Does Avatar Appearance Matter? How Team Visual Similarity and Member–Avatar Similarity Influence Virtual Team Performance

This multimethod study investigated how avatar appearance influences virtual team performance. This study is the first to integrate the framework of social identity model of de‐individuation effects (SIDE) and Self‐Identification theory, using “morphing” techniques. Results were obtained from a 2 (team visual similarity: dissimilar vs. similar team avatars) × 2 (member–avatar similarity: cartoon avatars vs. avatar similar to self) experiment (N = 240). The findings indicated that teams using “morphed team avatars,” which combined both a high degree of team visual similarity and member–avatar similarity in their appearances, performed best on the task, and showed greater social attraction than teams in the other conditions. Moreover, content analysis of the chat conversations revealed that these teams interacted more strategically and expressed a greater motivation to solve the task.     

Identification and discrimination of sweep formants

Earlier identification experiments with sweep tones are repeated with rising and falling single formant (band) sweeps, with durations ranging from 15 to 40 msec and sweep rates from 0 to 40 oct/sec. Steady-state portions of 100-msec duration are then added to the sweeps. The general conclusions are that the tendency to perceive level and slightly rising tones as falling, which was such a prominent feature of the earlier results, disappears as the stimuli become more complex, and that sweep discrimination seems to be a function of the difference between the initial and the final frequency of a sweep.     

Precursors and Underlying Processes of Adolescents' Online Self-Disclosure: Developing and Testing an “Internet-Attribute-Perception” Model

This study developed and tested an “Internet-attribute-perception” model that explains how self-disclosure develops in instant messaging (IM) interactions. Following hyperpersonal communication theory, two attributes of computer-mediated communication (i.e., reduced nonverbal cues and controllability) were assumed to be responsible for increased online self-disclosure in IM. However, our model posed that any actual effects of these attributes would depend on users' perceptions of the relevance of these attributes. Furthermore, our model posed that these perceptions would mediate the relationship between personality characteristics (i.e., pri vate and public self-consciousness, and social anxiety) and online self-disclosure. Using structural equation modeling on a sample of 1,203 Dutch adolescents, we found that adolescents' perceptions of the relevance of reduced nonverbal cues and controllability encouraged their feelings of disinhibition, which in turn increased their online self-disclosure. As expected, private and public self-consciousness and social anxiety stimulated adolescents' perceptions of the relevance of reduced nonverbal cues and controllability, but did not directly influence online self-disclosure. The study shows the vital role of users' perceptions of CMC attributes in Internet-effects research.     

Determining the point of subjective ambiguity of ambiguous biological-motion figures with perspective cues

Orthographic frontal/back projections of biological-motion figures are bistable: The point-light figure in principle can be perceived either as facing toward the viewer or as facing away from the viewer. Some point-light actions—for example, walking—elicit a strong “facing bias”: Despite the absence of objective cues to depth, observers tend to interpret the figure as facing toward the viewer in most of the cases. In this article, we present and experimentally validate a technique that affords full experimental control of the perceived in-depth orientation of point-light figures. We demonstrate that by parametrically manipulating the amount of perspective information in the stimulus, it is possible to obtain any desired level of subjective ambiguity. Directions for future research, in which this technique can be fruitfully implemented, are suggested. Program code of a demo is provided that can be modified easily for program code of new experiments. The demo and QuickTime movie files illustrating our perspective manipulation technique may be downloaded from http://brm.psychonomic-journals.org/ content/supplemental.     

The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair,for the Philosopher's Classroom

According to Stereotype Threat Hypothesis (STH), fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high‐stakes testing scenarios in science, technology, engineering, and math (STEM) courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math‐intensive disciplines. STH is thought by many to account for the underrepresentation of women in STEM fields, and a growing body of evidence substantiates this hypothesis. In considering the plausibility of STH as an explanation for women's disproportionate attrition from undergraduate philosophy programs, one is struck by dissimilarities between STEM and philosophy that appear to undermine the applicability of STH to the latter. In this paper, I argue that these dissimilarities are either merely apparent or merely apparently relevant to the plausibility of STH as an explanation for gender disparities in philosophy. I argue further that, if research from STEM uncovers promising strategies for confronting stereotype threat, we should think about how to apply those strategies in our introductory philosophy classrooms.     

Nominal scale agreement among observers

Experiments are considered where each of a sample of subjects is assigned to one of C categories separately by each of a fixed or varying group of observers. Building on earlier publications, general procedures are proposed to analyze agreements and disagreements among observers. In the case of a varying group of observers, it is shown that it is not necessary to demand a constant number of observers per subject. In the case of a fixed group of observers, the problem of missing data is considered.The procedures are illustrated within the context of two clinical diagnosis examples. In the first example it is investigated which categories are relatively hard to distinguish from one another; a new theorem is applied that shows a useful property of the statistic kappa. In the second example it is investigated if a subgroup of observers can be found with a significantly higher degree of interobserver agreement.The author gratefully acknowledges the valuable suggestions by W. Molenaar, R. van Strik, R. Popping and the referees.     

Peritraumatic dissociation and posttraumatic stress after pregnancy loss: a prospective study

This study examined (1). predictors for peritraumatic dissociation, (2). its relations with acute and chronic symptoms of posttraumatic stress disorder (PTSD), and (3). pathways regarding these relations in response to pregnancy loss. In early pregnancy, about 1370 women volunteers completed questionnaires for neuroticism, control over emotions, dissociative tendencies, absorption, and prior life events. Of these, 126 subsequently experienced pregnancy loss and most of them completed measures 1 month (N = 118) and 4 months (N = 104) later. At 1 month, peritraumatic dissociation, memory of pregnancy loss (degree of fragmentation, sensory impressions, and emotional intensity), thought suppression, and PTSD symptoms were assessed, and at 4 months, PTSD symptoms were re-assessed. Peritraumatic dissociation was predicted by prior low control over emotions, dissociative tendencies, and lower education. It was not predicted by neuroticism, absorption, and prior life events. Peritraumatic dissociation was related to acute PTSD symptoms and LISREL analyses indicated that self-reported memory fragmentation and thought suppression of pregnancy loss mediated this relation. It also predicted chronic PTSD symptoms, and this relation was mediated by acute PTSD symptoms.     

Educational Justice: Closing Gaps or Paying Debts?

The question of our educational obligations to disadvantaged students has typically been conceptualized using the language of achievement gaps: how and to what extent should we ameliorate gaps between students in terms of their attainment of certain valuable outcomes that are correlated with education? Recently, some have argued that the language of achievement gaps is misconceived and problematic, and that we should instead conceptualize our obligations to students as an education debt that is owed to certain disadvantaged students as descendants of historic and structural injustices. Underlying this argument is a deeper conviction that the moral requirement to bring about a fair patterned distribution of educational outcomes is constrained by an obligation to rectify historical injustices. By conceptualizing the issue as a debt, rather than a gap (the argument goes), we can keep the priority of historical obligations squarely on the table. In this article, I defend the conceptual framework of achievement gaps in primary and secondary education by arguing that patterned principles of educational justice are not constrained by any claims and obligations that arise in virtue of historic injustices.