The role of effort type and intensity in children's decisions about effort-based outcomes

Despite the importance of persistence in early learning, we know little about how children reason about outcomes that result from their efforts. Here we examined the role of effort type (i.e., physical vs. cognitive) and intensity (i.e., high vs. low effort) in shaping children's decision making about effort-based rewards. Five- to 7-year-olds (N = 133) were assigned to one of four conditions (High Physical Effort, Low Physical Effort, High Cognitive Effort, Low Cognitive Effort) and completed a series of tasks to construct a toy. Tasks varied in the type (physical/cognitive) and intensity (high/low) of effort required to complete them. After constructing their toy, children completed a series of tasks to probe how much they valued that toy. Across conditions, children preferred their toy and gave it a higher monetary value, relative to a stranger's. However, when choosing their toy came at a cost, children no longer preferred it. Only children who built their toy through either cognitive or low effort were willing to incur a cost for their toy. Older children, across conditions, were also more likely to incur a cost for their toy. These findings demonstrate that by age five, children are sensitive to variations in effort type and intensity, and these factors shape how they evaluate effort-based rewards.     

Modified Comprehensive Behavioral Intervention for Tics: Treating Children With Tic Disorders,Co-Occurring ADHD,and Psychosocial Impairment

Our objective was to evaluate the feasibility and acceptability, and preliminary efficacy of a modified comprehensive behavioral intervention for tics (MCBIT) therapy for youth with chronic tic disorders (CTDs), co-occurring attention-deficit hyperactivity disorder (ADHD), and associated psychosocial impairment. Seventeen youth ages 10–17 with CTD and co-occurring ADHD were randomly assigned to the MCBIT group (n = 9) or to a control group where they received traditional comprehensive behavioral intervention for tics (CBIT) therapy (n = 8). Both groups received ten 55-minute weekly treatment sessions, and two 55-minute biweekly relapse prevention sessions. Sixteen of the 17 participants completed the study, and acceptability ratings in both treatment groups were high with no significant differences in expectation of improvement. The MCBIT and CBIT groups in combination showed significant improvement in tic severity, ADHD symptom severity, and tic-related impairment. Group differences were not significant. The results indicate that MCBIT treatment is feasible and acceptable for youth with CTD and ADHD, and is similarly well tolerated relative to traditional CBIT. Results were not sufficiently superior to recommend MCBIT over CBIT for this population. However, given the demonstrated benefit of behavioral treatments that target co-occurring conditions concurrently, continuing to examine novel behavioral approaches that can target tics and related conditions simultaneously and successfully is recommended.     

Effect of Daily Life Reward Loop Functioning on the Course of Depression

Engagement in activities increases positive affect (Reward Path 1), which subsequently reinforces motivation (Reward Path 2), and hence future engagement in activities (Reward Path 3). Strong connections between these three reward loop components are considered adaptive, and might be disturbed in depression. Although some ecological nomentary assessment (EMA) studies have investigated the cross-sectional association between separate reward paths and individuals’ level of depression, no EMA study has looked into the association between individuals’ reward loop strength and depressive symptom course. The present EMA study assessed reward loop functioning (5x/day, 28 days) of 46 outpatients starting depression treatment at secondary mental health services and monitored with the Inventory of Depressive Symptomatology—Self-Report (IDS-SR) during a 7-month period. Results of multilevel regression analyses showed significant within-person associations for Reward Path 1 (b = 0.21, p < .001), Reward Path 2 (b = 0.43, p < .001), and Reward Path 3 (b = 0.20, p < .001). Stronger average reward loops (i.e., within-person mean of all reward paths) did not relate to participants’ improvement in depressive symptoms over time. Path-specific results revealed that Reward Paths 1 and 2 may have partly opposite effects on depressive symptom course. Together, our findings suggest that reward processes in daily life might be best studied separately and that further investigation is warranted to explore under what circumstances strong paths are adaptive or not.     

Extending exploratory diagnostic classification models: Inferring the effect of covariates

Diagnostic models provide a statistical framework for designing formative assessments by classifying student knowledge profiles according to a collection of fine-grained attributes. The context and ecosystem in which students learn may play an important role in skill mastery, and it is therefore important to develop methods for incorporating student covariates into diagnostic models. Including covariates may provide researchers and practitioners with the ability to evaluate novel interventions or understand the role of background knowledge in attribute mastery. Existing research is designed to include covariates in confirmatory diagnostic models, which are also known as restricted latent class models. We propose new methods for including covariates in exploratory RLCMs that jointly infer the latent structure and evaluate the role of covariates on performance and skill mastery. We present a novel Bayesian formulation and report a Markov chain Monte Carlo algorithm using a Metropolis-within-Gibbs algorithm for approximating the model parameter posterior distribution. We report Monte Carlo simulation evidence regarding the accuracy of our new methods and present results from an application that examines the role of student background knowledge on the mastery of a probability data set.     

