Selecting Predictor Subsets: Considering validity and adverse impact

The paper proposes a procedure for designing Pareto‐optimal selection systems considering validity, adverse impact and constraints on the number of predictors from a larger subset that can be included in an operational selection system. The procedure determines Pareto‐optimal composites of a given maximum size thereby solving the dual task of identifying the predictors that will be included in the reduced set and determining the weights with which the retained predictors will be combined to the composite predictor. Compared with earlier proposals, the simultaneous consideration of both tasks makes it possible to combine several strategies for reducing adverse impact in a single procedure. In particular, the present approach allows integrating (a) investigating a large number of possible predictors (such as multitest battery of ability tests, or a collection of ability and nonability measures); (b) explicit predictor weighting within feasible test procedures of a given limited size.     

Spatial correspondence between onsets and offsets of stimuli and responses

The Simon effect denotes faster responses when the task-irrelevant stimulus position corresponds to response position than when it does not. A common explanation is that a spatial stimulus code is formed automatically and activates a spatially corresponding response code. Previous research on stimulus–response (S–R) compatibility has focused on the ability to initiate movements to stimulus onsets. The present study investigates spatial-compatibility effects (i.e., the Simon effect) in the ability to initiate and to terminate actions both to stimulus onsets and to stimulus offsets. There were four major results. Firstly, offset stimuli produced normal Simon effects suggesting that stimulus offsets can automatically produce spatial codes. Secondly, onset stimuli produced larger Simon effects than offset stimuli, which is consistent with the attention-shift account of spatial coding. Thirdly, Simon effects were also observed in action termination. Fourthly, Simon effects in action initiation and in action termination were of similar size.     

Limited transfer of subliminal response priming to novel stimulus orientations and identities

Recently, priming effects of unconscious stimuli that were never presented as targets have been taken as evidence for the processing of the stimuli's semantic categories. The present study explored the necessary conditions for a transfer of priming to novel primes. Stimuli were digits and letters which were presented in various viewer-related orientations (upright, horizontal, inverted). The transfer of priming to novel stimulus orientations and identities was remarkably limited: in Experiment 1, in which all conscious targets stood upright, no transfer to unconscious primes in a non-target orientation was found. Experiment 2, in which primes were presented without masks, ruled out the possibility that primes were presented too short to allow congruency effects. In Experiments 3 and 4, in which all targets were presented upside down, priming transferred to upright stimuli with target identities but neither to horizontal stimuli nor to stimuli with novel identities. We suggest that whether a transfer of priming to unpracticed stimuli occurs or not depends on observers' expectations of specific stimulus exemplars.     

Negative congruency effects: a test of the inhibition account

Masked priming experiments occasionally revealed surprising effects: Participants responded slower for congruent compared to incongruent primes. This negative congruency effect (NCE) was ascribed to inhibition of prime-induced activation [Eimer, M., & Schlaghecken, F. (2003). Response faciliation and inhibition in subliminal priming. Biological Psychology, 64, 7-26.] that sets in if the prime activation is sufficiently strong. The current study tests this assumption by implementing manipulations designed to vary the amount of prime-induced activation in three experiments. In Experiments 1 and 3, NCEs were observed despite reduced prime-induced activation. Experiment 2 revealed no NCE with at least similar prime strength. Thus, the amount of prime activation did not predict whether or not NCEs occurred. The findings are discussed with regard to the inhibition account and the recently proposed account of mask-induced activation [cf. Lleras, A., & Enns, J. T. (2004). Negative compatibility or object updating? A cautionary tale of mask-dependent priming. Journal of Experimental Psychology: General, 133, 475-493; Verleger, R., Jaskowski, P., Aydemir, A., van der Lubbe, R. H. J., & Groen, M. (2004). Qualitative differences between conscious and nonconscious processing? On inverse priming induced by masked arrows. Journal of Experimental Psychology: General, 133, 494-515].     

