Feedback Representation and Prediction Strategies

The influence of feedback representation on prediction is examined in a single cue probability learning paradigm. Two types of feedback representation are examined: deviation representation, in which the feedback is the magnitude, or even just the sign, of the prediction error, and standard representation, in which the feedback is the outcome itself. It is found that when the predictor is represented visually (rather than numerically), and when the outcome scale is unknown, deviation representation results in higher prediction extremity than standard representation. In addition, deviation representation results in higher prediction consistency than standard representation. These findings are explained as resulting from more reliance on the representativeness heuristic in the deviation representation conditions.     

The association between psychological distance and construal level: evidence from an implicit association test

According to construal level theory (N. Liberman, Y. Trope, & E. Stephan, in press; Y. Trope & N. Liberman, 2003), people use a more abstract, high construal level when judging, perceiving, and predicting more psychologically distal targets, and they judge more abstract targets as being more psychologically distal. The present research demonstrated that associations between more distance and higher level of construal also exist on a pure conceptual level. Eight experiments used the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998) to demonstrate an association between words related to construal level (low vs. high) and words related to four dimensions of distance (proximal vs. distal): temporal distance, spatial distance, social distance, and hypotheticality. In addition to demonstrating an association between level of construal and psychological distance, these findings also corroborate the assumption that all 4 dimensions of psychological distance are related to level of construal in a similar way and support the notion that they all are forms of psychological distance.     

Nonlinear models of clinical judgement: communal nonlinearity and nonlinear accuracy

Despite our intuition that representative expert judgments are highly nonlinear, previous studies have shown only little, if any, nonlinearity in such judgments. The current study presents a method for assessing nonlinearity in judgment that is based on estimating communal nonlinearity—the systematic nonlinearity shared by the community of judges. The article also examines the predictive accuracy of communal nonlinearity, and compares it with the corresponding linear accuracy.     

The effect of comparative context on evaluative conditioning

Evaluative conditioning (EC) is a change in the evaluation of a stimulus after the stimulus co-occurred with affective stimuli. The present research examined whether EC of one stimulus depends also on the co-occurrence of another stimulus with positive or negative stimuli. We paired two target people with affective stimuli. We found that a person who appeared eight times with positive stimuli and eight times with negative stimuli was liked more when the other person appeared always (16 times) with negative stimuli than when the other person appeared always with positive stimuli. The manipulation did not change the US evaluation or the general standard on the value dimension of what a positive or negative stimulus is. We suggest that like other evaluative traits (e.g., evil, pretty) co-occurrence with affective stimuli is sensitive to temporary standards. The manipulation changed the standard of what co-occurrence with affective stimuli is considered positive versus negative.     

General Mental Ability and pay: Nonlinear effects

While many studies have examined the linear relationship between intelligence and economic success, only few, if any, examined their nonlinear relationships. The current study examines such relationships in a large, nationally representative sample, using pay as an indicator of economic success. The results show that the effect of General Mental Ability (GMA) on pay depends on occupational complexity; the greater the complexity, the stronger the effect. They also show that, by and large, there is a marginally decreasing (concave) effect of GMA on pay. Methodological and practical questions concerning the relationship between cognitive ability and pay are discussed.     

On intelligence education and religious beliefs

A number of authors have suggested that education mediates the negative effect of intelligence on religiosity. However, there is very little direct evidence for this mediation, and the indirect evidence is contradictory. The results of the current paper suggest that, by and large, education does not mediate the effect of intelligence on religiosity. However, the results also suggest that since education has a positive effect on religiosity when religious background is strong and a negative effect when religious background is weak, and since intelligence has a positive effect on education, the negative effect of intelligence on religiosity is stronger when religious background is strong than when it is weak. We examine this mediated moderation model in two large, nationally representative, databases.     

Intelligence and religiosity: Within families and over time

We study the effect of intelligence (General Mental Ability) on religiosity using research designs that allow for stronger causal inferences compared to previous research in this area. First, we examine how between-siblings differences in intelligence are related to differences in their religiosity. Second, we examine how intelligence is related to changes in religiosity over time. The results of both designs suggest that intelligence has a strong negative effect on religiosity. In addition, our results also suggest that intelligence interacts with age in determining religiosity: the more intelligent the person, the stronger the negative effect of age on religiosity.     

Negotiation as a form of persuasion: arguments in first offers

In this article we examined aspects of negotiation within a persuasion framework. Specifically, we investigated how the provision of arguments that justified the first offer in a negotiation affected the behavior of the parties, namely, how it influenced counteroffers and settlement prices. In a series of 4 experiments and 2 pilot studies, we demonstrated that when the generation of counterarguments was easy, negotiators who did not add arguments to their first offers achieved superior results compared with negotiators who used arguments to justify their first offer. We hypothesized and provided evidence that adding arguments to a first offer was likely to cause the responding party to search for counterarguments, and this, in turn, led him or her to present counteroffers that were further away from the first offer.     

“Feeling Good in Your Own Skin” Part I: Primary Levels of Mental Organization

This two-part article (the first part published here and the second part will be published in the March 2011 Issue of the AJP), deals with the relation between a certain type of idiomatic expression, which we call somatic idioms, and what we recognize as the primary levels of mental organization. The article raises the following questions: What do we actually know about the primary levels of mental organization? What is the language's way to connect with the primary levels of mental organization? The first part of the article addresses the issue of how to describe and conceptualize the individual's earliest experiences, and how they continue to exist throughout one's adult life. The second part of the article focuses on the accessibility of the primary levels to language. Whereas most of the theories identify the primary levels as being outside of the linguistic realm, we suggest that some idiomatic expressions are the language's way to get in touch or connect with the primary levels. Therefore, the goals of the present article are to (1) characterize the primary levels of mental organization differently from the ways in which other psychoanalytic schools have done up until now; (2) reveal how language manages to find a way to connect with these primary levels, which are not outside of the linguistic realm, as has been previously suggested; and (3) exemplify the frequency and wide range of mental states—not only those which are pathological or extreme—in which the primary levels can be identified.     

Applicability increases the effect of misattribution on judgment

Feelings and cognitions influence judgment through attribution. For instance, the attribution of positive feelings and cognitions to a stimulus leads to a positive judgment of that stimulus. We examined whether misattribution is moderated by the applicability of a distractor to the judgment question. For instance, when are people more likely to attribute to a target person the affective and cognitive experiences triggered by a kitten – when trying to judge the person’s cuteness or trustworthiness? The kitten triggers experiences specifically relevant to cuteness, but people might more easily suspect the kitten’s potential influence when judging cuteness rather than trustworthiness. Using the Affect Misattribution Procedure, we found that applicability increases the effect of misattribution on valenced judgments. The results emphasise the importance of specific information (rather than only general valence) in attribution and suggest that high applicability of distractors to the judgment question does not elicit effective correction.