不同文章难度条件下文化特征类型熟悉度对阅读理解的影响

该研究考察了非英语专业具有不同英语语言水平学习者在不同难度条件下两种文化特征熟悉度对阅读理解的影响。研究发现：（1）语言水平高,或对材料背景熟悉的学习者可通过调用熟悉的文化背景知识帮助阅读理解,其得分均高于低水平,或对材料不熟悉的学习者;（2）在熟悉的文化背景条件下,当材料难度与学习者语言水平基本一致时,语言水平低的学习者也可较好地运用熟悉的文化背景知识帮助阅读理解。实验结果表明：文化特征的内容熟悉度和英语语言水平（或文章难度）对阅读理解起着重要作用,语言水平越高,作用越大。     

The impact of information from similar or different advisors on judgment

People rely on others’ advice to make judgments on a daily basis. In three studies, we examine the differential impacts of similarity between the source of that advice and the person making the judgment in two settings: judging others’ behavior and judging one’s own actions. We find that similarity interacts with the target of the judgment. In particular, information received from a different advisor is more heavily weighed than from a similar advisor in judging others’ actions, but information from a similar advisor is more heavily weighed than from a different advisor in judging one’s own. We provide two potential explanations for this interaction, difficulty of the judgment and informativeness of the advice. Our analyses show a moderated mediating role of informativeness and difficulty in the relationship between the advisor’s similarity by judgment type interaction and advice use.     

Introspective reports of reaction times in dual-tasks reflect experienced difficulty rather than timing of cognitive processes

Reports of introspective reaction times (iRTs) have been used to investigate conscious awareness during dual-task situations. Previous studies showed that dual-task costs in RTs (the psychological refractory period, PRP, effect) are not reflected in participants’ introspective reports. This finding has been attributed to conscious awareness of Task 2 being delayed while Task 1 is centrally processed. Here, we test this Temporal model and compare it to an alternative that assumes participants base their iRTs on experienced difficulty. We collected iRTs and difficulty estimates after each trial of a PRP paradigm in which the perceptual difficulty of either Task 2 (Experiment 1) or Task 1 (Experiment 2) was manipulated. Our results largely support the difficulty-based account, suggesting that in a dual-task situation, iRTs do not reflect timing of cognitive processes but are strongly influenced by the experience of difficulty.     

Alternative options for dealing with automation failures: Automated stopping vs. Taking over manual control

Previous research has investigated the driver’s ability to resume control after an automation failure. This study considers situation criticality, safety and difficulty between take-over and automated stop scenarios. Findings are reported of an experimental study investigating different strategies to take back control of an automated road vehicle. The study had a mixed factorial design with automation being the between-participants factor with two levels, SAE Level 1 vs. SAE Level 3. Urgency (High vs Low) and Take-Over Mode (Manual, Automated Stop) were the within participants factors. Dependent variables were: i) Minimum Time-to-Collision (TTC), ii) Self-reported Situation Criticality and Perceived Safety and iii) Percentage of Gazes to [the] Road Centre. Overall, 36 participants took part, with half assigned to either level of the Automation factor. The automated driving experience was designed to fail during participation. This required the driver to take-over manual control or have the system bring the vehicle to an automated stop. Results revealed that during manual take-over of control, measures of time-to-collision, perceived criticality and safety were worse and fixations to the forward view increased when compared to the Automated stop condition. Manual take-over of control in a high-urgency situation revealed higher criticality (shorter time-to-collision and lower perceived safety) and more difficulty (increasing fixations to the road centre) than in a low-urgency situation. The study points to an automated stopping manoeuvre being the preferable strategy to manual take-over of control.     