Control over the processing of the opponent’s gaze direction in basketball experts

Basketball players’ responses to an opposing players’ pass direction are typically delayed when the opposing player gazes in another than the pass direction. Here, we studied the role of basketball expertise on this, the so-called head-fake effect, in three groups of participants (basketball experts, soccer players, and non-athletes). The specific focus was on the dependency of the head-fake effect on previous fake experience as an index of control over the processing of task-irrelevant gaze information. Whereas (overall) the head-fake effect was of similar size in all expertise groups, preceding fake experience removed the head-fake effect in basketball players, but not in non-experts. Accordingly, basketball expertise allows for higher levels of control over the processing of task-irrelevant gaze information.     

Effect-based control of facial expressions: evidence from action-effect compatibility

Facial expressions such as smiling or frowning are normally followed by, and often aim at, the observation of corresponding facial expressions in social counterparts. Given this contingency between one’s own and other persons’ facial expressions, the production of such facial actions might be the subject of so-called action–effect compatibility effects. In the present Experiment 1, we confirmed this assumption. Participants were required to smile or frown. The generation of these expressions was harder when participants produced predictable feedback from a virtual counterpart that was incompatible with their own facial expression; for example, smiling produced the presentation of a frowning face. The results of Experiment 2 revealed that this effect vanishes with inverted faces as action feedback, which shows that the phenomenon is bound to the instantaneous emotional interpretation of the feedback. These results comply with the assumption that the generation of facial expressions is controlled by an anticipation of these expressions’ effects in the social environment.     

Acceptance and commitment therapy for the treatment of stress among social workers: a randomized controlled trial

Chronic stress increases the risk of health problems and absenteeism, with negative consequences for individuals, organizations and society. The aim of the present study was to examine the effect of a brief stress management intervention based on the principles of Acceptance and Commitment Therapy (ACT) on stress and general mental health for Swedish social workers (n = 106) in a randomized, controlled trial. Participants were stratified according to stress level at baseline in order to examine whether initial stress level moderated the effect of the intervention. Two thirds of the participants had high stress levels at baseline (Perceived Stress Scale; score of ≥ 25). The results showed that the intervention significantly decreased levels of stress and burnout, and increased general mental health compared to a waiting list control. No statistically significant effects were, however, found for those with low levels of stress at baseline. Among participants with high stress, a substantial proportion (42%) reached criteria for clinically significant change. We concluded that the intervention successfully decreased stress and symptoms of burnout, and increased general mental health. Evidence is, thus, provided supporting ACT as brief, stress management intervention for social workers.     

Sociomotor action control

Our actions affect the behavior of other people in predictable ways. In the present article, we describe a theoretical framework for action control in social contexts that we call sociomotor action control. This framework addresses how human agents plan and initiate movements that trigger responses from other people, and we propose that humans represent and control such actions literally in terms of the body movements they consistently evoke from observers. We review evidence for this approach and discuss commonalities and differences to related fields such as joint action, intention understanding, imitation, and interpersonal power. The sociomotor framework highlights a range of open questions pertaining to how representations of other persons’ actions are linked to one’s own motor activity, how specifically they contribute to action initiation, and how they affect the way we perceive the actions of others.     

Gender and gender role differences in student–teachers’ commitment to teaching

Low commitment to teaching amongst teachers is a problem facing the teaching profession in many countries. Gender might be an important factor in explaining what kinds of prospective teachers are attracted to teaching. This empirical study examined the relationship between student–teachers’ gender, gender roles and commitment to teaching within the context of a large, university-based teacher education program in Tanzania. A self-report questionnaire was administered, comprising commitment to teaching items, gender as a demographic variable and items from Bem sex role inventory (BSRI). Cluster analysis on the masculine and feminine scale of the BSRI indicated three clusters: (1) highly androgynous students with high scores on both masculine and feminine scales, (2) medium androgynous students with relatively high scores on both masculine and feminine scales, and (3) low androgynous students with low scores in relation to the other two groups on both masculine and feminine scales of the BSRI. More female than male student–teachers reported to be highly androgynous. Covariance analysis showed that gender roles were significantly related to commitment to teaching and to intention to enter the teaching profession. Highly androgynous student–teachers reported significantly more commitment to teaching and higher intentions to enter the teaching profession compared to medium and low androgynous student–teachers. No significant relationships were found between gender, on the one hand, and commitment to teaching and the intention to enter the teaching profession, on the other hand. Findings are discussed in the context of teacher and teacher education in Tanzania.