Seeking positive experiences can produce illusory correlations

Individuals tend to select again alternatives about which they have positive impressions and to avoid alternatives about which they have negative impressions. Here we show how this sequential sampling feature of the information acquisition process leads to the emergence of an illusory correlation between estimates of the attributes of multi-attribute alternatives. The sign of the illusory correlation depends on how the decision maker combines estimates in making her sampling decisions. A positive illusory correlation emerges when evaluations are compensatory or disjunctive and a negative illusory correlation can emerge when evaluations are conjunctive. Our theory provides an alternative explanation for illusory correlations that does not rely on biased information processing nor selective attention to different pieces of information. It provides a new perspective on several well-established empirical phenomena such as the ‘Halo’ effect in personality perception, the relation between proximity and attitudes, and the in-group out-group bias in stereotype formation.     

The good, the strong, and the accurate: preschoolers' evaluations of informant attributes

Much recent evidence shows that preschoolers are sensitive to the accuracy of an informant. Faced with two informants, one of whom names familiar objects accurately and the other inaccurately, preschoolers subsequently prefer to learn the names and functions of unfamiliar objects from the more accurate informant. This study examined the inference process underlying this preference. We asked whether preschoolers make narrow inferences about informants, broader trait-based inferences, or more global evaluative inferences. We further asked what inferences preschoolers make about a potential informant based on distinctions in the unrelated domain of physical strength. The results indicate that preschoolers make relatively narrow inferences when observing individual differences in accuracy even though they are prone to global evaluative inferences when observing individual differences in strength. Preschoolers’ burgeoning understanding of others as expert language users may underlie their selective endorsement of a more accurate informant.     

Whatever Gave You That Idea? False Memories Following Equivalence Training: A Behavioral Account of the Misinformation Effect

The misinformation effect is a term used in the cognitive psychological literature to describe both experimental and real-world instances in which misleading information is incorporated into an account of an historical event. In many real-world situations, it is not possible to identify a distinct source of misinformation, and it appears that the witness may have inferred a false memory by integrating information from a variety of sources. In a stimulus equivalence task, a small number of trained relations between some members of a class of arbitrary stimuli result in a large number of untrained, or emergent relations, between all members of the class. Misleading information was introduced into a simple memory task between a learning phase and a recognition test by means of a match-to-sample stimulus equivalence task that included both stimuli from the original learning task and novel stimuli. At the recognition test, participants given equivalence training were more likely to misidentify patterns than those who were not given such training. The misinformation effect was distinct from the effects of prior stimulus exposure, or partial stimulus control. In summary, stimulus equivalence processes may underlie some real-world manifestations of the misinformation effect.     

Information quality in personality judgment: The value of personal disclosure

We examined the relative quality of different types of information and its effects on accuracy in personality judgment. Three hundred and forty-four unacquainted undergraduates participated in a small group round-robin rating scheme. In one condition, participants were asked to disclose three things that were very important to them in life. In a second condition, participants were asked to disclose three distinctive personal facts: things that differentiated them from others. We found that (a) people believed values information was more personality-relevant than facts information and (b) although there was no clear advantage for one condition over the other in terms of generalized accuracy, there were some differences across conditions for specific traits. Implications for the study of information quality in personality judgment are discussed.     

Students with the initial “A” don’t get better grades

It has been claimed that students whose first or last name begins with the letters A or B have higher grade point averages than students whose first or last name begins with the letters C or D. We critique the analysis behind this claim, raising a number of issues that lead us to question the validity of the claim. We also test for a relation between student initial and GPA using two new datasets and find no evidence to support such a relation.     

Analysis of five cases with neurogenic stuttering following brain injury in the basal ganglia

This study examined stuttering patterns in five patients with basal ganglia injury. None of the patients had a history of developmental stuttering. Four patients were right-handed; one patient was ambidextrous. Stuttering tests administered to patients assessed sentence repetition, reading aloud, explanations of a comic strip, and conversation. Accessory behaviors such as facial grimaces, associated movements of the limbs, and avoidance behaviors were observed. The results of this study differ from those of previous studies of neurogenic stuttering in several respects: (1) blocks were frequently observed. (2) Adaptation was observed. (3) Almost all stuttering occurred at the initiation of words. (4) Across patients, stuttering frequency did not vary in a consistent manner with speaking task. New speech characteristics for neurogenic stuttering without aphasia following injury to the basal ganglia are described.Educational objectives: After reading this text, the reader will be able to: (1) provide characteristics of neurogenic stuttering after the basal ganglia in patients without aphasia; (2) discuss the difference of the features and characteristics of stuttering between previously reported patients and present patients.     

