Career exploration in adolescents: The role of anxiety, attachment, and parenting style

The aim of the study was to examine the role of parent-adolescent attachment, adolescent anxiety and parenting style in the career exploration process and in career satisfaction. Three kinds of anxiety were considered: general trait anxiety, fear of failing in one’s career and fear of disappointing one’s parents. The participants were 283 French high school students on the threshold of one of the most important school transitions. The results varied by gender. For girls, general anxiety and neglectful style were negatively related to career exploration; secure attachment and fear of failing were positively related to it. For boys, fear of disappointing parents was positively related to career exploration. Attachment to parents, authoritative style, general anxiety, and fear of failing were related to some career exploration satisfaction scores, though differently for boys and girls. The differences between boys and girls in the roles played by anxiety, attachment and parenting style are discussed.     

Messages about the uniqueness and similarities of people: Impact on U.S. Black and Latino youth

This experiment examined the impact of messages about uniqueness and similarity between groups of people on Black and Latino children's social attitudes. Children (ages 11–14) read two brief science books embedded with a similarities message (“all people are basically the same”), unique message (“each person is unique”), combined similar-unique message (“all people are the same in a way, but each person is also unique”), or no additional message (control). Relative to the other conditions, the combined condition increased general social tolerance and decreased desired social distance from White children. No message appeared to negatively impact participants' attitudes toward their own group. Implications of these results for basic and applied anti-bias work on promoting similarities, differences, or both are discussed.     

Performance evaluations, need for cognition, and the acquisition of a complex skill: an attribute–treatment interaction

We proposed that intermittent evaluations of performance could be used to promote the acquisition of a complex skill. We also hypothesized that trainees low in need for cognition (NFC) would benefit more from intermittent evaluations compared to trainees high in NFC. Accordingly, 106 young adult males participated in 5 h of training in order to learn a complex computer task that simulated the demands of a dynamic aviation environment. Trainees’ performance was assessed either intermittently during training or at the end of training. Results indicated that intermittent performance evaluations enhanced the skill-based learning of trainees low in NFC, whereas intermittent skill evaluations tended to undermine the skill-based learning of trainees high in NFC. The findings are discussed in relation to Deci’s (1975) theory of intrinsic motivation and the need for more research examining attribute–treatment interactions with respect to training and skill acquisition.     

Modeling individual differences using Dirichlet processes

We introduce a Bayesian framework for modeling individual differences, in which subjects are assumed to belong to one of a potentially infinite number of groups. In this model, the groups observed in any particular data set are not viewed as a fixed set that fully explains the variation between individuals, but rather as representatives of a latent, arbitrarily rich structure. As more people are seen, and more details about the individual differences are revealed, the number of inferred groups is allowed to grow. We use the Dirichlet process—a distribution widely used in nonparametric Bayesian statistics—to define a prior for the model, allowing us to learn flexible parameter distributions without overfitting the data, or requiring the complex computations typically required for determining the dimensionality of a model. As an initial demonstration of the approach, we present three applications that analyze the individual differences in category learning, choice of publication outlets, and web-browsing behavior.     

Absorption and spiritual experience: A review of evidence and potential mechanisms

Some people seem to have a ‘talent’ for spiritual experience: they readily sense the presence of supernatural beings, receive special messages from God, and report intense feelings of self-transcendence, awe and wonder. Here we review converging strands of evidence to argue that the trait of 'absorption' captures a general proclivity for having spiritual experiences. Participants scoring highly on the Tellegen Absorption Scale report vivid experiences of hearing God's voice during prayer, intense mystical experiences in response to psychedelics or placebo brain-stimulation, and strong feelings of presence and transcendence when confronted with natural beauty, virtual reality, or music. Several mechanisms may help to explain the relationship between absorption and spiritual experience. We suggest that absorption captures an experiential mindset that intensifies inner and outer sensory experience in ways that reflect both prior expectation and novel sensory engagement. It seems to enable that which must be imagined to feel more real.     

A step forward: Bayesian hierarchical modelling as a tool in assessment of individual discrimination performance

Individual assessment of infants’ speech discrimination is of great value for studies of language development that seek to relate early and later skills, as well as for clinical work. The present study explored the applicability of the hybrid visual fixation paradigm (Houston et al., 2007) and the associated statistical analysis approach to assess individual discrimination of a native vowel contrast, /aː/ - /eː/, in Dutch 6 to 10-month-old infants. Houston et al. found that 80% (8/10) of the 9-month-old infants successfully discriminated the contrast between pseudowords boodup - seepug. Using the same approach, we found that 12% (14/117) of the infants in our sample discriminated the highly salient /aː/ -/eː/ contrast. This percentage was reduced to 3% (3/117) when we corrected for multiple testing. Bayesian hierarchical modeling indicated that 50% of the infants showed evidence of discrimination. Advantages of Bayesian hierarchical modeling are that 1) there is no need for a correction for multiple testing and 2) better estimates at the individual level are obtained. Thus, individual speech discrimination can be more accurately assessed using state of the art statistical approaches.     

Predicting the acceptability and likelihood of lying: The interaction of personality with type of lie

The present study investigated the role of individual differences in the perceived acceptability and likelihood of different types of lies. Two-hundred and eighty seven college students completed scales assessing six personality variables (honesty, kindness, assertiveness, approval motivation, self-monitoring, and Machiavellianism) and rated 16 scenarios involving lies told for four different motives (altruistic, conflict avoidance, social acceptance, and self-gain lies). Our central hypothesis that the perceived acceptability and likelihood of lying would be predicted by interactions between personality characteristics of the rater and the type of lie being considered was supported. For each type of lie, a unique set of personality variables significantly predicted lying acceptability and likelihood.     

Spatial reasoning with external visualizations: what matters is what you see, not whether you interact

Three experiments examined the effects of interactive visualizations and spatial abilities on a task requiring participants to infer and draw cross sections of a three-dimensional (3D) object. The experiments manipulated whether participants could interactively control a virtual 3D visualization of the object while performing the task, and compared participants who were allowed interactive control of the visualization to those who were not allowed control. In Experiment 1, interactivity produced better performance than passive viewing, but the advantage of interactivity disappeared in Experiment 2 when visual input for the two conditions in a yoked design was equalized. In Experiments 2 and 3, differences in how interactive participants manipulated the visualization were large and related to performance. In Experiment 3, non-interactive participants who watched optimal movements of the display performed as well as interactive participants who manipulated the visualization effectively and better than interactive participants who manipulated the visualization ineffectively. Spatial ability made an independent contribution to performance on the spatial reasoning task, but did not predict patterns of interactive behavior. These experiments indicate that providing participants with active control of a computer visualization does not necessarily enhance task performance, whereas seeing the most task-relevant information does, and this is true regardless of whether the task-relevant information is obtained actively or passively.     

Arousal, working memory, and conscious awareness in contingency learning

There are wide individual differences in the ability to detect a stimulus contingency embedded in a complex paradigm. The present study used a cognitive masking paradigm to better understand individual differences related to contingency learning. Participants were assessed on measures of electrodermal arousal and on working memory capacity before engaging in the contingency learning task. Contingency awareness was assessed both by trial-by-trial verbal reports obtained during the task and by a short post-task recognition questionnaire. Participants who became aware had fewer non-specific skin conductance responses and tended to score higher on a digit span assessment. Skin conductance level was not significantly lower in the aware group than in the unaware group. These findings are consistent with studies showing that lower arousal and greater cognitive processing capacity facilitate conscious perception of a greater breadth of information within a scene or a task.