The Effect of Goal Difficulty on Escalation of Commitment

Escalation of commitment to a failing course of action is a problem in behavioral decision making that occurs across a wide range of social contexts. In this research, we show that examining escalation of commitment from a goal setting theory perspective provides fresh insights into how goal difficulty influences escalation of commitment. Specifically, through a series of two experiments, we found a curvilinear relationship between goal difficulty and post‐feedback goal commitment, which was mediated by valence and expectancy associated with goal attainment. In turn, it is commitment to goals that leads individuals to continue a previous course of action despite negative feedback. Copyright © 2014 John Wiley & Sons, Ltd.     

音乐与情绪诱发的机制模型

音乐与情绪关系的讨论正处于行为层面描述向认知及神经机制研究的初探阶段.线索一致性模型、音乐期待模型、协同化理论和多重机制模型分别从音乐线索、听者认知、音乐与听者互动关系及多重整合角度对音乐诱发情绪的过程做出了解释.当前分歧集中于三方面:(1)音乐诱发情绪是否必须以认知为中介;(2)诱发过程是一般领域还是特殊领域;(3)诱发情绪的机制是多元还是单一.文章提出确定概念同质、借助多指标测量和思考机制关系等解决思路,并阐明了此领域的研究趋势.     

Psychometric Assessment of the Comprehensive Effects of Alcohol Questionnaire: Comparing a Brief Version to the Original Full Scale

The current set of studies compared the psychometric properties of the original Comprehensive Effects of Alcohol Questionnaire (CEOA) to a 15-item version (B-CEOA) in a nonclinical undergraduate sample (N = 581), and attempted to replicate and extend the B-CEOA findings in an undergraduate sample referred to an alcohol intervention (N = 734). Psychometric assessment included construct validity, internal consistency, and concurrent validity, using both positive and negative expectancy items in all analyses. Results provided further support for the empirical validity of the original CEOA, and provided support for the use of the B-CEOA despite the reduction in the number of items. The B-CEOA factor structures obtained using exploratory and confirmatory techniques provided support for a 4-factor structure of expectancies and 3-factor structure of valuations. Findings reveal potential problems with positive and negative expectancy items. Trade-offs regarding factor structure, internal consistency, and administration time should be considered in using the B-CEOA vs. the CEOA.     

Evaluation of quantitative theories of timing

Scalar timing theory is a clear, complete, modular, and precise theory of timing that explains much of the data from many timing procedures, but not all of the data from all of the procedures. The multiple-time-scale theory of timing provides an alternative representation of time that has not yet been tested with respect to its fit to timing data.     

THE BEHAVIORAL THEORY OF TIMING: TRANSITION ANALYSES

Gibbon and Church (1990, 1992) have recently confirmed an important, parameter-free prediction of the behavioral theory of timing (Killeen & Fetterman, 1988): The times of exiting from a bout of activity are positively correlated with the times of entrance to it. The correlations were slightly less than predicted, however, and the correlations between the start of an activity and the time spent engaged in that activity were negative, rather than zero. We adapted their serial model as an augmented (one-parameter) version of the behavioral theory, positing a lag between the receipt of a pulse from the pacemaker and transition into the next class of responses. The augmented version of the behavioral theory further improved the correspondence between the theory and the correlational data reported by Gibbon and Church. It also accounts for previously unpublished data from our laboratory derived from a new timing technique, the “peak choice” procedure. We show that the measured variance of movement times from one key to another closely approximates the estimated variance of transition times recovered from fits of the augmented model to the data. Such correspondence both attests to the correct identification of this source of variance and suggests ways to remove it, both from behavior and from our models of behavior.     

Residence time in concurrent foraging with fixed times to prey arrival

Five pigeons were trained in a concurrent foraging procedure in which reinforcers were occasionally available after fixed times in two discriminated patches. In Part 1 of the experiment, the fixed times summed to 10 s, and were individually varied between 1 and 9 s over five conditions, with the probability of a reinforcer being delivered at the fixed times always .5. In Part 2, both fixed times were 5 s, and the probabilities of food delivery were varied over conditions, always summing to 1.0. In Parts 3 and 4, one fixed time was kept constant (Part 3, 3 s; Part 4, 7 s) while the other fixed time was varied from 1 s to 15 s. Median residence times in both patches increased with increases in the food-arrival times in either patch, but increased considerably more strongly in the patch in which the arrival time was increased. However, when arrival times were very different in the two patches, residence time in the longer arrival-time patch often decreased. Patch residence also increased with increasing probability of reinforcement, but again tended to fall when one probability was much larger than the other. A detailed analysis of residence times showed that these comprised two distributions, one around a shorter mode that remained constant with changes in arrival times, and one around a longer mode that monotonically increased with increasing arrival time. The frequency of shorter residence times appeared to be controlled by the probability of, and arrival time of, reinforcers in the alternative patch. The frequency of longer residence times was controlled directly by the arrival time of reinforcers in a patch, but not by the probability of reinforcers in a patch. The environmental variables that control both staying in a patch and exiting from a patch need to be understood in the study both of timing processes and of foraging.     