The Flynn effect puzzle: A 30-year examination from the right tail of the ability distribution provides some missing pieces

The Flynn effect is the rise in IQ scores across the last eighty or more years documented in the general distribution of both industrialized and developing nations primarily on tests that require problem solving and non-verbal reasoning. However, whether the effect extends to the right tail (i.e., the top 5% of ability) remains unknown. The present study uses roughly 1.7 million scores of 7th-grade students on the SAT and ACT as well as scores of 5th- and 6th-grade students on the EXPLORE from 1981 to 2010 to investigate whether the effect operates in the right tail. The effect was found in the top 5% at a rate similar to the general distribution, providing evidence for the first time that the entire curve is likely increasing at a constant rate. The effect was also found for females as well as males, appears to still be continuing, is primarily concentrated on the mathematics subtests of the SAT, ACT, and EXPLORE, and operates similarly for both 5th and 6th as well as 7th graders in the right tail. These findings help clarify the nature of the effect and may suggest ways that potential causes can now be more meaningfully offered and evaluated.     

The Flynn effect in South Africa

This is a study of secular score gains in South Africa. The findings are based on representative samples from datasets utilized in norm studies of popular mainstream intelligence batteries such as the WAIS as well as widely used test batteries which were locally developed and normed in South Africa. Flynn effects were computed in three ways. First, studies where two different groups take the same test, with several years in between, using representative or comparable samples were used. Second, studies where the same group takes two different test batteries at a specific time were used. Third, the score differences between English- and Afrikaans-speaking Whites in South Africa in the 20th century were compared. The Flynn effect in White groups in South Africa is somewhat smaller than the Flynn effect in Western, industrialized countries (total N = 6534), and the Flynn effect in Indian groups is substantially smaller (total N = 682). Non-verbal IQ scores surpassed increases in verbal IQ scores. The findings from English- and Afrikaans-speaking Whites evidence a leveling out of differences in score gains over the 20th century (total N = 79,310). A meta-regression analysis showed no clear support for the moderators a) method used for computing the Flynn effect gain, b) type of test battery, c) time span, d) quality of the sample, and e) average age of sample.     

The influence of attachment and temperament on venipuncture distress in 14-month-old infants: the Generation R Study

Objective

This study examined the effects of attachment and temperament on infant distress during venipuncture.

Method

The study was embedded in the Generation R Study, a prospective population-based study. Two different research procedures (i.e., blood sampling and the Ainsworth Strange Situation Procedure) yielded measures of venipuncture distress and attachment security and disorganization in 246 infants aged 14 months. Four temperament traits (distress to limitations, fear, recovery from distress, and sadness) were assessed using the maternally reported Infant Behavior Questionnaire - Revised, at the age of 6 months.

Results

There were no differences between mean levels of distress during venipuncture in infants classified as having insecure attachment, but there was a trend for disorganized attachment. The temperament traits were not related to distress. However, children with a disorganized attachment and higher temperamental fear had more venipuncture distress.

Conclusion

When different risk factors are present simultaneously, infant distress is heightened.     

Understanding cooperation in the Prisoner’s Dilemma game

In the standard one-shot Prisoner’s Dilemma game, participants often choose to cooperate, when the optimal strategy is to defect. This puzzling finding has attracted considerable interest both in terms of possible computational frameworks for modeling human judgment, but also regarding the more general debate of human altruism. In this research, we ask how much of human behavior in this task can be explained by a putative bias for cooperative behavior and whether this, in turn, is influenced by personality. We compared performance on the standard task with performance on a matched neutral one; we manipulated the optimal strategy (defect or cooperate); and we manipulated the amount of payoff for responding optimally. Results revealed little evidence for a bias for cooperative behavior, but significant associations with the personality factors of Behavioural Activation System (BAS) Reward Responsivity and Agreeableness were found. These findings are discussed in terms of the attempt to explain judgment in one-shot, Prisoner’s Dilemma tasks with statistical or probabilistic models.