Persuasion and the contexts of dissuasion: Causal models and informal arguments

This paper develops the view that in arguing informally individuals construct a dual representation in which there is a coupling of arguments and the structure of the qualitative (mental) causal model to which these refer. Invited to consider a future possibility, individuals generate a causal model and mentally simulate the consequences of certain actions. Their arguments refer to the causal paths in the model. Correspondingly, faced with specific arguments about a policy option they generate a model with particular causal paths and mentally simulate the outcomes. The results of Experiment 1 are consistent with this notion. Decisions on the percentage of funds to be allocated to genetically modified (GM) crop research depended on the structure of the arguments elicited in response to imagining a future state of affairs. Specifically, the presence of a dissuasive argument eliminated the impact of any persuasive argument. The non-monotonic properties of everyday informal argument can then be seen as a corollary of change to causal structure in the model. The dual representation view predicts that the impact of a dissuasive argument will depend on the structure of the causal model. Experiment 2 tested and confirmed this prediction by requiring individuals to judge the relative persuasiveness of two cases referring either to a model with two independent causal paths or to a model in which one causal path depended on the other. In contrast to Experiment 1, prior opinion on GM crop research did not affect allocation decisions. An advisory role in contrast to a participant role may encourage a more decontextualised mode of thinking. According to the dual representation view, ease of mental simulation should exert wide-ranging effects on judgements and the rhetoric of arguments should also be important. The paper concludes with a discussion of some of these expectations.     

Learning procedures and goal specificity in learning and problem-solving tasks

This experiment set out to examine the influence of two task variables (instructional procedure and goal specificity) on learning and problem-solving performance. A 2 × 2 between-subjects design was used. Twenty-four undergraduate students were asked to think aloud as they learned eight Word for Windows text editing operations, each implemented as a keyboard shortcut. Two instructional procedures were used, instructions presented either as lists or as paired statements. ''List'' groups required fewer trials than ''pairs'' groups to learn the operations, and relied more extensively upon rehearsal procedures, while ''pairs'' groups tended to use elaborative inference more frequently. Analyses of problem-solving solution times revealed no differences between the groups, although the no-goal groups tended to complete the tasks faster than the goal groups. Verbal protocols indicated that ''list'' groups tended to rely upon phonological cues to recover operation names, and made more phonological errors in recovering operation names. ''Pairs'' groups recalled more about the functions of the operations than the ''list'' groups. We conclude that different instructional procedures may lead to subtle, but important, differences in how information is encoded, represented, and recovered, and that individuals who perform to similar standards may not share the same understanding of the task in question.     

Editorial: Drug Abuse and AIDS

Abstract

The present article presents an overview of the behavioral and psychological components which have been found to be associated with Type A behaviors in children and adolescents. Each component is discussed within the context of the assessment device used to measure it. with methodological concerns being addressed whenever appropriate. Using both observational methods and self-report questionnaires. the four major behavioral components of adult Type A behavior; competitive-achievement striving, time urgency, aggressiveness-hostility and impatience have been found in child/adolescent Type A subjects. Type A children have a lower self-esteem, a more external locus of control and higher anxiety level than their non-Type A counterpart. Coping mechanisms for stress and characteristic cognitions may differ in Type A subjects as they progress from childhood through adolescence. Recommendations for future research are presented.     

Influences on Job Search Self-Efficacy of Spouses of Enlisted Military Personnel

In this cross-sectional study we examine antecedents of the job search self-efficacy (JSSE) of 6,411 spouses of enlisted military personnel. Drawing on social cognitive theory, we suggest that individual circumstances either impact an individual's mastery beliefs about job search skills or act as barriers, which can impede job search activity and efficacy through a form of resource drain. Antecedents explored in this analysis represent environmental, behavioral, and personal factors that may be associated with self-efficacy beliefs. Structural equation modeling analysis indicates that mastery mechanisms of current employment status, education level, financial resources, and use of employment assistance programs offered by the military are positively related to JSSE. In addition, family responsibility variables (e.g., number of children and financial resources) operate as barriers to JSSE via childcare conflict's negative relationship with this specific form of self-efficacy. Limitations and future research directions are discussed.     

Nietzsche's place in nineteenth century German philosophy

I describe two ways of thinking about what constitutes a knowledgeable assertion – the ‘orthodox view’ and the ‘isomorphic view’. I argue that we should discard the orthodox view and replace it with the isomorphic view. The latter is more natural and has greater theoretical utility than the former.     

