Destructive Criticism Revisited: Appraisals,Task Outcomes,and the Moderating Role of Competitiveness

Destructive criticism is negative feedback that is inconsiderate in style and content, which exists at the intersection of performance feedback and interpersonal mistreatment. The current research integrates these literatures with an investigation of the effects of destructive versus constructive criticism from a co‐worker on recipients' relational appraisals, emotions, and task outcomes. Drawing from theorising about cognitive appraisals after personal affronts, we first propose that those who experience destructive criticism are more likely than those who experience constructive criticism to (a) perceive that the feedback‐giver intended to harm them, (b) blame the feedback‐giver, (c) distrust the feedback‐giver, and (d) feel anger. Second, with regard to task‐related outcomes, we extend research on trait moderators of feedback responses to the study of destructive criticism. We draw from feedback intervention theory ( Kluger & DeNisi, 1996 ) regarding how feedback may alter the locus of attention to be either self‐ or task‐focused, and investigate a trait that may shift one's attention to the self after destructive criticism. Specifically, we proposed that trait competitiveness—i.e. a desire to win over others—interacts with type of criticism to predict task‐related outcomes. The results of two experiments—a scenario study and a behavioral experiment—provide support for our arguments.     

Probabilistic inference in human semantic memory

The idea of viewing human cognition as a rational solution to computational problems posed by the environment has influenced several recent theories of human memory. The first rational models of memory demonstrated that human memory seems to be remarkably well adapted to environmental statistics but made only minimal assumptions about the form of the environmental information represented in memory. Recently, several probabilistic methods for representing the latent semantic structure of language have been developed, drawing on research in computer science, statistics and computational linguistics. These methods provide a means of extending rational models of memory retrieval to linguistic stimuli, and a way to explore the influence of the statistics of language on human memory.     

On the causal mechanisms of stereotype threat: can skills that don't rely heavily on working memory still be threatened?

Recent work suggests that stereotype threat (ST) harms performance by reducing available working memory capacity. Is this the only mechanism by which ST can occur? Three experiments examined ST's impact on expert golf putting, which is not harmed when working memory is reduced but is hurt when attention is allocated to proceduralized processes that normally run outside working memory. Experiment 1 showed that well learned golf putting is susceptible to ST. Experiments 2 and 3 demonstrated that giving expert golfers a secondary task eliminates ST-induced impairment. Distracting attention away from the stereotype-related behavior eliminates the harmful impact of negative stereotype activation. These results are consistent with explicit monitoring theories of choking under pressure, which suggest that performance degradation can occur when too much attention is allocated to processes that usually run more automatically. Thus, ST alters information processing in multiple ways, inducing performance decrements for different reasons in different tasks.     

Individual differences in second-language proficiency: does musical ability matter?

This study examined the relation between musical ability and second-language (L2) proficiency in adult learners. L2 ability was assessed in four domains: receptive phonology, productive phonology, syntax, and lexical knowledge. Also assessed were various other factors that might explain individual differences in L2 ability, including age of L2 immersion, patterns of language use and exposure, and phonological short-term memory. Hierarchical regression analyses were conducted to determine if musical ability explained any unique variance in each domain of L2 ability after controlling for other relevant factors. Musical ability predicted L2 phonological ability (both receptive and productive) even when controlling for other factors, but did not explain unique variance in L2 syntax or lexical knowledge. These results suggest that musical skills may facilitate the acquisition of L2 sound structure and add to a growing body of evidence linking language and music.     

Reactivity to a laboratory stressor among individuals with bipolar I disorder in full or partial remission

Strong links have been documented between life events and the course of bipolar disorder. Laboratory studies of stress provide an opportunity to understand the mechanisms involved in reactivity to stressors, but few such studies have been done in the bipolar field. In the current study, 28 people with bipolar I disorder in full or partial remission and 40 people with no history of a mood disorder were randomly assigned to 1 of 3 conditions involving different levels of failure feedback on a concept formation task. Confidence, affective reactions, and performance on a subsequent anagram task were assessed. Results provide tentative support for reactivity to the stressor among the bipolar group, although reactivity was limited to impaired anagram performance.     

Utilizing usernames for sex categorization in computer-mediated communication: examining perceptions and accuracy.

As more interpersonal interactions move online, people increasingly get to know and recognize one another by their self-selected identifiers called usernames. Early research predicted that the lack of available cues in text based computer-mediated communication (CMC) would make primitive categories such as biological sex irrelevant in online interactions. Little is known about the types of perceptions people make about one another based on this information, but some limited research has shown that questions about gender are the first to be asked in online interactions and sex categorization has maintained salience. The current project was designed to examine the extent to which individuals might include obvious gender information in their usernames, as well as how easily gender could be attributed from usernames. Seventy-five coders were asked whether or not they could assign 298 people to a sex category based only on their username, and then to rate how confident they were in making the attribution. Results indicated that coders were fairly inaccurate in making these attributions, but moderately confident. Additionally, the results indicated that neither women nor men were more accurate in attributing gender from usernames, and that neither women nor men tended to use more obvious gender markers in their usernames. Additionally, those who did use obvious gender markers in their username tended to have less experience with computer chat. The results are discussed in conjunction with the limitations of the present investigation, and possibilities for future research.