How we think they see us? Valence and difficulty of retrieval as moderators of the effect of meta‐stereotype activation on intergroup orientations

Previous research indicates that meta‐stereotypes are predominantly negative. However, the valence of the meta‐stereotypes may not be the only factor accounting for the detrimental effects associated with their activation. In addition to valence, we propose that the subjective difficulty of retrieving the meta‐stereotype might critically determine whether its activation deteriorates intergroup orientations. An experimental study showed that the effect of the meta‐stereotype activation on the desire to interact with outgroup members was moderated by the interaction between the valence of the meta‐stereotype and its difficulty of retrieval. In particular, the activation of a positive meta‐stereotype deteriorated intergroup orientations when the difficulty of retrieval was high as compared with a condition in which the difficulty of retrieval was low. In sharp contrast, the activation of a negative meta‐stereotype worsened intergroup orientations when the difficulty of retrieval was low as compared with a condition in which the difficulty of retrieval was high.     

Effects of test anxiety,ego stress,and attentional skills training on arithmetic reasoning: An experimental evaluation of a brief counseling strategy

Abstract

Two hundred forty high school students (120 male and 120 female) in India performed a moderately difficult multiple choice Arithmetic Reasoning task after undergoing short-term (40 minutes) cognitive treatment in the form of Attentional Skills Training. A 2 × 2 × 2 (Test Anxiety x Attentional Skills Training x Stress) design with separate analysis for boys and girls indicated these results: with intervention the high anxiety subjects under ego stress conditions, compared to their high-anxious control, low-anxious ego stress, or low-anxious control counterparts, reported the maximum significant improvement in performance on the Arithmetic Reasoning test. The low-anxiety subjects performed consistently well with or without treatment or stress conditions. The findings shed new light on the attentional theory of test anxiety, and it was reasoned that long-term effects of cognitive treatment be studied by using varied performance tasks (difficulty level controlled) on different gender and age groups across cultures.     

Alexithymia and psychosocial problems among Italian preadolescents. A latent class analysis approach

The study, conducted on Italian preadolscents aged 11 to 13 belonging to the general population, aims to investigate the relationship between the emotional functioning, namely, alexithymia, and the risk of developing behavioral and emotional problems measured using the Strength and Difficulty Questionnaire. The latent class analysis approach allowed to identify two latent variables, accounting for the internalizing (emotional symptoms and difficulties in emotional awareness) and for the externalizing problems (conduct problems and hyperactivity, problematic relationships with peers, poor prosocial behaviors and externally oriented thinking). The two latent variables featured two latent classes: the difficulty in dealing with problems and the strength to face problems that was representative of most of the healthy participants with specific gender differences. Along with the analysis of psychopathological behaviors, the study of resilience and strengths can prove to be a key step in order to develop valuable preventive approaches to tackle psychiatric disorders.     

When the going gets tough: Grit predicts costly perseverance

In this research, we investigate how grittier individuals might incur some costs by persisting when they could move on. Grittier participants were found to be less willing to give up when failing even though they were likely to incur a cost for their persistence. First, grittier participants are more willing to risk failing to complete a task by persisting on individual items. Second, when they are losing, they expend more effort and persist longer in a game rather than quit. Gritty participants have more positive emotions and expectations toward the task, which mediates the relationship between grit and staying to persist when they are losing. Results show gritty individuals are more willing to risk suffering monetary loss to persist.     

Why some surprises are more surprising than others: Surprise as a metacognitive sense of explanatory difficulty

Early theories of surprise, including Darwin’s, argued that it was predominantly a basic emotion. Recently, theories have taken a more cognitive view of surprise, casting it as a process of “making sense of surprising events”. The current paper advances the view that the essence of this sense-making process is explanation; specifically, that people’s perception of surprise is a metacognitive estimate of the cognitive work involved in explaining an abnormal event. So, some surprises are more surprising because they are harder to explain. This proposal is tested in eight experiments that explore how (i) the contents of memory can influence surprise, (ii) different classes of scenarios can retrieve more/less relevant knowledge from memory to explain surprising outcomes, (iii) how partial explanations constrain the explanation process, reducing surprise, and (iv) how, overall, any factor that acts to increase the cognitive work in explaining a surprising event, results in higher levels of surprise (e.g., task demands to find three rather than one explanations). Across the present studies, using different materials, paradigms and measures, it is consistently and repeatedly found that the difficulty of explaining a surprising outcome is the best predictor for people’s perceptions of the surprisingness of events. Alternative accounts of these results are considered, as are future directions for this research.