Integrity and identity: Moral identity differences and preferred interpersonal reactions

Moral identity affects interpersonal relationships by guiding how people perceive and respond to feedback, evaluate others and select task partners and friends. Self‐described principled participants (high scorers on the Integrity Scale) more strongly preferred principled‐prototypic others over expedient ones and believed it possible to be more principled in one's beliefs (Study 1), preferred evaluators who regarded them as principled over expedient (Study 2), had friends who saw them as principled and paired up with friends who were themselves principled (Study 3). In contrast, expedient individuals did not display mirror‐image reactions but saw merit in being both expedient and principled; they were accepting of any relevant feedback and partner preferences. Moral identity is a key link between ethical beliefs and behaviours. Copyright © 2010 John Wiley & Sons, Ltd.     

Word associations contribute to machine learning in automatic scoring of degree of emotional tones in dream reports

Scientific study of dreams requires the most objective methods to reliably analyze dream content. In this context, artificial intelligence should prove useful for an automatic and non subjective scoring technique. Past research has utilized word search and emotional affiliation methods, to model and automatically match human judges’ scoring of dream report’s negative emotional tone. The current study added word associations to improve the model’s accuracy. Word associations were established using words’ frequency of co-occurrence with their defining words as found in a dictionary and an encyclopedia. It was hypothesized that this addition would facilitate the machine learning model and improve its predictability beyond those of previous models. With a sample of 458 dreams, this model demonstrated an improvement in accuracy from 59% to 63% (kappa = .485) on the negative emotional tone scale, and for the first time reached an accuracy of 77% (kappa = .520) on the positive scale.     

Student Prejudice Against Gay Male and Lesbian Lecturers

Abstract

The authors examined whether gay men and lesbians are evaluated more negatively than individuals of unspecified sexual orientation when attributional ambiguity surrounds evaluations and whether they are evaluated similarly to unspecified others when no attributional ambiguity is present. One male and one female lecturer delivered either a strong or a weak lecture to students who either (a) believed that the lecturer was a gay man or a lesbian or (b) did not receive sexual orientation information. Contrary to predictions, the quality of the lecture did not influence the ratings of known gay male and lesbian lecturers, although lecture quality strongly influenced ratings of lecturers whose sexual orientation was unspecified. After strong lectures, participants rated known gay male and lesbian lecturers more negatively than they did lecturers whose sexual orientation was unspecified. After weak lectures, participants rated known gay male and lesbian lecturers more positively than they did the others. The authors discussed the possibility that students might moderate their ratings to avoid discriminating against gay and lesbian lecturers.     

Implementation of automatic speed enforcement: Covariation with young drivers’ reported speeding behaviour and motivations

IntroductionSpeeding represents one of the main causes of road crashes worldwide, particularly among young drivers who are over-represented in road-crash statistics. For promoting road safety in France, an automatic speed enforcement (ASE) system was introduced late 2002.ObjectiveIn order to examine its efficiency on speeding and its motivations, we compared young drivers’ intentions and beliefs about speeding between the introduction of ASE (T1) and its completion in 2005 (T2) via a large survey based on the extended Theory of Planned Behaviour (TPB). We assumed the introduction of the ASE would covariate with a reduction in intention to speeding between T1 and T2 and a change in the extended TPB factors according to gender and driving experience.MethodOne thousand one hundred and ninety-two young participants (49.7% men) divided into novice, beginner, and more-experienced drivers filled in a questionnaire based on the extended TPB about their driving behaviour and history at T1 and 24 months later (T2).ResultsMen, beginner and more-experienced drivers expressed more intention to speeding within the next 12 months at T1 and showed a higher decrease in intention between T1 and T2 as compared to women and novice drivers. The extended TPB accounted for 59% of the variance in the decrease of the intention to speeding. Its main predictors were: lower perceived behavioural control over speeding, less social pressure, lower perceived similarity with the prototypical deviant driver, and higher comparative optimism. Secondly, slightly more positive behavioural beliefs and more negative outcome evaluations predicted this decrease.ConclusionPractical implications of the findings for road safety are discussed.     

