Hardiness and sense of coherence and their relation to negative affect

This study attempted to determine the degree to which measures of health proneness and measures of negative affect represent two distinct, although related, constructs. In addition, it examined the relation between Antonovsky's salutogenic construct of sense of coherence (SOC) and Kobasa's health proneness construct of hardiness. Five health proneness and three negative affect measures were filled out by 164 male patients with coronary heart disease. The pattern of correlations between these measures and confirmatory factor analysis indicated that although the measures of health proneness are negatively related to measures of negative affect, these two sets of measures and the constructs to which they are related can be differentiated from each other. However, SOC was found to be less independent of negative affect than was hardiness.     

Nonconscious goal pursuit in novel environments: the case of implicit learning

Is nonconscious goal pursuit useful in novel environments? The prevalent view of automaticity and control implies that an unconscious mode of goal pursuit can only reproduce formerly learned actions, and therefore that its usefulness in novel environments is very limited. Our results demonstrate that this conclusion is not always warranted, as nonconscious goal pursuit facilitated participants' learning of the structure of completely novel environments. Specifically, two experiments, using markedly different implicit-learning paradigms, demonstrated facilitation of implicit learning when the goal of achievement was primed. We propose that nonconscious goal pursuit can facilitate not only reproductive operations, but also productive ones, and that implicit learning is sensitive to the organism's nonconscious goals.     

Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement

Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of this study was to compare the effects of six core reading curricula on oral reading fluency growth, while appraising whether these effects differ by grade level and for children living in lower socioeconomic (SES) households. Over 30,000 students in first through third grade Florida Reading First classrooms comprise this academically and economically diverse cross-sectional. Hierarchical Linear Modeling was used to model latent growth curves for students' reading fluency scores over the school year. Growth curves revealed differences across curricula as well as between students of lower and higher SES, suggesting that reading fluency growth trajectories for curricula varied depending on student SES and grade level. Findings indicate that while there are similarities among curricula, they sometimes differ in their ability to promote reading skill growth. Differences by grade level and SES were also detected. However, many of these differences were small. Implications for the use of curriculum as a conduit for improving reading instruction are discussed.     

The Effect of Construal Level on Subjective Probability Estimates

ABSTRACT— In a series of studies, we examined novel predictions drawn from a conceptualization of probability as psychological distance. Manipulating construal level in a number of different ways and examining a variety of probability judgments, we found that participants led to adopt a high-level-construal mind-set made lower probability assessments than did those led to adopt a low-level-construal mind-set. Moreover, this occurred even when construal level was manipulated in a context separate from the judgment task and the manipulation was unrelated in content to the events being judged. These findings suggest that broad processing variables can exert a widespread influence on probability judgment.     

Automatic processing of psychological distance: evidence from a Stroop task

A picture-word version of the Stroop task was used to test the automatic activation of psychological distance by words carrying various senses of psychological distance: temporal (tomorrow, in a year), social (friend, enemy), and hypotheticality (sure, maybe). The pictures implied depth, with the words appearing relatively close to or distant from the observer. The participants classified the spatial distance of words faster when the word's implicit psychological distance matched its spatial distance (e.g., a geographically close word was classified faster when it was "friend" than when it was "enemy"). The findings are consistent with the idea that psychological distance is accessed automatically, even when it is not directly related to people's current goals, and suggest that psychological distance is an important dimension of meaning, common to spatial distance, temporal distance, social distance, and hypotheticality.     

How people cope with uncertainty due to chance or deception

In making social judgments people process effects caused by humans differently from effects caused by non-human agencies. We assume that when they have to predict outcomes that are attributed to non-human causes, people acknowledge their ignorance and try to focus on what is most diagnostic. However, when events are attributed to human agency, they believe that nothing is arbitrary and that one can understand the decision situation well enough to eliminate error. If so, then people should behave differently when an uncertainty is attributed to chance (a non-human agency) or to deception (a human agency). We tested this prediction using the probability-matching paradigm and found reasonable support for our analysis in four experiments. Individuals who attributed uncertainty to deception were less likely to adopt the optimal rule-based strategy than those who attributed it to chance. Indeed, only when the former were prevented from thinking about and elaborating the outcomes (the high-interference condition in Experiment 3) was their performance comparable to the level of individuals in the chance condition.     

The effect of level of construal on the temporal distance of activity enactment

A series of four studies demonstrates that, across different operationalizations of level of construal, different types of activities, and for both the self and another person as targets, construing activities in high-level terms fosters perception of the more distal future as appropriate for their enactment. Specifically, the studies show that thinking about superordinate “why” (rather than subordinate “how”) aspects of actions, about the implications of actions for one’s personality (rather than the objects that would be used in performing the action), and about abstract (rather than concrete) aspects of actions leads people to expect the actions to be performed in the more distant future. These results suggest that the association of level of construal and time perspective is bi-directional, in that time perspective affects level of construal and, in addition, level of construal affects time perspective.     

Inferring accuracy for judges and items: Choice of unit of analysis reverses the conclusions

This study explores the relationship between the precision and the accuracy of forecasts using either judge or item as the unit of analysis. Participants in five experiments answered general-knowledge questions by indicating intervals that were likely to include the correct answer. Results indicate that the precision of an interval estimate is not a straightforward cue to the likelihood that such an interval includes the truth (hit rate). Whereas judges who state more precise estimates (i.e. who provide narrower interval estimates) have lower hit rates, questions for which the average judgment is more precise have higher hit rates. Thus, the relation between precision and accuracy depends on whether one ‘slices’ the data by judge or by question. We offer an explanation for this seemingly paradoxical effect and implement it as a computer simulation to demonstrate its validity. © 1997 John Wiley & Sons, Ltd.     

The Effect of Motor-Mental Preperformance Routines on Motor Performance in Novice Learners

Two sequential studies were conducted to test the notion that preperformance routines (PPRs) positively affect motor performance. The first study consisted of observations and interviews with 115 elite athletes to explore crucial time periods and body positions inherent in expert preparation for performing a golf putt, tennis serve, volleyball serve, and basketball free throw. In the second study, we taught these features of PPR to novice performers: 240 male and female high school students were assigned to two motor-mental PPR, and one control condition. Findings revealed that PPR enhances motor performance and can be implemented at an early stage of learning.