Intergroup trust and reciprocity in strategic interactions: Effects of group decision-making mechanisms

I examined the impact of the consensus-making mechanism, where members reach a common decision via an intra-group discussion, on intergroup trust and reciprocity in a strategic setting. Data from a trust game generated the following results. First, compared to individual decision-makers, consensus groups exhibited (a) lower psychological trust, (b) higher behavioral trust, after controlling for psychological trust, and (c) lower reciprocity. Second, compared to decisions made by group-representatives, who are responsible for unilateral decisions on behalf of their groups, group consensus decisions were more trusting but less reciprocating. Thus, the specific decision-making mechanism adopted by groups in a strategic interaction may profoundly change the nature and the interplay of the interaction. Lastly, results show that the level of behavioral trust is driven by reciprocity expectations, while the level of reciprocity behavior, measured as a proportion of the trust received, does not change systematically with the level of trust experienced.     

Behavior change after context disruption: Opportunities and pitfalls

Many behaviors are performed automatically in response to contextual cues rather than conscious intentions, which can make behavior change challenging. The combined discontinuity and self-activation hypotheses predict that disruption to a context that cues behaviors can provide opportunity for behavior change guided by intentions rather than contextual cues. In this study, we asked an online sample of participants (N = 452) to report on desired change in the frequency of new, unwanted, or potentially habitual behaviors following a contextual disruption due to the COVID-19 pandemic. We find a distinction between new ‘start’ behaviors and unwanted ‘stop’ behaviors where new behaviors appear more personally meaningful (i.e. higher in autonomous motivation and positive affective attitude) than unwanted or potentially habitual behaviors. Our results suggest that behavior change theory and interventions that acknowledge differential processes between starting new behaviors and stopping old unwanted behaviors would provide greater insights for behavior science.     

Estimating Causal Impacts of School Counselors With Regression Discontinuity Designs

This article presents a causal regression discontinuity framework for quantifying the impact of high school counselors on students’ education outcomes. To demonstrate this method, the authors used data from the National Center for Education Statistics’ Schools and Staffing Survey (SASS). Using high school counselor staffing counts and 4‐year college‐going rates collected through the SASS, the authors found that an additional high school counselor is predicted to induce a 10 percentage point increase in 4‐year college enrollment.     

Cognitive avoidance,positive affect,and gender as predictors of the processing of aversive information

The study investigated the influence of cognitive avoidance, positive affect, and gender on the evaluation of and memory for threat-related information varying in degrees of aversiveness and ambiguity. Stimulus material consisted of threatening, nonthreatening, and ambiguous pictures. First, valence ratings of the stimuli were collected. This phase was followed by a first memory test. A second memory test was administered three days later. Memory for aversive information was influenced by cognitive avoidance, positive affect, and gender. Avoiders exhibited a comparatively good memory for aversive information in the first (immediate) test and a very poor memory in the delayed testing. A similar pattern was obtained for individuals high in positive affect. Compared to men, women gave more negative ratings to aversive and ambiguous pictures and had a better memory for ambiguous information in the immediate test. Results are discussed within the framework of the repressive discontinuity hypothesis proposed by Hock and Krohne [Hock, M., Krohne, H. W. (2004). Coping with threat and memory for ambiguous information: Testing the repressive discontinuity hypothesis. Emotion, 4, 65–86].     

The differential effects of age and first grade schooling on the development of infralogical and logico-mathematical concrete operations

Using the “between-grade levels” regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the development of logico-mathematical operational skills (classification, class inclusion and transitivity) is mainly attributable to schooling. In contrast, the effect of schooling on the development of conservation of mass, liquid quantity and number (clearly an infralogical task) is negligible; acquisition of conservation is almost exclusively due to maturation and out-of-school experiences. The results support the theoretical predictions derived from French-Swiss research of the last two decades and are inconsistent with claims regarding the specificity of schooling effects to tasks that are taught in school.     

