Putting old tools to novel uses: The role of form accessibility in semantic extension

An increase in frequency of a form has been argued to result in semantic extension (Bybee, 2003; Zipf, 1949). Yet, research on the acquisition of lexical semantics suggests that a form that frequently co-occurs with a meaning gets restricted to that meaning (Xu & Tenenbaum, 2007). The current work reconciles these positions by showing that – through its effect on form accessibility – frequency causes semantic extension in production, while at the same time causing entrenchment in comprehension. Repeatedly experiencing a form paired with a specific meaning makes one more likely to re-use the form to express related meanings, while also increasing one’s confidence that the form is never used to express those meanings. Recurrent pathways of semantic change are argued to result from a tug of war between the production-side pressure to reuse easily accessible forms and the comprehension-side confidence that one has seen all possible uses of a frequent form.     

Behavioral change and consistency across contexts

The degree to which behavior changes across situations is often conflated with the cross-situational consistency of individual differences. The current study assesses the extent of behavioral change and consistency, the relationship between them, and variables associated with behaviors’ differing patterns of change and consistency. Two hundred fifty-six participants were observed in three different, three-person interactions. In line with previous research, behaviors showed a great deal of both change and consistency. Behavioral change across situations was unrelated to the degree to which individual differences in these same behaviors were maintained, demonstrating that behavioral consistency does not imply lack of situational adaptation. Behaviors rated as relatively broad and as relatively automatic showed more consistency; behaviors rated as relatively controlled showed more change.     

Users’ resistance towards radical innovations: The case of the self-driving car

In this paper we unpack and examine attitudes and potential barriers of end-users towards the self-driving car. We explore whether drivers have (mental) barriers and/or show resistance towards the self-driving car and, given such barriers and resistance are identified, investigate the main underlying reasons. Further, we suggest potential strategic implications for automotive companies and avenues to overcome, or at least mitigate, drivers’ barriers. The paper contributes to a better understanding of end-users’ opinions on radical innovations such as the self-driving car and strives to add value by linking scientific insights from both psychology as well as innovation literature. Only a limited number of studies so far have dealt with the potential barriers of users towards the self-driving car; therefore, it is our intent to provide first empirical evidence to trigger further research and foster a broader discussion on this relevant topic.     

Goal orientation and performance adaptation: A meta-analysis

The relationship between goal orientation and performance adaptation across studies was assessed in the present article. The relevance of performance adaptation can be exemplified by the desire to optimize performance and mitigate the negative effects of change in organizational and educational contexts (i.e. new co-workers, new software, emergencies). Three-level meta-analyses were conducted for learning goal orientation (LGO) and performance goal orientation (PGO). Furthermore, within PGO a distinction between avoid performance goal orientation (APGO) and prove performance goal orientation (PPGO) could be made. In moderator analyses the influence of measurement method of performance adaptation (subjective ratings vs objective scores) was assessed amongst others. Although significant effects were found they were primarily visible for subjective ratings and not objective scores.     

Representational dynamics in the domain of iterated mental paper folding

Successful problem solving relies on the availability of suitable mental representations of the task domain. Especially for more complex problems, there might be a wide variety of possible problem representations, and it might even be beneficial to change them during problem solving. In a first part, we argue that investigating the dynamics of understanding in terms of dynamically changing problem representations is an underexplored aspect of problem solving research, and that most classic tasks even preclude the opportunity of such dynamics to occur. Continuing this theoretical discussion, as an illustrative example of a task designed for the exploration of such representational dynamics, the second part of the paper discusses a novel, complex spatial transformation and problem solving task. In this task, one is asked to repeatedly mentally cross-fold a sheet of paper, and to predict the resulting sheet geometry without the use of external aids. Through its deliberate openness and difficulty, this task requires finding new and more efficient representations – ranging from kinaesthetic and visuospatial imagery to symbolic notions. We present an overview of the task domain and discuss various ways of representing the domain as well as potential dynamics between them.     

What mediation analysis can (not) do

The present article is concerned with a common misunderstanding in the interpretation of statistical mediation analyses. These procedures can be sensibly used to examine the degree to which a third variable (Z) accounts for the influence of an independent (X) on a dependent variable (Y) conditional on the assumption that Z actually is a mediator. However, conversely, a significant mediation analysis result does not prove that Z is a mediator. This obvious but often neglected insight is substantiated in a simulation study. Using different causal models for generating Z (genuine mediator, spurious mediator, correlate of the dependent measure, manipulation check) it is shown that significant mediation tests do not allow researchers to identify unique mediators, or to distinguish between alternative causal models. This basic insight, although well understood by experts in statistics, is persistently ignored in the empirical literature and in the reviewing process of even the most selective journals.     

