基于期望值最大化的理论何时失效：风险决策中为自己-为所有人决策差异的眼动研究

主流的风险决策理论专家发展了一系列基于期望值最大化(expectation-maximization)的理论, 以期捕获所有人的风险决策行为。然而大量证据表明, 这些基于期望值最大化的理论并不能如同描述性理论那样理想地描述单一个体的决策行为。本研究采用眼动追踪技术, 系统考察了个体在为所有人决策与为自己决策时的风险决策行为及信息加工过程的差异。本研究发现, 基于期望值最大化的理论可捕获为所有人决策或为自己多次决策时的情况, 却不能很好捕获个体为自己进行单次决策时的情况。本研究结果有助于理解基于期望值最大化的理论与启发式/非基于期望值最大化的理论的边界, 为风险决策理论的划分和发展提供实证参考。     

Cyclists' perception of cycling infrastructure – A Repertory Grid approach

Previous research indicate that cyclists prefer safe and comfortable infrastructure. However, concepts like safety or comfort may be understood and defined in different ways by different individuals. Moreover, these concepts are so broad that it is unclear to which specific characteristics of the traffic infrastructure they are linked. Therefore, the aim of this study is to inductively examine individual evaluation criteria that cyclists use to perceive and evaluate certain route attributes. Using the Repertory Grid technique, we elicited the personal constructs of 23 participants about given route attributes and asked them to rate every attribute on every construct. The constructs were categorized and clustered resulting in five evaluation criteria, namely Mental Comfort, Physical Comfort, Interaction, Environment, and Ease of Use. Both comfort clusters were rated the most relevant for route choice, but they strengthen the suggestion of two distinct aspects of comfort, one referring to mental stress, the other referring to physical effort. Furthermore, the analyses revealed Interaction as a relatively new route criterion which also raises a new view on the negative evaluation of motor traffic and expands the concept of stress. Regarding the evaluation of route attributes, a high traffic volume and cobbled stone were rated the most negative, whereas separated cycling facilities were evaluated as most positive. Findings of this study expand existing research by qualitative insights and provide a more detailed understanding of route criteria like comfort or safety. This can be used to enhance cycling facilities and to offer preferable infrastructure for cyclists.     

The need for speed: Scores on a new video-based measure of speeding propensity,suitable for use in online research,correlate with drivers’ on-road speeding behaviour

A video-based measure of drivers’ speeding propensity (the UQ Video Speed Test) was developed for use in both laboratory-based and online research studies. In the test, the respondent is presented with a series of 16 video clips of traffic footage, which were shot from the driver’s perspective using a camera mounted behind the windscreen of a moving car. For each clip, the respondent’s task is to indicate to what extent they would travel faster or slower than the speed of the camera car. Responses to all clips are averaged to determine the respondent’s overall score. In the present study, we investigated associations between drivers’ video speed test scores and five measures of real everyday speeding behaviour obtained over a 5-week period using GPS trackers. There was a significant positive correlation for each of the five on-road speeding measures. In addition, age-related differences in test scores were consistent with observed real-world group differences in speeding behaviour. Test scores also correlated with an established self-report questionnaire measure of speeding (i.e., the Speed Scale from the Driving Style Questionnaire). Overall, the data supported the use of the UQ Video Speed Test as a proxy measure of drivers’ real-world speeding behaviour in laboratory-based and online studies (though it would be inadvisable to use such tests in the assessment of drivers for licensing purposes, due to the potential to “fake good”). The test can be deployed using standard online survey platforms (e.g., Qualtrics), and is available at no cost for use in driving research.     

Relative preference for distinct reinforcers maintaining destructive behavior

The literature offers few recommendations for sequencing exposure to treatment conditions with individuals with multiply maintained destructive behavior. Identifying relative preference for the functional reinforcers maintaining destructive behavior may be one means of guiding that decision. The present study presents a preliminary attempt at developing a robust relative preference and reinforcer assessment for individuals with multiply maintained destructive behavior. Guided and free-choice trials were implemented in which participants chose between two multiple-schedule arrangements, each of which programmed signaled periods of isolated reinforcer availability and unavailability. Consistent participant choice and responding during free-choice trials was then used to thin the corresponding schedule of reinforcement. The results demonstrated a strong preference for one of the two functional reinforcers for all four participants, yet preferences differed across participants and were not well predicted by responding in prior analyses.     

Toward a further understanding of assent

Arranging assent opportunities is an increasingly common strategy for involving clients in therapeutic decisions within behavior analysis. Recent behavior-analytic articles have helped create a basic behavioral definition and conceptualization of assent, but much more guidance is needed for practitioners and researchers interested in embedding assent into their practices. The purpose of this article is to advance the conceptualization and understanding of assent and assent practices by refining previous definitions and conceptualizations of assent and providing six essential considerations for embedding assent into practice. The six considerations consist of determining the applicability and feasibility of assent, assessing assent-related skills, arranging assent procedures and teaching assent-related skills, arranging fair choices, selecting opportunities to assess assent, and informally assessing assent. Following the discussion of the considerations for assent practices, we issue a call for specific topics of research on assent.     

Feeling Global,Acting Ethically: Global Identification and Fairtrade Consumption

Global identification has become a popular construct in recent psychological debate as it relates to harmonious intergroup relations and a caring for all humanity. Based on social identity theorizing, the current research tests whether global identification can also predict consumer choices, at the expense of lower personal benefit. Importantly, we assumed that concerns about global injustice represent a crucial component of that relation. We predicted that participants who identified strongly with all humanity would rather choose a Fairtrade product alternative over a conventional one, compared with low identifiers. In addition, we assumed that this effect be mediated by perceived global injustice. Both predictions were confirmed in a consumer choice study (N = 68). Overall, global identification and globally relevant consumer behavior seem meaningfully interconnected, and we discuss these findings with regard to recent theoretical developments in Fairtrade consumption research.     

External focus and autonomy support: Two important factors in motor learning have additive benefits

We examined whether the combination of two factors that have consistently been found to enhance motor learning – an external focus (EF) of attention and autonomy support (AS) – would produce additive benefits. Participants practiced throwing with their non-dominant arm. In a 2 × 2 design, they were or were not asked to focus externally (i.e., on the target), and were or were not given a choice (autonomy support). The latter involved choosing 2 5-trials blocks during practice on which they used their dominant arm. All four groups – EF/AS, EF, AS, and C (control) – completed a practice phase consisting of 60 trials. The distance to the target (bull’s eye) was 7.5 m. One day later, participants performed retention (same target distance) and transfer tests (8.5 m). Both external focus instructions and autonomy support enhanced retention and transfer performance. Importantly, the combination of these factors resulted in additive learning advantages. The EF/AS group showed the greatest throwing accuracy, and the EF and AS groups outperformed the C group. In addition, self-efficacy measured after practice and before retention and transfer was increased by both factors. Thus, promoting an external focus of attention and supporting learners’ need for autonomy seem to independently influence learning.