The effects of total sleep deprivation on semantic priming: Event-related potential evidence for automatic and controlled processing strategies

There is general consensus that performance on a number of cognitive tasks deteriorates following total sleep deprivation. At times, however, subjects manage to maintain performance. This may be because of an ability to switch cognitive strategies including the exertion of compensatory effort. The present study examines the effects of total sleep deprivation on a semantic word priming task. Word priming is unique because it can be carried out using different strategies involving either automatic, effortless or controlled, effortful processing. Twelve subjects were presented with word pairs, a prime and a target, that were either highly semantically associated (cat…dog), weakly associated (cow…barn) or unassociated (apple…road). In order to increase the probability of the use of controlled processing following normal sleep, the subject’s task was to determine if the target word was semantically related to the prime. Furthermore, the time between the offset of the prime and the onset of the target was relatively long, permitting the use of an effortful, expectancy-predictive strategy. Event-related potentials (ERPs) were recorded from 64 electrode sites. After normal sleep, RTs were faster and accuracy higher to highly associated targets; this performance advantage was also maintained following sleep deprivation. A large negative deflection, the N400, was larger to weakly associated and unassociated targets in both sleep-deprived and normal conditions. The overall N400 was however larger in the normal sleep condition. Moreover, a long-lasting negative slow wave developed between the offset of the prime and the onset of the target. These physiological measures are consistent with the use of an effortful, predictive strategy following normal sleep but an automatic, effortless strategy following total sleep deprivation. A picture priming task was also run. This task benefits less from the use of a predictive strategy. Accordingly, in this task, ERPs following the target did not differ as a function of the amount of sleep.     

Intention,Emotion, and Action: A Neural Theory Based on Semantic Pointers

We propose a unified theory of intentions as neural processes that integrate representations of states of affairs, actions, and emotional evaluation. We show how this theory provides answers to philosophical questions about the concept of intention, psychological questions about human behavior, computational questions about the relations between belief and action, and neuroscientific questions about how the brain produces actions. Our theory of intention ties together biologically plausible mechanisms for belief, planning, and motor control. The computational feasibility of these mechanisms is shown by a model that simulates psychologically important cases of intention.     

Action–perception coupling in pianists: Learned mappings or spatial musical association of response codes (SMARC) effect?

The principle of common coding suggests that a joint representation is formed when actions are repeatedly paired with a specific perceptual event. Musicians are occupationally specialized with regard to the coupling between actions and their auditory effects. In the present study, we employed a novel paradigm to demonstrate automatic action–effect associations in pianists. Pianists and nonmusicians pressed keys according to aurally presented number sequences. Numbers were presented at pitches that were neutral, congruent, or incongruent with respect to pitches that would normally be produced by such actions. Response time differences were seen between congruent and incongruent sequences in pianists alone. A second experiment was conducted to determine whether these effects could be attributed to the existence of previously documented spatial/pitch compatibility effects. In a “stretched” version of the task, the pitch distance over which the numbers were presented was enlarged to a range that could not be produced by the hand span used in Experiment 1. The finding of a larger response time difference between congruent and incongruent trials in the original, standard, version compared with the stretched version, in pianists, but not in nonmusicians, indicates that the effects obtained are, at least partially, attributable to learned action effects.     

Inclined to see it your way: Do altercentric intrusion effects in visual perspective taking reflect an intrinsically social process?

It has been suggested that some aspects of mental state understanding recruit a rudimentary, but fast and efficient, processing system, demonstrated by the obligatory slowing down of judgements about what the self can see when this is incongruent with what another can see. We tested the social nature of this system by investigating to what extent these altercentric intrusions are elicited under conditions that differed in their social relevance and, further, how these related to self-reported social perspective taking and empathy. In Experiment 1, adult participants were asked to make “self” or “other” perspective-taking judgements during congruent (“self” and “other” can see the same items) or incongruent conditions (“self” and “other” cannot see the same items) in conditions that were social (i.e., involving a social agent), semisocial (an arrow), or nonsocial (a dual-coloured block). Reaction time indices of altercentric intrusion effects were present across all conditions, but were significantly stronger for the social than for the less social conditions. Self-reported perspective taking and empathy correlated with altercentric intrusion effects in the social condition only. In Experiment 2, the significant correlations for the social condition were replicated, but this time with gaze duration indices of altercentric intrusion effects. Findings are discussed with regard to the degree to which this rudimentary system is socially specialized and how it is linked to more conceptual understanding.     

Unconscious processes influencing learning

This paper reviews recent experimental evidence on the active involvement of non-conscious processes in human functioning and examines the contribution of this evidence to understanding learning. The experimental concept of 'unconscious processing' is compared to the psychoanalytic notion of the 'unconscious' and some relationships between the two concepts are pointed out. The general idea stemming from experimental research is that, in parallel with what goes on at the conscious level, non-conscious dynamic processes have a very strong impact both in the process and the outcome of learning. Information, which in milliseconds is non-consciously assessed as threatening to the learner's psychological balance, may be disguised or blocked from further processing, therefore affecting the learner's educational competence. The educational material, relationship or atmosphere may provoke non-conscious emotions, attitudes and intentions, which 'inflate' cognition and can affect the individual's current processing of information in various (inhibiting or enhancing) ways. By carefully observing the points where the individual learner is blocked in the 'here and now', the teacher or therapist may deduce useful information on the issues that may unconsciously inhibit learning.