Myopic loss aversion: Demystifying the key factors influencing decision problem framing

Advancement of myopic loss aversion theory has been hamstrung by conflicting results, methodological inconsistencies, and a piecemeal approach toward understanding the key factors influencing decision problem framing. A series of controlled experiments provides a more holistic view of the variables promoting myopia. Extending the information horizon promotes broad framing, which propels risk. Evaluation frequency and decision frequency interact regardless of information horizon, supporting the notion that restricting either mechanism alleviates myopia. When conducting evaluations infrequently, neither segregating nor aggregating retrospective returns significantly alters risk preferences. Moreover, students and real retirement plan participants exhibit comparable appetites for risk, implying that both groups frame decision problems similarly. Explanations for these findings and avenues for future research are discussed.     

The illusion of the framing effect in risky decision making

The present study elucidates that the illusion of framing in risky decisions is induced by the expected losses with the shift of independent or complementary schemata. Throughout three studies, the reversal of risk preferences in the gain and loss frames was confirmed when the expected number of losses was unknown. When it was known, however, the reversal was reduced in Study 2 where the decision makers were informed of all the options in both frames, and eliminated in Study 3 where they elaborated the numbers of lives at stake before making decisions. Further, the complementary schema was more pervasive when the number of expected losses was known, while the independent schema was more common when the number was unknown. These results imply that the illusion of framing is due to the shift of schemata concerning the lives saved and lost. Copyright © 2010 John Wiley & Sons, Ltd.     

The Five Whys Method: A Tool for Developing Problem Definitions in Collaboration with Children

Participatory action research with young people (yPAR) involves youth and adults in a collaborative process of research, reflection, analysis and action. An important part of the research cycle is the identification of a problem definition. Yet, there is relatively little research addressing the process of how young people develop a problem definition on which to focus their analysis and intervention and what methods might exist to facilitate this process. This article draws upon a yPAR project with fifth‐grade working‐class young people, primarily young people of colour, to demonstrate how the Five Whys method for reflecting on lived experiences facilitated the development of problem definitions in line with second‐order change. The Five Whys method, when used within a participatory framework, offers both a context and a structure for young people to critically examine social problems they identify and to seek out root causes. The article highlights changes in the participant's formulation of problems in the context of using the Five Whys method, from a primarily individual level of analysis to a more structural level of analysis. It also outlines the subsequent changes in proposed actions to address the identified problems. Copyright © 2011 John Wiley & Sons, Ltd.     

Gaze tracking patterns on different types of traffic risk in early-stage Alzheimer’s disease

Many fatal accidents are caused by the driver’s inability, upon the occurrence of sudden events, to detect hazards in time, an ability that is based on the driver’s eye movement patterns, the detection of involved persons, events, objects, as well as the length of time spent on noticing same. This study intends to compare risk perception and decision-making in high-risk traffic situations between individuals with AD and controls by exploring gaze tracking and hazard detection patterns. The study included 16 individuals with early-stage AD and 26 controls. During the experiment, participants underwent several vision and cognitive tests and watched twelve videos of high-risk traffic situations while their eye movement patterns were being recorded by the eye tracking device, in order to understand how cognitive abilities affect eye movement patterns during high-risk traffic situations. The results revealed poorer cognitive abilities and diminished risk perception in individuals with AD compared with the controls and thus an inability to predict potential accidents. In terms of high-risk traffic situations involving pedestrians, traffic violations by others and view-blocking events, a significant difference in gaze patterns was found between individuals with AD and healthy seniors. The contribution of this study is in elaborating the effect of different traffic event type and specific cognitive abilities on traffic risk-detection in individuals with AD. The results of this study may aid in the formulation of driver licensing policies and the design of traffic scenarios; they also elucidate the driving behaviors of individuals with AD.     

基于人类注意机制的微表情检测方法

微表情是一种持续时间极短、不易被察觉的面部动作, 揭示了个体的真实情绪, 可以被广泛地应用于谎言识别等领域。而微表情检测的研究受到小样本问题的限制。针对该问题, 本文结合计算机视觉技术与认知心理学实验方法进行探索。首先, 结合眼动技术和呈现-判断范式与阈下情绪启动效应的行为实验范式, 考察微表情识别中选择注意分配的认知机制, 细化人类识别微表情时的特征兴趣区域。其次, 结合人类注意机制, 提出基于自监督学习的多模态微表情检测方法。通过理论和关键技术的突破, 为真实场景下微表情检测的应用奠定基础。     

亲子依恋和师生关系对留守儿童内化问题的影响：同伴依恋的中介作用

为探究亲子依恋和师生关系对留守儿童内化问题的延时影响及同伴依恋在其中的中介作用,采用亲子依恋问卷、同伴依恋问卷、师生关系量表及长处与困难问卷对604名小学三年级留守儿童进行间隔半年的两次问卷调查。结果表明：师生关系负向预测留守儿童内化问题,父子依恋和母子依恋对内化问题的预测均不显著;同伴依恋在亲子依恋和师生关系与留守儿童内化问题之间均起中介作用。     

Acculturation,self‐construal,mental and physical health: An explorative study of East Asian students in Germany

The present study explores acculturation and its associated aspects of two East Asian student groups with different levels of exposure to German culture (100 international students from East Asian countries [IS]; 61 second generation students of East Asian descent [SGS]). First, we investigated the relationships between acculturation, self‐construal, depressive and somatic symptoms, and differences between the student groups in these variables. Second, the four acculturation types (integration, assimilation, separation and marginalization) were examined regarding their relationship to self‐construal and health outcomes. The results showed that the acculturation dimensions (mainstream, heritage) were relevant to the level of depressive symptoms for IS which was not the case for SGS. Furthermore, IS reported more somatic symptoms whereas there was no difference between the two groups in the level of depressive symptoms. In the analysis of acculturation types, assimilated and integrated students were characterized by high independent self‐construal, while separated and integrated students showed high interdependent self‐construal. Assimilated students displayed the least depressive symptoms of all acculturation groups. This study highlights different characteristics of East Asian students in acculturation, self‐construal and health outcomes, and discusses the complexity of the relationships between acculturation types and health.     

Productive and Re‐productive Thinking in Solving Insight Problems

Many innovations in organizations result when people discover insightful solutions to problems. Insightful problem‐solving was considered by Gestalt psychologists to be associated with productive, as opposed to re‐productive, thinking. Productive thinking is characterized by shifts in perspective which allow the problem solver to consider new, sometimes transformational, approaches. Re‐productive thinking, on the other hand, involves the application of familiar, routine, procedures. This article reports a study which investigated how self‐reported productive and re‐productive thinking are related to an individual's ability to solve insight problems. Our measures were tested against the Kirton Adaption‐Innovation Inventory (KAI), and a battery of spatial insight problems. The results indicated that productive and re‐productive thinking and the KAI were successful in predicting performance on spatial insight problems. Furthermore, the measures of productive and re‐productive thinking accounted for spatial insight performance independently of scores on the KAI. In addition, the results suggested that re‐productive thinking consists of two different components—one based on group conventions and the other on personal experience. Each contributed differently to solving insight problems.