Are we all in this together?: co-victimization,inclusive social identity and collective action in solidarity with the disadvantaged

Common experience of injustice can be a potent motivator of collective action and efforts to achieve social change - and of such efforts becoming more widespread. In this research, we propose that the effects of co-victimization on collective action are a function of inclusive social identity. Experiment 1 (N= 61) demonstrated that while presence (compared to absence) of co-victimization positively predicted consumer (i.e., participants) willingness to act collectively in solidarity with sweatshop workers, this effect was mediated by inclusive social identity. In Experiment 2 (N= 120), the salience of inclusive social identity was experimentally manipulated and interacted with co-victimization to predict collective action. When inclusive social identity was salient, co-victimization enhanced collective action, including willingness to pay extra for products made ethically and in support of fair wages for workers. In contrast, collective action was attenuated when co-victimization took place in the absence of inclusive social identity. Implications for understanding when co-victimization is transformed into common fate and political solidarity with the disadvantaged are discussed.     

Current negative mood encourages changes in end-of-life treatment decisions and is associated with false memories

To investigate the effects of mood on people's end-of-life treatment decisions and their false memories of those decisions, participants took part in two sessions. At Time 1, participants were experimentally induced into positive or negative moods. They decided whether they would want to receive or refuse treatments in a range of hypothetical medical scenarios, such as tube feeding while in a coma. Four weeks later, at Time 2, participants were induced into the same or the opposite mood and made these decisions a second time. They also recalled their previous decisions. Participants in negative moods at Time 2 changed more of their current decisions and falsely remembered more of their previous decisions than participants in positive moods. These findings suggest that people's current moods influence whether they change their treatment decisions; current decisions in turn bias recall of past decisions.     

A Gricean approach to the use of consensus and distinctiveness in causal attributions of verbally described interpersonal events

Various causal attribution theories, starting with the covariation model, argue that people use consensus, distinctiveness, and consistency information to causally explain events and behaviors. Yet, the visual presentation of the covariation model in the form of a cube is based on the assumptions that these dimensions generally affect attributions independently, symmetrically, and equally. A Gricean analysis suggests that these assumptions may not generally hold in the case of causal judgments for verbally communicated interpersonal events. We had participants judge the causal role of an actor and a patient in interpersonal events that were described through actor‐verb‐patient sentences under high versus low consensus and distinctiveness (Studies 1, 2, and 3) or without such information (Studies 2 and 3). As predicted by Gricean logic, consensus and distinctiveness effects on causality ratings depended on the target whose causal role participants assessed, on the information about the alternative dimension, and, most consistently, on consensus and distinctiveness being high versus low. Copyright © 2013 John Wiley & Sons, Ltd.     

Exploring Differential Subgroup Functioning on SAT Writing Items: What Happens When English Is Not a Test Taker's Best Language?

The purpose of this study is to explore patterns in model-data fit related to subgroups of test takers from a large-scale writing assessment. Using data from the SAT, a calibration group was randomly selected to represent test takers who reported that English was their best language from the total population of test takers (N = 322,011). A reference scale for the items was constructed based on EBL responses. Response behaviors of test takers who reported that English was not their best language (ENBL) were examined in relationship to this reference scale. This study illustrates the use of differential subgroup analyses to identify patterns related to person misfit within subgroups, as well as subsets of items, that may affect the validity of writing scores for ENBL test takers. The methodology described here offers an approach that can be used to explore, understand, and improve the validity of scores obtained from ENBL test takers in large-scale writing assessments.     

Child decision-making: On the burden of predecisional information search

In many decision situations, individuals must actively search information before they can make a satisfying choice. In such instances, individuals must be aware of the fact that not all information may be equally relevant for the choice at hand—thus, individuals should weight information by its respective relevance. We compared children’s and adult’s decision-making in a child-friendly decision game. For each decision, participants received information on the content of 3 piggy banks on an information-board. In Experiment 1, we manipulated the weight-structure by presenting decisions with similarly relevant or differently relevant information. Results suggested that 8- to 9-year-olds did not adapt their search to the weight-structure. In contrast, 10- to 12-year-olds did consider relevance weights. Still, 8- to 9-year-olds and 10- to 12-year-olds were unable to search for a good, adultlike information sample containing all relevant and no irrelevant information. Thus, children based their decisions on a biased information sample. In Experiment 2, we intensified the need to consider relevance weights by introducing a search constraint. In doing so, we replicated the deficits of 8- to 9-year-olds and found adultlike behavior in 11- to 12-year-olds. Our findings suggest that although children understand that relevance may vary, they are not immediately able to effectively consider relevance weights in their information search—which appears to be a skill that continues to develop throughout childhood. We discuss the resulting implications for understanding children as decision makers as well as the general ability to perform structured information search.     

The Influence of Rater Effects in Training Sets on the Psychometric Quality of Automated Scoring for Writing Assessments

Automated essay scoring engines (AESEs) are becoming increasingly popular as an efficient method for performance assessments in writing, including many language assessments that are used worldwide. Before they can be used operationally, AESEs must be “trained” using machine-learning techniques that incorporate human ratings. However, the quality of the human ratings used to train the AESEs is rarely examined. As a result, the impact of various rater effects (e.g., severity and centrality) on the quality of AESE-assigned scores is not known. In this study, we use data from a large-scale rater-mediated writing assessment to examine the impact of rater effects on the quality of AESE-assigned scores. Overall, the results suggest that if rater effects are present in the ratings used to train an AESE, the AESE scores may replicate these effects. Implications are discussed in terms of research and practice related to automated scoring.     

A Comparison of the Taped Spelling Intervention and Cover,Copy, and Compare for Students with Learning Disabilities

This study evaluated the effectiveness and compared the efficiency of two interventions on the spelling performance of four fifth-grade students with learning disabilities in reading and writing. The first intervention, Cover, Copy, and Compare (CCC), is an established, evidence-based procedure, while the second, the Taped Spelling Intervention (TSI), is a new procedure with only one published article establishing its effectiveness at the time of this study. Although both interventions resulted in spelling performance gains, learning speed was higher in the CCC condition and students overwhelmingly reported preferences for CCC over TSI. Spelling gains were maintained on assessments administered approximately two weeks following the final intervention sessions for both interventions. Discussion focuses on the importance of easily implemented, socially acceptable, time- and resource-efficient interventions for increasing the academic performance of students, and the value of comparative analyses for choosing appropriate interventions.     

Short- and long-term implicit memory in aging and Alzheimer's disease

Implicit memory processes were investigated via picture naming in healthy young and older adults and in persons with mild Alzheimer's disease (AD). Repetition priming in picture-naming was intact in all groups over the course of a short retention interval (seconds), and only the AD group revealed a deficit over a longer interval (72 hours). In addition, the AD group showed impaired procedural memory, with no benefit of practice on picture-naming. Impaired long-term priming was related to severity of AD. Both theoretical and methodological implications are discussed.