Organization by modality,language, and category compared

Summary An experiment was presented to test a functionalistic interpretation of the modality effect. This shows a superior recall performance for auditorily as opposed to visually presented verbal information. A total of 60 subjects were presented with mixed-mode (auditory-visual words), mixed-language (Swedish-English words), or mixed-category (category-unrelated words) lists, and were asked to recall the words of each list in any preferred order. The degree of organization according to modality, language, or category and the recall performance were measured. Organization by modality was significantly higher than organization by language or category as predicted by the functionalistic view proposed. The recall performance obtained for auditory and visual words differed in a way predicted by the functionalistic view.     

Channel capacity and processing of modality specific information

The synthesis model, designed to explain effects of modality specific information on retention, is presented and tested. The model encompasses qualitative and quantitative components. The qualitative characteristics reflect the physiological properties of the auditory and visual channels. Three parameters are assumed to affect the quantitative efficiency of the channels. Each channel is assumed to have a certain capacity, and processing of information in the channels is determined by situational demands. Furthermore, processing in a channel is regarded as superficial. Increased allocation of processing to the superficial level was manipulated by the use of modality specific distractors and conditions of ‘supracapacity load’. Transformation of information from the visual to the auditory channel was controlled by the use of one mixed-mode and one single-mode experiment. Thirty subjects participated in the mixed-mode experiment and 60 in the single-mode experiment. Both experiments employed an identical distraction task, intervening presentation and free recall of the to-be-remembered items. The results confirmed the predictions of (a) modality specific distraction, (b) supracapacity performance decrement, (c) a larger distraction effect for the auditory channel and (d) transformation effects in the single-mode experiment.     

Comparing Multiple Paths to Mastery: What is Learned?

Contemporary theories of learning postulate one or at most a small number of different learning mechanisms. However, people are capable of mastering a given task through qualitatively different learning paths such as learning by instruction and learning by doing. We hypothesize that the knowledge acquired through such alternative paths differs with respect to the level of abstraction and the balance between declarative and procedural knowledge. In a laboratory experiment we investigated what was learned about patterned letter sequences via either direct instruction in the relevant patterns or practice in solving letter-sequence extrapolation problems. Results showed that both types of learning led to mastery of the target task as measured by accuracy performance. However, behavioral differences emerged in how participants applied their knowledge. Participants given instruction showed more variability in the types of strategies they used to articulate their knowledge as well as longer solution times for generating the action implications of that knowledge as compared to the participants given practice. Results are discussed regarding the implications for transfer, generalization, and procedural application. Learning theories that claim generality should be tested against cross-scenario phenomena, not just parametric variations of a single learning scenario.     

Induced strategy shifts in spatial reasoning

Previous research on reasoning about spatial arrangements has revealed two major strategies used by adults: Series Formation and Elimination. It was hypothesized that all adults have both strategies available. An experiment was carried out in which subjects who showed no spontaneous tendency to shift strategy were induced to do so. The strategy shifts by the subjects are simulated by a computer program in the form of a homogeneous production system. The conditions under which homogeneous and hierarchical production system models will yield the same predictions are discussed.     

Multiple causes of difficulty in insight: the case of the nine-dot problem

Theories of insight problems are often tested by formulating hypotheses about the particular difficulties of individual insight problems. Such evaluations often implicitly assume that there is a single difficulty. We argue that the quantitatively small effects of many studies arise because the difficulty of many insight problems is determined by multiple factors, so the removal of 1 factor has limited effect on the solution rate. Difficulties can reside either in problem perception, in prior knowledge, or in the processing of the problem information. We support this multiple factors perspective through 3 experiments on the 9-dot problem (N.R.F. Maier, 1930). Our results lead to a significant reformulation of the classical hypothesis as to why this problem is difficult. The results have general implications for our understanding of insight problem solving and for the interpretation of data from studies that aim to evaluate hypotheses about the sources of difficulty of particular insight problems.     

