Consequences of socially sharing emotions: testing the emotion-response congruency hypothesis

We test the emotion-response congruency hypothesis, which predicts that the consequences of socially sharing one's negative emotions depend on the congruency between the shared emotion and the response that is obtained from the interaction partner. Experiment 1a shows that the response that people prefer is dependent on the specific emotion shared. Experiment 1b, however, reveals that the responses that interaction partners provide do not differ across emotions. Yet, and crucially, Experiment 2 shows that the outcomes of sharing are affected by the congruency between the response that people receive and the emotion they share, thus supporting the emotion-response congruency hypothesis. Copyright © 2006 John Wiley & Sons, Ltd.     

Individual differences in reverse Hindsight bias: I never thought something like chernobyl would happen. Did I?

Hindsight bias was studied in the context of the accident in the Chernobyl nuclear power plant, which took place on April 26th 1986. An individual difference factor which relates to the motivation to process information, need for cognition, was expected to moderate the occurrence of hindsight bias. Probability estimates of many casualties due to the use of nuclear power in The Netherlands were obtained from 212 individuals two months before the accident in Chernobyl. These estimates were compared with similar estimates made in hindsight by the same individuals five months after the accident. Loglinear Analyses reveal a systematic hindsight bias. However, the direction of the bias was contrary to expectations. In hindsight, individuals gave lower probabilities than they actually did two months before the Chernobyl accident. These results reveal a reverse hindsight bias. As hypothesized, need for cognition moderates hindsight bias: individuals low and medium in need for cognition express a systematic reverse hindsight bias, while individuals high in need for cognition do not. High need for cognition individuals also show higher literal consistency between the two measurements, which supports a memory explanation of the moderating effect of need for cognition.     

The asymptotic distribution of response probabilities in the Audley-Jonckheere learning model

The asymptotic distributions of response probabilities in the Audley-Jonckheere learning model, as applied to the two-choice learning situation, are described for (1) the experimenter-controlled events model, (2) the subject-controlled events model, and (3) the experimenter-subject-controlled events model.     

Superintuitionistic Companions of Classical Modal Logics

This paper investigates partitions of lattices of modal logics based on superintuitionistic logics which are defined by forming, for each superintuitionistic logic L and classical modal logic , the set L[] of L-companions of . Here L[] consists of those modal logics whose non-modal fragments coincide with L and which axiomatize if the law of excluded middle p V p is added. Questions addressed are, for instance, whether there exist logics with the disjunction property in L[], whether L[] contains a smallest element, and whether L[] contains lower covers of . Positive solutions as concerns the last question show that there are (uncountably many) superclean modal logics based on intuitionistic logic in the sense of Vakarelov [28]. Thus a number of problems stated in [28] are solved. As a technical tool the paper develops the splitting technique for lattices of modal logics based on superintuitionistic logics and ap plies duality theory from [34].     

Simulation and Transfer Results in Modal Logic – A Survey

This papers gives a survey of recent results about simulations of one class of modal logics by another class and of the transfer of properties of modal logics under extensions of the underlying modal language. We discuss: the transfer from normal polymodal logics to their fusions, the transfer from normal modal logics to their extensions by adding the universal modality, and the transfer from normal monomodal logics to minimal tense extensions. Likewise, we discuss simulations of normal polymodal logics by normal monomodal logics, of nominals and the difference operator by normal operators, of monotonic monomodal logics by normal bimodal logics, of polyadic normal modal logics by polymodal normal modal logics, and of intuitionistic modal logics by normal bimodal logics.     

Global and local covert visual attention: Evidence from a bayesian hidden markov model

Psychological, psychophysical and physiological research indicates that people switch between two covert attention states, local and global attention, while visually exploring complex scenes. The focus in the local attention state is on specific aspects and details of the scene, and on examining its content with greater visual detail. The focus in the global attention state is on exploring the informative and perceptually salient areas of the scene, and possibly on integrating the information contained therein. The existence of these two visual attention states, their relative prevalence and sequence in time has remained empirically untested to date. To fill this gap, we develop a psychometric model of visual covert attention that extends recent work on hidden Markov models, and we test it using eye-movement data. The model aims to describe the observed time series of saccades typically collected in eye-movement research by assuming a latent Markov process, indicative of the brain switching between global and local covert attention. We allow subjects to be in either state while exploring a stimulus visually, and to switch between them an arbitrary number of times. We relax the no-memory-property of the Markov chain. The model that we develop is estimated with MCMC methodology and calibrated on eye-movement data collected in a study of consumers' attention to print advertisements in magazines.We thank Dominique Claessens of Verify International for making the data available to us.     

Psychometric Properties of the Multidimensional Perfectionism Scale of Hewitt in a Dutch-Speaking Sample: Associations With the Big Five Personality Traits

We administered the Dutch Multidimensional Perfectionism Scale of Hewitt and Flett (1991, 2004) in a large student sample (N = 959) and performed a confirmatory factor analysis to test the factorial structure proposed by the original authors. The existence of a method factor referring to the negatively keyed items in the questionnaire was investigated by including it in the tested models. Next, we investigated how the 3 perfectionism dimensions are associated with the Five-factor model (FFM) of personality. The 3-factor structure originally observed by the authors was confirmed, at least when a method factor that refers to the negatively keyed items was included in the model. Self-oriented and socially prescribed perfectionism were both distinguished by low extraversion and low emotional stability. Self-oriented perfectionism's positive relationship with both conscientiousness and openness to experience differentiated the 2 perfectionism dimensions from each other. Other-oriented perfectionism was not well-characterized by the Big Five personality traits.     

A single instrument: Engineering and engineering technology students demonstrating competence in ethics and professional standards

This paper details efforts by the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI) to create a single instrument for honors science, technology, engineering and mathematics (STEM) students wishing to demonstrate competence in the IUPUI Principles of Undergraduate Learning (PUL’s) and Accreditation Board for Engineering and Technology (ABET) Engineering Accreditation Criterion (EAC) and Technology Accreditation Criterion (TAC) 2, a through k. Honors courses in Human Behavior, Ethical Decision-Making, Applied Leadership, International Issues and Leadership Theories and Processes were created along with a specific menu of activities and an assessment rubric based on PUL’s and ABET criteria to evaluate student performance in the aforementioned courses. Students who complete the series of 18 Honors Credit hours are eligible for an Honors Certificate in Leadership Studies from the Department of Organizational Leadership and Supervision. Finally, an accounting of how various university assessment criteria, in this case the IUPUI Principles of Undergraduate Learning, can be linked to ABET outcomes and prove student competence in both, using the aforementioned courses, menu of items, and assessment rubrics; these will be analyzed and discussed. An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, 9–10 June 2005. Timothy Diemer is a visiting assistant professor in the Dept. of Organizational Leadership and Supervision and director of international services in the Purdue School of Engineering and Technology at IUPUI. Stephen P. Hundley is an Associate Professor of Organizational Leadership and Supervision in the Purdue School of Engineering and Technology at IUPUI. Robert M. Wolter is a lecturer in the Dept. of Organizational Leadership and Supervision at IUPUI and teaches ‘Human Behavior in Organizations’ and ‘Applied Leadership’.