efficacy

General social cognitive theory and its career-specific elaborations posit four primary sources through which self-efficacy beliefs are acquired and modified: personal performance accomplishments, vicarious learning, social persuasion, and physiological states and reactions. We present two studies exploring the dimensionality of these sources within the context of career-relevant mathematics activities. In Study 1, 295 college students completed measures of the source variables. Testing two- through five-factor models, we found strongest support for a four-factor latent structure of the efficacy sources. In Study 2, involving 481 high school students, a five-factor model fit the data well. We also found evidence of a higher order factor structure in both samples. Several directions for further research on the sources of efficacy information are considered, along with implications for career and academic interventions.