When proportion consensus scoring works

Most objectively scored tests use items with easily identifiable correct answers. When such veridical scoring keys cannot be constructed, researchers sometimes use proportion consensus scoring (PCS) to identify the best answers. To determine if PCS identifies the best answers, we scored a test using both PCS and veridical scoring. Among 353 undergraduates, regular PCS, two-stage PCS, and expert PCS all had high correlations for easy items, but no PCS methods had high correlations for difficult items. Thus, PCS cannot reliability identify the best answers to individual items. However, PCS worked well for total scores. For easy items, total scores had correlations above .99 for all PCS methods. For difficult items, expert and two-stage PCS had correlations of .92 and .82 for the 60-item test. Thus, expert and two-stage PCS can be justified (even for difficult items) if the scoring key is based upon people who truly possess some degree of expertise and if scores are summed over many items.     

Curiosity adapted the cat: the role of trait curiosity in newcomer adaptation

Using longitudinal data from 123 newcomers across 12 telemarketing organizations, we examined the role of 2 forms of trait curiosity (specific and diversive) as antecedents of proximal adaptation behaviors (information seeking and positive framing) and more distal, in-role and extra-role behaviors (job performance and taking charge). Results suggest that specific curiosity predicts information seeking behaviors, whereas diversive curiosity promotes positive framing. Results also support the relationship between positive framing and performance and the extra-role behavior of taking charge. Overall, the study validates the role of curiosity as a multifaceted individual difference that serves as an antecedent to newcomer adaptation.     

Barriers and Supports for Continuing in Mathematics and Science: Gender and Educational Level Differences

This article presents three studies that provide an in-depth examination of STEM-related supports and barriers. These studies constructed an instrument to identify male and female perceptions of the barriers and supports for pursuing coursework and/or careers in mathematics and sciences domains; to pilot test and refine that instrument; and then to explore gender differences in perceptions of supports and barriers at three different educational levels: middle school, high school, and college. Study 1 involved using literature reviews and in-depth interviews at the three educational levels to broadly identify perceived supports and barriers, and to develop a taxonomy of barrier and supports at each level. Based upon the taxonomy, study 2 involved the construction and pilot testing of a barriers and support instrument. Study 3 involved administering the revised instrument to a large sample of participants at each educational level. Results indicate both gender and developmental differences in perceptions of the barriers and supports for pursuing a math or science curriculum.     

The role of experience in location estimation: Target distributions shift location memory biases

Research based on the Category Adjustment model concluded that the spatial distribution of target locations does not influence location estimation responses [Huttenlocher, J., Hedges, L., Corrigan, B., & Crawford, L. E. (2004). Spatial categories and the estimation of location. Cognition, 93, 75–97]. This conflicts with earlier results showing that location estimation is biased relative to the spatial distribution of targets [Spencer, J. P., & Hund, A. M. (2002). Prototypes and particulars: Geometric and experience-dependent spatial categories. Journal of Experimental Psychology: General, 131, 16–37]. Here, we resolve this controversy by using a task based on Huttenlocher et al. (Experiment 4) with minor modifications to enhance our ability to detect experience-dependent effects. Results after the first block of trials replicate the pattern reported in Huttenlocher et al. After additional experience, however, participants showed biases that significantly shifted according to the target distributions. These results are consistent with the Dynamic Field Theory, an alternative theory of spatial cognition that integrates long-term memory traces across trials relative to the perceived structure of the task space.     

Gender-Typed Behaviors and School Adjustment

This study investigates whether gender-typed behaviors are associated with two aspects of school adjustment—engagement and attachment. The analysis uses a nationally representative sample of middle and high school students in US schools in 1995 (n?=?6,349 girls and 5,954 boys). Ordinary least square models show that both boys and girls with extremely gender-typed behaviors report lower levels of school engagement and attachment than gender-typical peers, consistent with previous research that documented adjustment problems linked to hypergender. Among boys but not among girls, gender-atypical students report lower levels of engagement and attachment than gender-typical peers, indicating stigma attached to boys’ feminine behaviors at school. Interpersonal problems with peers and teachers explain large portions of these group differences.     

Subliminal priming and persuasion: Striking while the iron is hot

Three studies demonstrated that subliminally priming a goal-relevant cognition (thirst in Studies 1 and 2; sadness in Study 3) influenced behavior (in Study 1) and enhanced the persuasiveness of an ad targeting the goal (in Studies 2 and 3) when people were motivated to pursue the goal (when they were thirsty in Studies 1 and 2; when they expected to interact with another person in Study 3). These results suggest that subliminal priming can be used to enhance persuasion, but only when certain conditions are met. Both the priming of goal-relevant cognitions and the motive to pursue the goal were necessary for ads targeting the goal to be more persuasive. The implications of these results for the role of functionality in subliminal priming and for the use and abuse of subliminal priming in persuasion are discussed.