联想－命题评价模型——态度改变的新解释

态度是社会心理学研究的重要领域,内隐和外显态度之间的区别和联系是近年来态度研究的重要主题。Gawronski和Bodenhausen提出的APE（Associative-propositionalEvaluation）模型认为,内隐和外显态度有各自不同的潜在心理过程：内隐态度基于联想加工,外显态度则基于命题加工。APE模型指出,正是由于联想和命题加工的相互作用导致了内隐和外显态度改变的几种具体模式。文章介绍了模型的理论基础和主要内容,并对此模型进行评价和讨论     

建言行为与政治行为之间的关系：基于道德凭证机制的研究

基于道德许可理论的道德凭证机制以及道德一致性的理论线索,探究了在职场排斥调节作用下以及在感知的建设性变革责任的抑制性调节作用下,建言行为通过心理权利影响政治行为的过程。对555名员工及其上司进行问卷调查,结果显示,在职场排斥作为边界条件影响下的建言行为通过心理权利的中介作用正向影响政治行为,而感知的建设性变革责任作为抑制性边界条件负向调节心理权利的这种中介关系。研究结果从理论和实证上解释了职场排斥是激发建言行为通过心理权利产生道德凭证效应的边界条件,而感知的建设性变革责任作为边界条件能够抑制这种效应的发生。     

Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis

IntroductionAssuming that motivation is the key to initiate and sustain beneficial health behaviors, the aim of this systematic review was to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards PA in school-aged children and adolescents.MethodsA comprehensive literature search was carried out in six electronic databases to identify randomized controlled trials and quasi-experimental trials examining the effects of PA interventions implemented during the regular school day, e.g., during physical education lessons or lunch breaks. Primary outcomes of interest were students' motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Meta-analyses were conducted for these outcomes using Comprehensive Meta-analysis software. Secondarily, intervention effects on students' PA behaviors were examined and the findings summarized narratively. Methodological quality of studies was evaluated using the Cochrane Collaboration's tool for assessing risk of bias for randomized trials; certainty of evidence on outcome level was evaluated using the GRADE approach.ResultsIn total, 57 studies carried out between 2001 and 2018 were included in this review. Sixteen individual meta-analyses were performed and revealed significant pooled effects for the outcomes enjoyment (g = 0.310), perceived autonomy (g = 0.152), identified regulation (g = 0.378), intrinsic motivation (g = 0.419), self-determination index (g = 0.672), task/mastery climate (g = 0.254), ego/performance climate (g = −0.438), autonomy supportive climate (g = 0.262), task goal orientation (g = 1.370), ego goal orientation (g = −0.188). The narrative data synthesis indicated an increase in students' PA behavior. The overall risk of bias was high across all studies and certainty of evidence of meta-analyzed outcomes ranged from very low to moderate. Moderate certainty of evidence was found for ego/performance climate and ego goal orientation. Conclusions: Meta-analyses suggest that school-based PA interventions may be effective in increasing a variety of motivational outcomes. However, the certainty of evidence was limited in the majority of outcomes. Further research is needed to identify effective intervention strategies that increase students’ motivation towards PA.     

The revisionist's rubric: conceptual engineering and the discontinuity objection

This paper is about conceptual engineering (CE). Specifically, it discusses a common objection to CE, which I call the Discontinuity Objection. According to the Discontinuity Objection, CE leads to problematic discontinuities in subject and/or inquiry – making it philosophically uninteresting or irrelevant. I argue that a conceptual engineer can dismiss the Discontinuity Objection by showing that the pre-engineering concept persists through the proposed changes. In other words, the Discontinuity Objection does not apply if the proposal involves identity-preserving changes. Two existing views on identity-preserving changes are considered and rejected. I then argue that an identity-preserving conceptual change is one that allows the concept to continue to perform its function. A concept’s function is its job, its point and purpose, its role in a conceptual repertoire. In a slogan: Preserve a concept’s function, and you preserve the concept itself; preserve the concept, and you preserve the subject. The paper concludes by discussing some implications of this view.