跨期选择的变易程度正向预测中华文化圈国民的自评扛疫成效：亚非欧美大洋洲18国跨国研究

跨期选择是对不同时间点的得失的权衡与选择。伊索寓言《蚂蚁和蚱蜢》假借群居型昆虫的跨期选择偏爱暗喻投资未来的慢策略比只顾眼前的快策略更利于生存。用跨期选择领域通用的语言解读这一寓言便是：选择大而迟选项的蚂蚁比选择小而早选项的蚱蜢更可能扛过严冬而生存下来。为了探索何种跨期选择策略更有助于我们扛过疫情,本研究调查了亚非欧美大洋洲这5大洲18个国家共计26355名受测者对混合得失双结果的跨期选择偏爱,测量了人们平时和疫时跨期选择偏爱的变易程度(2类变易的程度指标),以及人们自评的扛疫成效。跨文化比较结果的主要发现是：不同通货的选择变易程度(指标1)和不同时期的选择变易程度(指标2)能联合预测中国/新加坡文化圈国民的自评扛疫成效;不同时期的选择变易程度(指标2)也可以单独预测印度/马来西亚/菲律宾/尼日利亚文化圈国民的自评扛疫成效;这2类选择偏爱变易的程度指标不能预测其他文化圈国民的自评扛疫成效(或者预测方向和假设相反)。基于易经“穷则变,变则通”的要旨和跨国比较的发现,我们认为：面临历史危机时善于变通的特长抑或成就了中华民族特有的竞争优势;在应对危机时,与中国文化距离越相近的国家或民族抑或也能...     

Perceptions of candidate strength in job recruitment: Does candidate race moderate the attractiveness bias in White women?

The attractiveness bias suggests that people who are more attractive will be positively favored across life outcomes. This study sought to test whether candidate attractiveness, sex, and race, affect perceptions of candidate strength in a job recruitment task. In total, 338 White women (M_age = 20.94 ± 5.65) were asked to make judgements of a potential candidate for an administrative job (resume with candidate photograph). The vignettes differed in terms of candidate ability (strong/weak), sex (male/female), race (Black/White), and attractiveness (attractive/less attractive). Participants rated perceived candidate strength and likelihood to invite for interview. Results showed no significant main effects for attractiveness. However, there was a significant interaction for target attractiveness and race, such that attractive/White candidates were more likely to be invited for interview than less attractive/White candidates. There was also a significant main effect for race such that Black candidates were rated as stronger and more likely to be interviewed. Sensitivity analyses (with nonheterosexual women removed from the sample) also showed a main effect for target sex such that female candidates were favored over male candidates. Overall, these findings provide evidence that attractiveness, sex, and race have important, albeit complex, effects on hiring decisions in the workplace.     

Implicit and explicit COVID-19-vaccine harmfulness/helpfulness associations predict vaccine beliefs,intentions, and behaviors

We investigated the role of implicit and explicit associations between harm and COVID-19 vaccines using a large sample (N = 4668) of online volunteers. The participants completed a brief implicit association test and explicit measures to evaluate the extent to which they associated COVID-19 vaccines with concepts of harmfulness or helpfulness. We examined the relationship between these harmfulness/helpfulness COVID-19 vaccine associations and vaccination status, intentions, beliefs, and behavior. We found that stronger implicit and explicit associations that COVID-19 vaccines are helpful relate to vaccination status and beliefs about the COVID-19 vaccine. That is, stronger pro-helpful COVID-19 vaccine associations, both implicitly and explicitly, related to greater intentions to be vaccinated, more positive beliefs about the vaccine, and greater vaccine uptake.     

The factor structure of the Multiple Affect Adjective Check List-Revised (MAACL-R): Some statistical considerations

In response to Zuckerman's comments on my factor analyses of the MAACL-R, I focus on the statistical issues of the cutoff criterion for factor loadings and the evidence for the discriminant validity of the five-factor solution. Based upon the conclusions I draw in these two areas, I recommend that researchers either (a) use the two factor solution to the MAACL-R represented in the summary scores of Dysphoria and Positive Affect + Sensation Seeking or (b) include all MAACL-R scales in their studies and analyze their data to determine whether it is statistically appropriate to report results from a single scale (A, D, H, PA, or SS) rather than from the summary scores.     

Toward a new conceptualization and operationalization of risk perception within the genetic counseling domain

The purpose of this paper is twofold. First, it provides an historical overview of studies of risk, risk perception, and decision making under risk within the genetic counseling domain. Second, it proposes an alternative conceptualization and operationalization for the study of risk perception. The conceptualization involves probability, adversity, incompleteness, and ambiguity. Prior studies of risk perception focus on the recurrence risk and operationalize risk perception by asking for interpretations of the magnitude of the probability of the outcome. Their focus is on the probability of a particular outcome. We formulate the problem in terms of a gamble and suggest that risk perception be operationalized in terms of the riskiness of the gamble. Our focus is on the riskiness of a decision option which entails two or more outcomes.     

On the sampling theory roundations of item response theory models

Item response theory (IT) models are now in common use for the analysis of dichotomous item responses. This paper examines the sampling theory foundations for statistical inference in these models. The discussion includes: some history on the stochastic subject versus the random sampling interpretations of the probability in IRT models; the relationship between three versions of maximum likelihood estimation for IRT models; estimating versus estimating -predictors; IRT models and loglinear models; the identifiability of IRT models; and the role of robustness and Bayesian statistics from the sampling theory perspective.A presidential address can serve many different functions. This one is a report of investigations I started at least ten years ago to understand what IRT was all about. It is a decidedly one-sided view, but I hope it stimulates controversy and further research. I have profited from discussions of this material with many people including: Brian Junker, Charles Lewis, Nicholas Longford, Robert Mislevy, Ivo Molenaar, Donald Rock, Donald Rubin, Lynne Steinberg, Martha Stocking, William Stout, Dorothy Thayer, David Thissen, Wim van der Linden, Howard Wainer, and Marilyn Wingersky. Of course, none of them is responsible for any errors or misstatements in this paper. The research was supported in part by the Cognitive Science Program, Office of Naval Research under Contract No. Nooo14-87-K-0730 and by the Program Statistics Research Project of Educational Testing Service.