Confidence and accuracy in deductive reasoning

In two experiments, we investigated the relationship between confidence and accuracy in syllogistic reasoning. Participants judged the validity of conclusions and provided confidence ratings twice for each problem: once quickly and again after further deliberation. Correlations between confidence and accuracy were small or nonexistent. In addition, confidence and accuracy were mediated by different variables. Confidence judgments appeared to reflect external cues, so that confidence was greater when the participants were allowed additional time to think about the problem, as well as when the conclusion was either believable or unbelievable, rather than neutral. In contrast, accuracy changed little as a function of the amount of time available and did not differ for believable and neutral problems. These data support a model in which initial decisions are made quickly, on the basis of heuristic cues, and analytic processes are used to justify or rationalize the earlier decision.     

Object-recognition tasks: comparing paper versions to computerized laboratory methods

This study attempts to generalize Biederman's 1987 findings regarding Recognition by Components theory, which were obtained using a computer administered object-recognition task, to an analog or paper task that is consistent with typical assessment or testing procedures. Three versions of an object-recognition task were developed after the Structure of Intellect-Learning Abilities Test by Meeker, Meeker, and Roid. One version contained randomly fragmented objects, one contained objects with vertices present, and the third contained objects with midsegments. 30 participants were administered each of the three versions in a counterbalanced order. The results are consistent with those of Biederman. Objects with missing vertices were more difficult to recognize than objects with missing midsegments. There was no difference between randomly fragmented objects and those with vertices present. Implications for object-recognition research and test-item development are discussed. In particular, it is suggested that perceptual theories should be used in developing test items to gain greater control in creating items of appropriate difficulty and to increase the validity of the overall instrument.     

Attitude alignment increases trust,respect, and perceived reasoning ability to produce attraction

When others disagree with us, we like them more if they shift their attitude toward ours (i.e., engage in attitude alignment), but why? This article examined the effects of partner attitude alignment on dyadic (trust, inferred attraction) and personal (respect, perceived reasoning ability) evaluations. In two experiments, participants received feedback that imagined (Experiment 1) or real (Experiment 2) partners engaged (vs. did not engage) in attitude alignment; rated partners on trust, inferred attraction, respect (Experiments 1 and 2), and perceived reasoning ability (Experiment 2); and reported attraction. Individuals were more attracted to partners who engaged in attitude alignment because they viewed them as more trustworthy and worthy of respect and as possessing greater reasoning ability. The role of inferred attraction was unclear.     

Family play,reading, and other stimulation and early childhood development in five low-and-middle-income countries

This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; M_age = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers’ engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts.

Research Highlights

• Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited.
• We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes.
• Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills.
• We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.

     

Effects of appearance-based interventions on sun protection intentions and self-reported behaviors.

Two appearance-based interventions designed to increase sun protection intentions and behaviors were evaluated. Sixty-eight college students in Experiment 1 and 76 beachgoers in Experiment 2 were randomly assigned to receive or not receive a photoaging (premature wrinkling and age spots) information intervention and, separately, to receive or not receive a novel ultraviolet (UV) photo intervention that makes the negative-appearance consequences of UV exposure more salient. Both experiments indicated that the UV photo intervention significantly increased intentions to use sunscreen in the future. A follow-up conducted with the beach sample indicated that UV photo information also produced greater protective behaviors for incidental sun exposure and that the combination of UV photo and photoaging information resulted in substantially lower reported sunbathing.