The gap between medical and monetary choices under risk persists in decisions for others

Decisions under risk in the medical domain have been found to systematically diverge from decisions in the monetary domain. When making choices between monetary options, people commonly rely on a decision strategy that trades off outcomes with their probabilities; when making choices between medical options, people tend to neglect probability information. In two experimental studies, we tested to what extent differences between medical and monetary decisions also emerge when the decision outcomes affect another person. Using a risky choice paradigm for medical and monetary decisions, we compared hypothetical decisions that participants made for themselves to decisions for a socially distant other (Study 1) and to recommendations as financial advisor or doctor (Study 2). In addition, we examined people's information search in a condition in which information about payoff distributions had to be learned from experiential sampling. Formal modeling and analyses of search behavior revealed a similarly pronounced gap between medical and monetary decisions in decisions for others as in decisions for oneself. Our results suggest that when making medical decisions, people try to avoid the worst outcome while neglecting its probability—even when the outcomes affect others rather than themselves.     

教学设计中的成绩表现和心流体验:基于认知负荷视角

教学设计是为优化教学效果而形成的教学实施方案。为提高学习表现,认知负荷理论认为在组织教学设计时需考虑内、外认知负荷两大因素,但少有研究关注学生在学习过程中的体验。本研究通过单词复合性操纵内在负荷,通过呈现方式操纵外在负荷,探究两类负荷对心流体验及表现的影响。结果发现,内在负荷对心流及表现均有影响,外在负荷仅在低水平组表现出对心流及表现的影响,另外内外负荷在低水平组的表现上存在交互作用。结果表明,教学设计中的内在负荷是影响心流及表现的稳定因素,外在负荷不仅受知识水平影响,其对表现的有效性还受内在负荷的调节。     

How does discourse among like-minded individuals affect their thinking about a complex issue?

Is there reason to be concerned about what has been seen as an increasing trend for discourse on complex issues to be confined to an “echo chamber” of like-minded individuals? To investigate how thinking regarding an issue changes in form following concentrated discourse with like-minded peers, we undertook a qualitative examination of changes in the reasoning that 34 older adults used to justify their positions prior to and following such discourse. They showed a divergence of patterns. A minority abandoned mention of previously expressed ideas at odds with their own positions or otherwise narrowed the reasoning used to justify their positions. Consistent with findings from previous studies, only a minority showed increased certainty and/or extremity (polarisation) on quantitative scales. Countering this minority were a larger proportion whose thinking appeared to benefit from such engagement in several respects that we describe. A follow-up study compares results for a sample of young adults.     

Transactions in doing design-based research for designing curriculum: a self-study

Design-based research (DBR) is an emerging methodology in teacher education research that researchers claim has strong potential in systematically designing and using instructional strategies and tools to develop, enact, and sustain effective learning environments. Studies have been conducted employing this methodology, but very little research has been made on the process of engaging in DBR for designing curriculum. Through a self-study, I found that using DBR as a model for creating curriculum draws from personal meaning-making, where I tapped on my own education, background, and experiences in literacy instruction to create curriculum. The other dimensions to the DBR process were more intangible and thus harder to negotiate. These included the political aspects, where decision-making was needed regarding course components. Keeping positive relationships with stakeholders was another challenging dimension in order to achieve a collectively meaningful curriculum. Finally, dispositions on literacy instruction also implied tension on the process since dispositions are not necessarily aligned with some DBR principles.     

Graphic design in the printed translations of Franz Rosenzweig

One of Franz Rosenzweig's most significant ventures for Jewish renewal was the translation into German, which he initiated, of the Bible, prayerbook and religious poems. The aim of this essay is to explore the graphic design of the page that Rosenzweig selected for the printed edition of his translations. I will argue that the graphic design of the Siddur page is not just an aesthetic aspect of the translation but should be recognized as an educational and dialogic concern. Rosenzweig's preoccupation with page design is not limited to the Siddur, as the reader of The Star of Redemption will also notice his distinctive influence on the visual aspects of the text. It is expressed in the way he forms the six-pointed Star of David, the triangles which make up the star, and the way in which they appear in the book and are positioned on the page. And if the graphic depiction of the triangles is not enough, one only needs to visually experience what is described by Rosenzweig at the end of the book: the image of the star reveals the face of man.     

Teaching in contexts: Designing a competency‐based religious studies program

Over the last decade, the discipline of religious studies has promoted religious literacy as both an invaluable contribution to curriculum and an indispensable social good. While much has been written on the importance of the study of religion for the development of religious literacy, little attention has been given to the identification of the disciplinary skills and content knowledge (or what we refer to as religious studies competencies) a student develops through extended study of religion. In this essay, we present an example of how to integrate a religious studies competency‐based model into program design and implementation. We argue that the transition to a competency‐based religious studies program has two potential benefits. First, competency program design provides an opportunity to redesign and update religious studies programs in a more responsible manner that aligns with our students, institution, discipline, and profession. Second, competency program design facilitates the conditions where we can better avoid duplicating the much criticized world religions paradigm.     

物质主义者自我概念的特点和相关理论

物质主义的经典研究分别从人格、价值观、目标和需要的角度界定和理解物质主义的相关现象。自我概念一直是贯穿物质主义研究的线索, 但直到最近研究者才试图以它为理论基点统摄与整合已有研究。相关研究表明, 物质主义者对自我的评价较低, 表现为低自尊、权变性自尊; 对自我的认识具有不一致性, 表现为自我概念不清晰、外显-内隐自尊分离、以及自我差距(理想自我与现实自我的差距)。最近出现的两个综合理论——物质主义的自我逃离理论与物质主义的认同目标追求理论提出, 物质主义是个体将物质拥有作为逃避自我的方式或满足自我认同动机的手段。这两个理论弥补了现有物质主义研究缺乏整合性理论的不足。未来研究可以通过借鉴有关自我概念的理论, 超越单纯的物质主义者自我匮乏的思路, 从而做出更大的理论贡献。     

Job crafting for lean engagement: The interplay of day and job-level characteristics

The quality of working life under the production system known as lean manufacturing (LM) is a heavily debated topic. Little is known about the engagement level of employees under this system. Our study is concerned with how employees in this context craft their jobs to enhance their own engagement, and we specifically consider how daily skill utilization triggers this process. Using a cross-level perspective, we further consider whether job-level characteristics relevant to the lean context, namely task interdependence and boundary control, restrict or facilitate the effects of daily skill utilization. A daily diary study was conducted over 4 working days with 64 employees in a large company utilizing LM. The results of multilevel structural equation modelling demonstrated that on a given day, skill utilization was associated with seeking resources, and this relationship was stronger when employees had high boundary control and low task interdependence in their general job roles. Results further demonstrated that employees experienced higher work engagement on days when they sought resources and challenges. Our findings illustrate the motivational potential of job crafting under LM and how crafting activities can be facilitated by the design of jobs and allocation of daily tasks.