Offense Characteristics of Incompetent to Stand Trial Defendants Charged With Violent Offenses

The current study compared offender and offense characteristics of pretrial defendants found incompetent to stand trial (IST) against those described as general offenders by victims in the 2008 Bureau of Justice Statistics (BJS) survey and evaluated factors that differentiated IST defendants who allegedly used weapons from those who did not during the course of a violent offense. IST defendants were older and used “weapons” more frequently than those reported in the BJS survey; however, other characteristics, including use of firearms, did not differ. No demographic, clinical, or legal factors differentiated pretrial defendants who used weapons from those who did not. Overall, pretrial defendants were frequently diagnosed with a comorbid substance use disorder, and were homeless, unemployed, and had an extensive history of psychiatric hospitalizations and prior arrests at the time of their alleged offenses. Such results indicate that models for comprehensive discharge planning may have utility in addressing the unique needs of this subgroup of mentally disordered offenders. The findings also raise questions about the federal and state prohibition of gun rights to all IST defendants. Copyright © 2015 John Wiley & Sons, Ltd.     

Education of Foreign Children in Japan: Local Versus National Initiatives

Immigration has long been a controversial subject in Japan, with the country’s historic aversion to foreign populations well noted. This article seeks to discuss recent developments in Japanese immigration policy, looking specifically at how both local governments and the national government address education issues for foreign children. Examining the specific case of Kawasaki City’s foreign student educational policies in detail, this article compares local initiatives to national policy developments, arguing that Kawasaki has been a pioneer in many cases and that the national government has ultimately adopted similar resolutions. The national government, for its part, has been slow to take up issues addressing immigrants, trailing more progressive cities like Kawasaki, but has slowly been making efforts to improve foreign student education. In the broader sense, this article argues two additional points: that largely ethnically homogenous countries like Japan are no longer able to completely ignore their immigrant populations and that highly centralized states are moving slowly toward empowering their local governments.     

Thin slices of creativity: Using single-word utterances to assess creative cognition

We investigated the hypothesis that individual differences in creative cognition can be manifest even in brief responses, such as single-word utterances. Participants (n = 193) were instructed to say a verb upon seeing a noun displayed on a computer screen and were cued to respond creatively to half of the nouns. For every noun–verb pair (72 pairs per subject), we assessed the semantic distance between the noun and the verb, using latent semantic analysis (LSA). Semantic distance was higher in the cued ("creative") condition than the uncued condition, within subjects. Critically, between subjects, semantic distance in the cued condition had a strong relationship to a creativity factor derived from a battery of verbal, nonverbal, and achievement-based creativity measures (β= .50), and this relation remained when controlling for intelligence and personality. The data show that creative cognition can be assessed reliably and validly from such thin slices of behavior.     

Some markers of mirroring appear intact in schizophrenia: evidence from mu suppression

Although schizophrenia is associated with impairments in social cognition, the scope and neural correlates of these disturbances are largely unknown. In this study, we investigated whether schizophrenia patients show impaired functioning of the mirror neuron system (MNS), as indexed by electroencephalographic (EEG) mu (8–13 Hz) suppression, a hypothesized biomarker of MNS activity that is sensitive to the degree of social interaction depicted in visual stimuli. A total of 32 outpatients and 26 healthy controls completed an EEG paradigm that included six action observation or execution conditions that differed in their degrees of social interaction. Participants also completed a validated empathy questionnaire. Across both groups, we found a significant linear increase in mu suppression across the conditions involving greater levels of social engagement and interaction, but no significant group or interaction effects. Patients self-reported diminished empathic concern and perspective taking, which showed some moderate relations to mu suppression levels. Thus, the schizophrenia group showed generally intact modulation of MNS functioning at the electrophysiological level, despite self-reporting empathic disturbances. The disturbances commonly seen on self-report, performance, and neuroimaging measures of mentalizing in schizophrenia may largely reflect difficulties with higher-level inferential processes about others’ emotions, rather than a basic incapacity to share in these experiences.     

Disrupted attentional learning in high schizotypy: Evidence of aberrant salience

The relationship between learned variations in attention and schizotypy was examined in two experiments. In Experiment 1, participants low on a negative subscale of schizotypy exhibited an explicit bias in overt attention towards stimuli that were established as predictive of a trial outcome, relative to stimuli that were irrelevant. The same participants also showed a bias in learning about these stimuli when they presented in a novel context. Neither of these effects was observed in participants high in schizotypy. In Experiment 2, participants low on the negative subscale of schizotypy exhibited faster reaction times towards a target that was cued by a stimulus that had a history of predictive validity relative to a stimulus that had a history of irrelevance. Again, this effect was not present in participants high in schizotypy. These results imply a disruption in the normal allocation of attention to cues that have predictive significance in schizotypy.