Moving Without Being Where You’re Not; A Non-Bivalent Way

The classical response to Zeno’s paradoxes goes like this: ‘Motion cannot properly be defined within an instant. Only over a period’ (Vlastos.) I show that this ob-jection is exactly what it takes for Zeno to be right. If motion cannot be defined at an instant, even though the object is always moving at that instant, motion cannot be defined at all, for any longer period of time identical in content to that instant. The nonclassical response introduces discontinuity, to evade the paradox of infinite proximity of any point of a distance with any ‘next’. But it introduces the wrong sort of discontinuity because, rather than assuming the discontinuity of motion, as Quantum Theory does, it assumes the discontinuity of space. Due then to the resulting spacetime disorder, though all else is certainly lost, the Tortoise now turns up at least as fast as Achilles and hence not even this much is rescued. Zeno rejects motion because he shows that a moving object must be where it is not. Hence motion, if to occur, must violate the Law of Contradiction (LNC). Applying the concept of quantum discontinuity, I produce an alternative. If an object is to move discontinuously between two boundary points, A and B, what actually obtains is, rather, that it is nowhere at all in-between A and B. And cannot therefore be at two places in-between A and B. And cannot therefore be where it is not. Thus, LNC is conserved. However, in these conditions, the Law of the Excluded Middle (LEM) fails. To mitigate the undesirability of this effect, I show that LEM fails because LNC holds. Thus, the resulting nonbivalent logic, which is also appropriate for quantized transitions of all kinds, will always turn up nonbivalent, because consistent. And this is not too bad, considering.     

Methodological and theoretical issues on psychological traditionality and modernity research in an Asian society: In response to Kwang-Kuo Hwang and beyond

Three objectives are addressed in the present study. First, the methodological and conceptual aspects of my long-term research program on psychological (individual) traditionality and modernity in Taiwan are briefly reviewed to provide a background for systematically responding to Kwang-Kuo Hwang's critique of the research program. Second, my reply to Hwang is made in terms of five major issues, viz. the methodological approach adopted, the theoretical or conceptual basis, the explanation of the discontinuity between individual traditionality and modernity, the semantic opposites and psychological opposites, and the conceptual evaluation of the traditionality and modernity items. Third, a plea is made for conducting more and better studies on individual traditionality and modernity in developing Asian countries. Methodological and theoretical issues are further discussed and clarified for the sake of conducting methodologically and theoretically sounder research in this area.     

Forever is Always Finite: Reflections on Radical Life Extension

This essay reflects on the Radical Life Extension movement from six critical perspectives: RLE (1) ignores the benefits of finitude; (2) perpetuates the denial of death by seeking to vanquish it; (3) disregards the paradoxical nature of death as problem and mystery; (4) turns death and the Bronze Dream into idols; (5) overlooks a plethora of ethical dilemmas; and (6) fails to ask the central life question: “how well can we live?.” RLE is not only problematic: it is redundant. Being kept in the love of God forever is a different kind of ‘radical life extension’ that includes finitude and death.     

Die Atomistik bei Ludwig Boltzmann. Zur wissenschaftlichen und philosophischen Bedeutung einer kontroversen Position am Ende des 19. Jahrhunderts

The atomic hypothesis according to Ludwig Boltzmann. The scientific and philosophical importance of a controversial position at the close of the 19th century. This paper examines Boltzmann’s standpoint in the controversy over the existence of atoms between himself on the one hand and Mach, Ostwald, Helm and to some extent Duhem on the other hand. The latter wanted to develop a physics only constructed with perceptible phenomena. Because of the lack of empirical evidence of the atoms at that time they did not accept them for the construction of physics. In contrast, Boltzmann found the acceptance of atoms to be a fruitful assumption, since for him the construction of physics required going beyond perceptible phenomena. Two different conceptions of nature and of the ways to know nature clashed in this disagreement between Boltzmann and his opponents. Op-posing one-sided positions, Boltzmann supported the hypothetical character of science, in which more than one basic hypothesis can be advanced: he was open to the possibility of fundamental revolutions in science.

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Die Atomistik bei Ludwig Boltzmann. Zur wissenschaftlichen und philosophischen Bedeutung einer kontroversen Position am Ende des 19. Jahrhunderts

     

Developmental continuity in the processes that underlie spatial recall

This study investigated whether children's spatial recall performance shows three separable characteristics: (1) biases away from symmetry axes (geometric effects); (2) systematic drift over delays; and (3) biases toward the exemplar distribution experienced in the task (experience-dependent effects). In Experiment 1, the location of one target within each geometric category was varied. Children's responses showed biases away from a midline axis that increased over delays. In Experiment 2, multiple targets were placed within each category at the same locations used in Experiment 1. After removing geometric effects, 6-year-olds'--but not 11-year-olds'--responses were biased toward the average remembered location over learning. In Experiment 3, children responded to one target more frequently than the others. Both 6- and 11-year-olds showed biases toward the most frequent target over learning. These results provide a bridge between the performance of younger children and adults, demonstrating continuity in the processes that underlie spatial memory abilities across development.