Psychological Teaching-Learning Contracts: Academic Integrity and Moral Psychology

The psychological teaching–learning contract model of academic integrity, presented herein, features a social contract-based mechanism for moral judgment that is hypothesized to underlie the “belief–behavior incongruity,” that is, the noted frequency with which students who believe cheating is immoral still cheat. High school students (N = 493) from 11 international schools in 9 countries participated in the study. Results suggest that students often regard the cheating they do within a given context to be justifiable, that is, not immoral, implying that such behavior is not incongruous with their moral beliefs.     

The effect of feedback on children’s metacognitive judgments: a heuristic account

In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and-Adjustment heuristic. Experiment 1 revealed that adding feedback increased the accuracy of young children’s (aged 4, 6, and 8 years) memory prediction. In Experiment 2, the influence of an external anchor on children’s metacognitive judgment was established. Finally, in Experiment 3, two memory tasks that differed in terms of difficulty were administered. Participants were randomly assigned to an anchoring (high/low/no anchor) and a feedback (feedback/no feedback) condition. Results demonstrated that children in the feedback condition adjusted their predictions toward the feedback, regardless of the task’s difficulty. These findings are consistent with the hypothesis that external information provided by feedback is used as an anchor for judgment. This interpretation is strengthened by the correlation found between the two scores computed to assess participants’ susceptibility to anchoring and feedback effects, which indicates that children who are more sensitive to the anchoring effect are also more sensitive to the feedback effect.     

Evaluating Effort: Influences of Evaluation Mode on Judgments of Task‐specific Efforts

The claim that humans adapt their actions in ways that avoid effortful processing (whether cognitive or physical) is a staple of various theories of human behavior. Although much work has been carried out focusing on the determinants of such behaviors, less attention has been given to how individuals evaluate effort. In the current set of experiments, we utilized the general evaluability theory to examine the evaluability of effort by examining subjective value functions across different evaluation modes. Individuals judged the anticipated effort of four task‐specific efforts indexed by stimulus rotation, items to be remembered, weight to be lifted, and stimulus degradation across joint (i.e., judged comparatively) and single evaluation modes (i.e., judged in isolation). General evaluability theory hypothesizes that highly evaluable attributes should be consistently evaluated (i.e., demonstrate similar subjective value functions) between the two modes. Across six experiments, we demonstrate that the perceived effort associated with items to be remembered, weight to be lifted, and stimulus degradation can be considered relatively evaluable, while the effort associated with stimulus rotation may be relatively inevaluable. Results are discussed within the context of subjective evaluation, internal reference information, and strategy selection. In addition, methodological implications of evaluation modes are considered. Copyright © 2017 John Wiley & Sons, Ltd.     

员工非伦理行为如何招致同事攻击:道义公正视角

通过整合理性判断与道义公正模型,聚焦非伦理行为实施者被同事攻击的现象,提出员工的非伦理行为导致同事道义不公正,进而引发同事的攻击行为。并且,这个过程分别受到伦理领导的正向影响和任务互依性的负向影响。通过分析265组来自浙江省一家大型制造企业一线员工的双点数据,结果表明同事道义不公正在员工非伦理行为与其被同事攻击之间起到了中介作用;伦理领导正向调节了非伦理行为对同事道义不公正的影响,即伦理领导增强了员工非伦理行为对同事道义不公正的正向作用,从而导致同事攻击行为的产生;任务互依性负向调节了同事道义不公正与攻击行为之间的正向关系,并且减弱了同事道义不公正在员工非伦理行为与攻击行为之间的中介作用。研究结果为控制和预防职场非伦理行为提供了理论依据和实践启示。     

Interviewing a Therapist in the Presence of a Couple: A Description of the Therapeutic Process

A therapy research team interviewed a therapist in the presence of a couple. Following each of six consecutive sessions with a couple, an interviewer posed questions to the therapist and couple. While one question was standard to each interview, other questions were generated by team members who tracked the entire process via live observation. These questions were directed first at the therapist, then at the couple, and then focused on therapeutic process and outcome. Findings of this process for the therapy system included decreasing the hierarchy within the client/therapist relationship; increasing the client ownership and energy in the therapy process; discovering the presence of parallel processes between the systems; and informing the direction of future therapy sessions. Practical, clinical implications are discussed for a variety of therapy settings.     

