Suppressing feelings: A double‐edged sword to consumer judgment and choice

Consumers may suppress their feelings toward the attractive looks of products when they wish to minimize the influence of feelings on their judgments and choices. However, this research suggests that feeling suppression may result in a paradoxical reliance on feelings in product judgments and choices, especially when the product performance judgment is difficult to make. Findings from a series of experiments suggest that this paradoxical effect stems from the requisite resource input for feeling suppression and the consequent resource competition with functionality processing which then impairs product performance judgment.     

Feasibility of Using Video to Teach a Dialectical Behavior Therapy Skill to Clients With Borderline Personality Disorder

This study tested the feasibility of using a psychoeducational video recording to teach a behavioral skill from the Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b) skills training program to individuals meeting criteria for borderline personality disorder. A video presenting a DBT emotion-regulation skill was developed and the extent to which viewers learned the skill material was evaluated via a randomized controlled trial (RCT), utilizing a within-subjects design. Thirty individuals meeting DSM-IV criteria for borderline personality disorder participated. Participants were recruited from mental health treatment settings and were naïve to DBT. Viewing the video was associated with significant increases in knowledge of the skill, relative to viewing a control video, and with increases in participants' expectations of positive outcomes for skill use. In addition, participants rated the video as relevant and helpful. A remarkably high number (80%) utilized the skill taught subsequent to viewing the video when assigned to do so, and overall reported significant decreases in negative affect after using the skill. Video appears to be feasible as a medium for teaching DBT skills material under controlled conditions; future research is needed to examine the effectiveness of video in more naturalistic settings.     

Toddlers can adaptively change how they categorize: same objects,same session,two different categorical distinctions

Two experiments demonstrate that 14‐ to 18‐month‐old toddlers can adaptively change how they categorize a set of objects within a single session, and that this ability is related to vocabulary size. In both experiments, toddlers were presented with a sequential touching task with objects that could be categorized either according to some perceptually salient dimension corresponding to a taxonomic distinction (e.g. animals vs. vehicles) or to some less obvious dimension (e.g. rigid vs. deformable). In each experiment, children with larger productive vocabularies responded to both dimensions, showing evidence of sensitivity to each way of categorizing the items. Children with smaller productive vocabularies attended only to the taxonomically related categorical grouping. These experiments confirm that toddlers can adaptively shift the basis of their categorization and highlight the dynamic interaction between the child and the current task in early categorization.     

Finding similarity in a model of relational reasoning

Similarity plays a central role in the study of perception and cognition. Previous attempts to model similarity have captured effects of either featural or structural similarity, but typically not both. We simulated both by fitting similarity data with the LISA model of relational reasoning [Hummel, J. E., & Holyoak, K. J. (1997). Distributed representations of structure: A theory of analogical access and mapping. Psychological Review, 104, 427–466, Hummel, J. E., & Holyoak, K. J. (2003a). A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110, 220–264]. The same mechanisms LISA uses to simulate analogy also provide a natural account of feature-based similarity effects (e.g., violations of symmetry), structural effects (e.g., the advantage of alignable over non-alignable differences), and the combined effects of featural and structured information (i.e., MIPs and MOPs; “Matches In/Out of Place”) on similarity judgments. Our approach differs from most models of similarity in that LISA was not originally designed to simulate similarity judgments, but rather analogical reasoning. LISA’s incidental ability to simulate diverse similarity effects speaks to the plausibility of the model’s account of human knowledge representation.     

Bayesian journey-to-crime modelling of juvenile and adult offenders by gender in Manchester

This study tested the Bayesian journey-to-crime (JTC) model by gender and age for serial offenders from Manchester, England. The data were 4056 crimes committed by 171 serial offenders between 2003 and 2006. The data were subdivided by gender and age group to examine whether accuracy and precision varied by these subgroups. In general, the centre of minimum distance was found to be the most accurate measure, but the Bayesian risk and product measures were found to be the most precise measurements. The traditional ‘distance decay’ type of JTC function did not produce estimates that are as accurate nor as precise as the Bayesian approach. Tests were conducted on whether specific gender and age group JTC functions and origin–destination matrices improved predictability. With the exception of juvenile male offenders, the general functions were more accurate and precise. In terms of building an accurate and precise geographical profiling methodology, the results point to the need to include information on the likely predisposition of neighbourhoods to produce offenders as well as information on the crime opportunities available to offenders. Copyright © 2009 John Wiley & Sons, Ltd.     

Diversion of attention in everyday concept learning: Identification in the service of use

Many people tend to believe that natural categories have perfectly predictive defining features. They do not easily accept the family resemblance view that the features characteristic of a category are not individually sufficient to predict the category. However, common category-learning tasks do not produce this simpler-than-it-is belief. If there is no simple classification principle in a task, the participants know that fact and can report it. We argue that most category-learning tasks in which family resemblance categories are used fail to produce the everyday simpler-than-it-is belief because they encourage analysis of identification criteria during training. To simulate the learning occurring in many natural circumstances, we developed a procedure in which participants' analytic activity is diverted from the way in which the stimuli are identified to the use to which the stimuli will be put. Finally, we discuss the prevalence of this diverted analysis in everyday categorization.