Analog scale,magnitude estimation,and person trade‐off as measures of health utility: biases and their correction

Subjects judged the disutility of health conditions (e.g. blindness) using one of them (e.g. blindness+deafness) as a standard, using three elicitation methods: analog scale (AS, how bad is blindness compared to blindness+deafness?); magnitude estimation (ME, blindness+deafness is how many times as bad as blindness?); and person trade‐off (PTO, how many people cured of blindness is as good as 10 people cured of blindness+deafness?). ME disutilities of the less bad condition were smallest, and AS was highest. Interleaving PTO with ME made PTO more like ME. AS disutilities were inconsistent with direct judgments of differences between pairs of conditions. ME and PTO judgments were internally inconsistent: e.g. the disutility of one‐eye‐blindness relative to blindness+deafness was larger than predicted from comparison of each to blindness. Consistency training reduced inconsistency, increased agreement between AS and PTO, and transferred from one method to the other. The results support the use of consistency checks in utility elicitation. Copyright © 2001 John Wiley & Sons, Ltd.     

Body Surveillance on Instagram: Examining the Role of Selfie Feedback Investment in Young Adult Women’s Body Image Concerns

Sex Roles - Selfies are self-taken self-portrait photographs captured with mobile phones, and they are among the most common forms of self-expression on the photo-based social network Instagram....     

Eye-blink conditioning is associated with changes in synaptic ultrastructure in the rabbit interpositus nuclei

Eye-blink conditioning involves the pairing of a conditioned stimulus (usually a tone) to an unconditioned stimulus (air puff), and it is well established that an intact cerebellum and interpositus nucleus, in particular, are required for this form of classical conditioning. Changes in synaptic number or structure have long been proposed as a mechanism that may underlie learning and memory, but localizing these changes has been difficult. Thus, the current experiment took advantage of the large amount of research conducted on the neural circuitry that supports eye-blink conditioning by examining synaptic changes in the rabbit interpositus nucleus. Synaptic quantifications included total number of synapses per neuron, numbers of excitatory versus inhibitory synapses, synaptic curvature, synaptic perforations, and the maximum length of the synapses. No overall changes in synaptic number, shape, or perforations were observed. There was, however, a significant increase in the length of excitatory synapses in the conditioned animals. This increase in synaptic length was particularly evident in the concave-shaped synapses. These results, together with previous findings, begin to describe a sequence of synaptic change in the interpositus nuclei following eye-blink conditioning that would appear to begin with structural change and end with an increase in synaptic number.     

The performance and observation of action shape future behaviour

The observation of other people’s actions plays an important role in shaping the perceptual, cognitive, and motor processes of the observer. It has been suggested that these social influences occur because the observation of action evokes a representation of that response in the observer and that these codes are subsequently accessed by other cognitive systems to modify future behaviour. In the case of social search and movement tasks, the observation-evoked response code is thought to activate the same mechanisms that are activated following internally-generated response codes. In support of this hypothesis, the present study revealed that the magnitudes of the between-person inhibition of return (IOR) effects were correlated with within-person IOR effects. These findings provide substantial support for the link between observation-evoked response codes and social cognitive effects.     

A comparison of imitation strategies in observational learning of action patterns

The effects of different arrangements of demonstration and imitation of modeled actions on the learning of the 26 handshapes of the American manual alphabet were investigated. A concurrent group (N =16), which imitated handshapes concurrently with their demonstration, was compared with a delayed group (N = 16), which delayed imitation until 3 handshapes had been displayed, and with a combination group (N = 16), which practiced under a combination of concurrent conditions early in acquisition and delayed conditions later in acquisition. Following acquisition, learning was assessed by means of immediate and long-term recall and recognition tests. The delayed group was superior to the concurrent group in long-term serial recall and in immediate and long-term recognition of 3-letter sequences (in nonserial order); the performance of the combination group was between those of the delayed and concurrent groups. Therefore, delaying imitation in acquisition required subjects to expend more cognitive effort to retain and produce handshapes when requested than did concurrent imitation. This was beneficial to development of task knowledge that could be relied on for postacquisition recall and recognition of handshapes.     

Attention shifts and the Simon effect: a failure to replicate Stoffer (1991)

The Simon effect refers to the intrusion of an irrelevant spatial dimension in the selection of a response to a stimulus. Recently, Stoffer (1991) proposed a specific role for attention orienting in the Simon effect. According to Stoffer, attentional shifts from an initial fixation point to a stimulus location are associated with the generation of a spatial code which specifies the position of the stimulus in relation to the last attended location. This spatial code forms the basis for the Simon effect because it is used to specify the selection of the right or left response. Three experiments were performed to examine further the attention-shift hypothesis forwarded by Stoffer. Experiment 1 was an attempt to replicate Stoffer (1991), but failed to do so. Experiments 2 and 3 were designed to optimize conditions for replicating crucial aspects of Stoffer's findings, but also failed to yield support for the attention-shift account.     

The interaction of observational learning with overt practice: effects on motor skill learning

This study explored various methods of combining observational learning via demonstration with the effects of overt practice for learning a discrete action pattern. Three groups were compared that varied by the timing of demonstration in relation to practice. An all-pre-practice demonstration group viewed 10 pre-practice videotape demonstrations of an expert performing the skill, and then engaged in practice. An interspersed demonstration group viewed one pre-practice demonstration, then initiated practice on the skill. Every three attempts, practice was halted while participants viewed another demonstration, with this pattern repeated throughout acquisition. A combination demonstration group experienced elements of each schedule by viewing five demonstrations prior to practice, then five more once practice had begun (one every three attempts) so that modeling was completed by mid-acquisition. Ratings of form and accuracy were assessed in an acquisition phase, an immediate retention test, and a 48-h retention test. Group main effects for form scores were detected in acquisition, immediate, and 48-h retention, with the combination group obtaining the highest form scores, followed by the all-pre-practice group, and finally the interspersed group. These findings suggest that several modeling exposures before practice and several more exposures in the early stages of practice were optimal for acquisition and retention of form.     

Intelligence,classroom behavior,and academic achievement in children at high and low risk for psychopathology: A structural equation analysis

The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk, A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect than a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a child's intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and children's academic achievement or classroom behavior.This research was supported by National Institute of Mental Health Grant MH 24819 to Drs. E. J. Anthony and J. Worland. The authors appreciate the help of the entire Harry Edison Child Development Research Center staff, especially Janet Penniman, Steven Finn, Harriet Lander, Arlene Stiffman, Victor Hesselbrock, Darcy Gilpin, Janice Hensiek, and Crisanne Roberts. Special thanks are expressed to Myra Ferrel and Alice Woods for making arrangements with the schools. Our gratitude is expressed to the principals, counselors, and teachers of the St. Louis area schools and to the children and families who participated in this effort.