TWO ROUTES TO ELIMINATING GENDER DIFFERENCES IN PERSONAL ENTITLEMENT: Social Comparisons and Performance Evaluations

This analog study examined how the presence and absence of explicit social comparison standards and performance feedback influenced women's and men's perceptions of personal entitlement for pay. In the absence of both comparison information and performance feedback, women felt they deserved less pay than did men. However, these gender differences were eliminated when women and men were exposed to either the same comparison information or the same performance feedback. Path analyses further revealed that the effects of comparison information and performance feedback on judgments of pay fairness and satisfaction were mediated almost exclusively by feelings of entitlement.     

Suppression of Regional Cerebral Blood during Emotional versus Higher Cognitive Implications for Interactions between Emotion and Cognition

Brain mapping studies using dynamic imaging methods demonstrate areas regional cerebral blood flow (rCBF) decreases, as well as areas where increases, during performance of various experimental tasks. Task holds for both sets of cerebral blood flow changes (CBF), providing the opportunity to investigate areas that become and “activated” in the experimental condition relative to control state. Such data yield the intriguing observation that in areas in emotional processing, such as the amygdala, the posteromedial cortex, and the ventral anterior cingulate cortex, although flow as expected during specific emotion-related tasks, flow decreases performance of some attentionally demanding, cognitive tasks. Conversely, in some of the areas that appear to subserve cognitive functions, as the dorsal anterior cingulate and the dorsolateral prefrontal cortices, increases while performing attentionally demanding cognitive tasks, but during some experimentally induced and pathological emotional Although the specific nature of such reciprocal patterns of regional remains unclear, they may reflect an important cross-modal interaction during mental operations. The possibility that neural activity is less in areas required in emotional processing during some higher cognitive processes holds implications for the mechanisms underlying interactions cognition and emotion. Furthermore, the possibility that neural in some cognitive-processing areas is suppressed during intense states suggests mechanisms by which extreme fear or severe may interfere with cognitive performance.     

The Effect of Erroneous Knowledge of Results on Skill Acquisition when Augmented Information is Redundant

Even though it can be shown that verbal knowledge of results (KR) is redundant with sensory feedback for learning certain motor skills, such findings do not eliminate the possibility that when KR is available it influences underlying learning processes. In order to examine the function of KR more closely, two experiments were designed in which the subjects received conflicting information about their own sensory feedback and the KR presented by the experimenter. In Experiment 1, two erroneous-KR groups, a correct-KR group, and a no-KR group performed 150 practice trials on a simple anticipation timing task and then performed three no-KR retention tests of 30 trials each following intervals of 10 minutes, 1 week, and 1 month. The results supported previous findings that providing correct KR is redundant in anticipation tasks. However, learning was influenced by KR as subjects performed according to the erroneous KR information, thereby ignoring their sensory feedback even after a 1-month interval. In Experiment 2, subjects practised a more complex striking response for the anticipation task for 75 trials and then performed no-KR retention trials either immediately, or 1 day or 1 week later. One of the groups received erroneous KR after 50 practice trials with correct KR. The results confirmed and extended those from Experiment 1, as erroneous KR, even after initial practice with correct KR, influenced retention performance. These results indicate that although KR provides information that is not needed to learn anticipation timing skills, this augmented verbal information is a dominant source of information that influences underlying cognitive processes involved in learning motor skills.     

Cumulative Article Index 2006–2013 (Volumes 59–73)

International Journal for Philosophy of Religion -