Sentence processing deficits in two Cantonese aphasic patients

This paper reports the performances of two Cantonese aphasics on tasks examining their sentence processing deficits. The data on sentence comprehension show that thematically noncanonical sentences, full passives, and subject-gap sentences present greater difficulty to these patients than canonical sentences, truncated passives, and object-gap sentences, respectively. These patterns are consistent with previous observations on Chinese aphasics and are expected given the structural differences between Chinese and English. In a Cantonese grammaticality judgment test, a set of structures are identified that can elicit clear judgments from normal subjects and aphasics, contrary to the claim that grammaticality judgments in Chinese are probabilistic and fragile. Most interestingly, the patients' overall performance patterns reveal a double dissociation between sentence comprehension and judgment of sentence well-formedness, suggesting that the two tasks are supported by independent processing mechanisms.     

Crossmodal temporal order and processing acuity in developmentally dyslexic young adults

We investigated crossmodal temporal performance in processing rapid sequential nonlinguistic events in developmentally dyslexic young adults (ages 20-36 years) and an age- and IQ-matched control group in audiotactile, visuotactile, and audiovisual combinations. Two methods were used for estimating 84% correct temporal acuity thresholds: temporal order judgment (TOJ) and temporal processing acuity (TPA). TPA requires phase difference detection: the judgment of simultaneity/nonsimultaneity of brief stimuli in two parallel, spatially separate triplets. The dyslexic readers' average temporal performance was somewhat poorer in all six comparisons; in audiovisual comparisons the group differences were not statistically significant, however. A principal component analysis indicated that temporal acuity and phonological awareness are related in dyslexic readers. The impairment of temporal input processing seems to be a general correlative feature of dyslexia in children and adults, but the overlap in performance between dyslexic and normal readers suggests that it is not a sufficient reason for developmental reading difficulties.     

Dualism and its Importance for Medicine

Cartesian dualism has been viewed by medical theorists to be oneof the chief causes of a reductionist/mechanistic treatment ofthe patient. Although I aver that Cartesian dualism is one culprit for the misapprehension of the genuine treatment of patients in termsof both mind and body, I argue that interactive dualism whichstresses the interaction of mind and body is essential to treatpatients with dignity and compassion. Thus, adequate medical carethat is humanistic in nature is difficult (if not impossible)to achieve without physicians adhering to a dualistic frameworkin which the body and person is treated during illness.     

Quantity judgments and individuation: evidence that mass nouns count

Three experiments explored the semantics of the mass-count distinction in young children and adults. In Experiments 1 and 2, the quantity judgments of participants provided evidence that some mass nouns refer to individuals, as such. Participants judged one large portion of stuff to be "more" than three tiny portions for substance-mass nouns (e.g. mustard, ketchup), but chose according to number for count nouns (e.g. shoes, candles) and object-mass nouns (e.g. furniture, jewelry). These results suggest that some mass nouns quantify over individuals, and that therefore reference to individuals does not distinguish count nouns from mass nouns. Thus, Experiments 1 and 2 failed to support the hypothesis that there exist one-to-one mappings between mass-count syntax and semantics for either adults or young children. In Experiment 3, it was found that for mass-count flexible terms (e.g. string, stone) participants based quantity judgments on number when the terms were used with count syntax, but on total amount of stuff when used with mass syntax. Apparently, the presence of discrete physical objects in a scene (e.g. stones) is not sufficient to permit quantity judgments based on number. It is proposed that object-mass nouns (e.g. furniture) can be used to refer to individuals due to lexically specified grammatical features that normally occur in count syntax. Also, we suggest that children learning language parse words that refer to individuals as count nouns unless given morpho-syntactic and referential evidence to the contrary, in which case object-mass nouns are acquired.