Personality trait scores among occupationally active bullied persons and witnesses to bullying

There is little research on the personalities and emotional stability of persons who report being bullied or witnessing bullying at work. Men and women (N = 247) from 19 to 64 years of age and in manual labour completed a questionnaire concerning the psychosocial work climate, bullying and personality. Three groups were defined: bullied (N = 14), witnesses (N = 31) and non-bullied respondents (N = 202). The Swedish universities Scale of Personality was used to assess personality traits related to the three major dimensions of neuroticism, extraversion, and aggressiveness. Bullied persons had higher scores on all six scales within the neuroticism dimension as well as higher irritability (aggressiveness dimension) and impulsiveness scores (extraversion dimension), when compared with their non-bullied work colleagues. To conclude, bullied persons display a self-image that is dominated by mistrust and embitterment as well as irritability and impulsiveness. Accordingly, when dealing with bullying at work, the need for ego-supportive actions should be considered in conjunction with more organisational, collective oriented action.     

Psychology is About Processes

Out of the eight points of methodological criticism against contemporary psychology formulated by Watson (Psychological Bulletin 31:755–776, 1934) and put forward by Toomela in this issue, the overemphasis on prediction, the neglect of individual differences, the habit of the differences between the mental states of subjects in objective experimental conditions are particularly important. Modern cognitive psychology has began to remedy those problems, in part by proposing broad, integrative theories. It is not useful to subdivide psychology into “schools of thought” defined by their methodological practices.

An eye movement study of insight problem solving

The representational change theory of insight claims that insight problems cause impasses because they mislead problem solvers into constructing inappropriate initial representations. Insight is attained when the initial representation is changed. In the present study (N = 24), we tested three specific implications of these hypotheses against eye movements recorded while participants solved matchstick arithmetic problems. The results were consistent with the predictions, providing converging evidence with prior findings using solution rates and solution times. Alternative theories of insight can explain individual findings, but only the representational change theory accounts for both the performance data and the eye movement data. The present study also suggests that eye movement recordings provide an important new window into processes of insight problem solving.     

Daily hassles,their antecedents and outcomes among professional first responders: A systematic literature review

Occupational groups such as firefighters, military officers, paramedics and police officers are exposed to a combination of acute, severe and accumulated everyday stress. Drawing on the daily hassles perspective on stress, the aim was to synthesize existing research on daily hassles in professional first responder settings into a theoretical model. A systematic mixed studies review with an integrated design was undertaken. The selection process resulted in 40 articles meeting the inclusion criteria. The selected papers represented two literature reviews, one qualitative study, eight longitudinal studies and 29 cross‐sectional studies. Five superior categories emerged in the analysis: Individual antecedent and continuously framing factors, Environmental antecedent and continuously framing factors, Appraisal and coping processes, Daily hassles and Outcome. Suggestions for future research are presented.     

Aggression and offence motivation in prisoners: exploring the components of motivation in an adult male sample

This study examined aggression and offending motivation. Participants were 206 adult male prisoners. All completed the Aggression Motivation Questionnaire [Ireland, 2008], the Offending Motivation Questionnaire [Gudjonsson and Sigurdsson, 2004], the Multidimensional Anger Inventory [Siegel, 1986] and the Balanced Inventory of Desirable Responding [Paulhus, 1991]. It was predicted that aggression motivation would separate into two factors, one reflecting proactive aggression and the other reactive aggression. It was predicted that aggression motives would vary by offence type. It was also predicted that the offending motives identified in previous research (i.e. Excitement, Compliance, Provocation and Financial) would be reflected in this study. Levels of anger and social desirability were also examined for their relationship with aggression and offending motives. Results indicated that aggression motivation separated into four core motives; protection, social recognition, perceived positive outcome, and pleasure. Violent and nonviolent offenders were found to differ in their underlying motives for recent acts of aggression. Anger was related to all core aggression motives, whereas social desirability was related only to some. Offending motives were similar to previous research although some differences were found. Results are discussed with reference to their theoretical and clinical implications.