Effects of alcohol intoxication on risk taking, strategy, and error rate in visuomotor performance.

Adult men (N = 44) participated for 2 days (alcohol vs. placebo treatment) in a double-blind, crossover experiment. Performance on the Digit Symbol Substitution Task (DSST) and a visuomotor (VM) task was measured 4 times each day. On the alcohol-treatment day, data were obtained once during ascending breath alcohol levels (BALs), once during maximal BALs (0.05 or 0.10), and twice during descending BALs. Data were collected at the same time points on the placebo-treatment day. Limited evidence for acute tolerance was obtained with the DSST, but error rates on the VM task were higher during maximal and descending BALs. Error rates remained near placebo values, and participants displayed slightly greater caution, while BALs were ascending. Strategy scores on the VM task exceeded placebo scores during maximal intoxication. Data interpretation is focused on individuals in higher level (e.g., professional) positions.     

Decision Making: Research and Theory Challenges for Applied Social Psychology

The potential for contributions by applied social psychology to decision research and theory is explored. Most decisions by groups and individuals are social in origin or impact, suggesting that social psychologists should consider decision making as a relevant topic. Early applied work is considered. Mathematical model approaches are explored. Both are found wanting, especially where we wish to apply our science to complex and multiple uncertain decision problems. Examples of recent relevant research that fit well into an applied social psychological framework are provided, indicating the variety of potential topics for investigations. Finally, the need for encompassing theory is considered. The characteristics of needed theory are discussed.     

Complexity: An Integration of Theories1

The development of a science-wide complexity theory by associates of the Santa Fe Institute provides the opportunity to explore the convergence of behavioral (cognitive/conceptual) complexity theory with science-wide complexity theory. A number of equivalent or similar views of two theories with relevance to human cognition and behavior are discussed.     

The Measurement of Behavioral Complexity

A number of measurement techniques designed to assess cognitive and behavioral complexity are considered. While early measures limit their focus to interpersonal differentiation, later measures consider differentiation, integration, and, in one case, various other aspects of information processing structure. Objective paper-and-pencil measures, subjective response assessment, and simulation technology are briefly described.     

The dimensionality of attributions of causality and responsibility for an accident

Effects of the dimensionality of responsibility and causality attributions were investigated. An accident was described. Subjects cued to respond with causality attributions increased their attributions with event severity. Subjects cued to respond with moral responsibility attributions decreased attributional levels with increasing severity. Assignments of guilt varied specifically with the cued attributional concept.     

Crowding: Effects of Group Size,Room Size,or Density?

The separate effects of group size, room size, and density (space per person) were investigated for subjects responding interactively or coactively to perceptual and cognitive tasks. The major findings are that crowding has greater effects on "feelings" and "interpersonal perceptions" than on task performance. Where crowding did have effects, they appeared to be mediated more by group size and, to some degree, room size than by density, especially for males. Female subjects appeared somewhat more density oriented than male subjects.     

"Seeing things in my head": a synesthete's images for music and notes

We explored synesthetic experiences (photisms) elicited by music and notes for GS, a 22-year-old female college student, who is a genuine digit synesthete (Mills et al 1999 Cognitive Neuropsychology 16 181-191). After extensive interviews, we conducted five studies using synthesizer notes in different octaves and in different instrument sounds. GS described, drew, or selected her photisms from alternatives. The results were: (a) her photisms had shape, color, movement, and texture: (b) different instruments had photisms with different shapes and families of instruments had similar shapes; (c) low-pitched notes were darker and larger than high notes; (d) instrument and pitch affected each other; (e) a given note was perceived as darker after a high note than after a low note; and (f) GS's drawings of notes became more consistent with repeated trials. Theoretical observations are discussed on the basis of these results.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.