The effect of implementation intentions on transfer of training

Two experiments investigated the effect of forming implementation intentions on transfer of training in two training programs. In the first experiment (N = 37), trainees who formed implementation intentions implemented active listening skills sooner, and to a greater degree, than those in the control group. In the second experiment (n = 28), conducted in the field, trainees who formed implementation intentions received a higher performance score for implementing the trained behavior compared with those in the control condition. Results from both experiments provide empirical evidence suggesting that forming implementation intentions at the end of a training program increases the likelihood of using the newly acquired skills.     

Long-term focus and prosocial–antisocial tendencies interact to predict belief in just world

According to justice motive theory, individuals need to believe that the world is a just place where people generally get what they deserve (Lerner, 1977). Individuals are thought to need belief in a just world (BJW) in part because it gives them the confidence required to invest in long-term goals. However, BJW can only provide confidence that individuals will reap the rewards of their investments if they invest in their goals through prosocial means (e.g., Hafer, 2000). The current study provides evidence for this argument. Specifically, we examined individual differences in BJW, long-term goal focus, and prosocial–antisocial tendencies to test the hypothesis that higher long-term focus would be associated with higher BJW, but only amongst those who are also high in prosocial (low in antisocial) tendencies. This hypothesis was tested four times using four measures of prosocial–antisocial tendencies. Simple slopes analyses revealed the predicted pattern of results for three of the four measures. Our findings (a) provide novel support for the idea that BJW aids in the prosocial pursuit of long-term goals, and (b) have implications for individual variation in BJW.     

Triple Bottomline Many‐Objective‐Based Decision Making for a Land Use Management Problem

A land use many‐objective optimization problem for a 1500‐ha farm with 315 paddocks was formulated with 14 objectives (maximizing sawlog production, pulpwood production, milksolids, beef, sheep meat, wool, carbon sequestration, water production, income and Earnings Before Interest and Tax; and minimizing costs, nitrate leaching, phosphorus loss and sedimentation). This was solved using a modified Reference‐point‐based Non‐dominated Sorting Genetic Algorithm II augmented by simulated epigenetic operations. The search space had complex variable interactions and was based on economic data and several interoperating simulation models. The solution was an approximation of a Hyperspace Pareto Frontier (HPF), where each non‐dominated trade‐off point represented a set of land‐use management actions taken within a 10‐year period and their related management options, spanning a planning period of 50 years. A trade‐off analysis was achieved using Hyper‐Radial Visualization (HRV) by collapsing the HPF into a 2‐D visualization capability through an interactive virtual reality (VR)‐based method, thereby facilitating intuitive selection of a sound compromise solution dictated by the decision makers' preferences under uncertainty conditions. Four scenarios of the HRV were considered emphasizing economic, sedimentation and nitrate leaching aspects—giving rise to a triple bottomline (i.e. the economic, environmental and social complex, where the social aspect is represented by the preferences of the various stakeholders). Highlights of the proposed approach are the development of an innovative epigenetics‐based multi‐objective optimizer, uncertainty incorporation in the search space data and decision making on a multi‐dimensional space through a VR‐simulation‐based visual steering process controlled at its core by a multi‐criterion decision making‐based process. This approach has widespread applicability to many other ‘wicked’ societal problem‐solving tasks. Copyright © 2014 John Wiley & Sons, Ltd.     

Achievement goals and improvement following failure: moderating roles of self-compassion and contingency of self-worth

We examined whether mastery goals promote greater score improvement on a cognitive test than performance goals and whether self-compassion and contingency of self-worth moderated the effect. Participants received either mastery or performance goals manipulation, failed on a difficult test, and took the test again after receiving the correct answers. Those with mastery goals showed a greater score improvement than those with performance goals, although post-failure state self-esteem did not differ between the two conditions. Moreover, the goals had a greater effect among (a) those with low rather than high self-compassion and (b) those with high rather than low competition contingency of self-worth. The findings suggest that by framing the task as a challenge rather than a threat, mastery goals encourage people to learn from failure more so than performance goals, especially when under high ego-threat.     

A role of goals for social inhibition of return?

The social inhibition of return (sIOR) effect refers to the finding that response initiation times are longer if a movement is executed to a location where another person has responded to just before. Previous studies have examined the influence of the goal of the action on sIOR. In these studies, however, the movement endpoint and to-be-attained goal (e.g., touching/pressing a response key) were at the same spatial location. In the present two experiments, we disentangled movement endpoint and goal's identity and locations by means of introducing action effects that followed directly from a movement. Similar methods were previously shown powerful enough to clearly show the importance of action goals for other phenomena—a finding consistent with effect-based theories of action control, such as the ideomotor theory. The results of the present study revealed that sIOR was shaped by the movement endpoint location, not the goal's identity or location. That is, in both experiments, an sIOR effect was observed, but the magnitude of the sIOR effect was not modulated by repetitions/switches of goals or their locations. Thus, results indicate that goals play a negligible role in the emergence of the sIOR and, consequently, highlight the importance of action observation for the emergence of the sIOR effect.     

The power of prospection: mental contrasting and behavior change

People often immerse themselves in dreams and fantasies about a desired future. Though such future fantasies are pleasant, they do not necessarily lead to the effort required to attain the desired future. Indeed, the more positively people fantasize about their desired futures, the less effort they invest and the less successful they are in realizing these futures. However, when fantasies about a desired future are complemented with a clear sense of reality, people find the direction and energy needed to realize their fantasies. We review Fantasy Realization Theory, which explicates these ideas and led to the discovery of mental contrasting future and reality, a self‐regulation strategy of behavior change. Mental contrasting helps people figure out what they really want and wisely select, commit to, and actively pursue prioritized wishes while constructively dealing with setbacks. It helps them live a rewarding life through work, play, health, and relationships.     

AN ANALYST'S UNCERTAINTY AND FEAR

The motivations for choosing psychoanalysis as a profession are many and differ depending on the psychology of the analyst. However, common to most psychoanalysts is the desire to forge a helpful relationship with the individuals with whom they work therapeutically. This article presents an example of what happens when an analyst is confronted by a patient for whom being in a relationship and being helped are intolerable.     

Teaching an Introduction to the Global Philosophy of Religion

Currently, the recent history of the field shapes the content of introductions to the philosophy of religion. In order to substantively engage students, whose experiences and destinies are already shaped by global realities, such teaching must undergo revision. A shift from introducing philosophical theology towards active learning analyses of ostensibly religious phenomena is the means by which the field can regain its relevance for students. This article first explores the rationale for teaching differently, and then works out a pedagogy that has students themselves practicing a global philosophy of religion.