Numerosity discrimination in preschool children

We used a numerical bisection procedure to examine preschool children's sensitivity to the numerical attributes of stimuli. In Experiment 1 children performed two tasks. In the Cups Task they earned coins for choosing a green cup after two drumbeats and a blue cup after eight drumbeats. In the Gloves Task they earned coins for raising a red glove on their left hand after two drumbeats and a yellow glove on their right hand after eight drumbeats. Then in each task a psychometric function was obtained by presenting intermediate numerosities and recording the percentage of trials in which children chose the "many" option. In Experiment 2 children's performance in a '2 vs. 8' discrimination was compared with their performance in a "4 vs. 16" discrimination. Results showed that the individual psychometric functions were of two types, one in which the percentage of "many" choices increased gradually with stimulus numerosity and another in which it increased abruptly, in a step-like manner. Although the average point of subjective equality was close to the geometric mean of the anchor numerosities and the average functions for "2 vs. 8" and "4 vs. 16" superimposed when plotted on a common scale (the scalar property), the individual data were highly variable both across tasks (Cups and Gloves) and numerosity ranges ('2 vs. 8' and '4 vs. 16'). It is suggested that between- and within-subjects variability in the psychometric function is related to children's verbalizations about the sample stimulus.     

Four‐year‐olds incorporate speaker knowledge into pragmatic inferences

Human communication relies on the ability to take into account the speaker's mental state to infer the intended meaning of an utterance in context. For example, a sentence such as ‘Some of the animals are safe to pet’ can be interpreted as giving rise to the inference ‘Some and not all animals are safe to pet’ when uttered by an expert. The same inference, known as a scalar implicature, does not arise when the sentence is spoken by someone with partial knowledge. Adults have been shown to derive scalar implicatures in accordance with the speaker's knowledge state, but in young children this ability is debated. Here, we revisit this question using a simple visual world paradigm. We find that both 4‐ and 5‐year‐olds successfully incorporate speaker knowledge into the derivation of scalar inferences. However, this ability does not generalize immediately to non‐linguistic communicative contexts. These findings have important implications for the development of pragmatic abilities.     

The Influence of Abnormal Sex Differences in Life Expectancy on National Happiness

Countries with better health, as indexed by life expectancy, score higher on subjective well-being (SWB). It was predicted that deviations from the average sex difference in life expectancy (reflecting reproductive competition among males and discrimination against females) would be inversely related to happiness. Regression analysis of SWB for 178 countries found that deviations from the average sex difference in life expectancy were predictive of unhappiness controlling for life expectancy, national wealth, and income inequality. Countries with a relative scarcity of female children (used as an index of parental bias) were less happy. Societies in which there is an undue burden on the health and survival of either sex are thus unhappy ones due to gender-specific disadvantage and associated gender conflict.     

Social anxiety and cognitive expectancy of aversive outcome in avoidance conditioning

Fear conditioning studies have shown that social anxiety is associated with enhanced expectancy of aversive outcome. However, the relation between cognitive expectancy and social anxiety has never been tested in avoidance conditioning paradigms. We compared 48 low (LSA) and high socially anxious individuals (HSA) on subjective expectancy of aversive outcome during an avoidance conditioning task. Displays of neutral faces were coupled with an aversive outcome (US): a shout and a shock. Participants could avoid the US by pressing a correct button from a button box. First, HSA showed higher US expectancy than LSA during the initial phase of avoidance conditioning, supporting the view that socially anxious individuals have an expectancy bias when social situations are ambiguous. Second, when the avoidance response became unavailable, LSA showed lower US expectancy than HSA, suggesting that low socially anxious individuals are prone to a positive bias when perceived threat is high. A lack of such positive bias in socially anxious individuals may lead to higher susceptibility to safety behavior interpretations. Together, these findings support the role of cognitive processes in avoidance conditioning and underscore the relevance to encounter avoidance learning when studying social anxiety.