Social Distance Increases Perceived Physical Distance. Andrea Stevenson Won, Ketaki Shriram & Diana Tamir. Social Psychological and Personality Science, http://journals.sagepub.com/doi/abs/10.1177/1948550617707017
Abstract: Proximity, or spatial closeness, can generate social closeness - the closer people are together, the more they interact, affiliate, and befriend one another. Mediated communication allows people to bridge spatial distance and can increase social closeness between conversational partners, even when they are separated by distance. However, mediated communication may not always make people feel closer together. Here, we test a hypothesis derived from construal theory, about one way in which mediated communication might increase spatial distance, by imposing social distance between two texting partners. In three studies, the social distance generated by a text conversation correlated with estimates of spatial distance. Conversations designed to generate social distance increased estimates of spatial distance. We discuss this relationship in light of the rise in computer-mediated communication.
Tuesday, August 1, 2017
The Dark Side of Fluency: Fluent Names Increase Drug Dosing
The Dark Side of Fluency: Fluent Names Increase Drug Dosing. Simone Dohle and Amanda Montoya. Journal of Experimental Psychology: Applied, https://www.ncbi.nlm.nih.gov/pubmed/28639797
Abstract: Prior research has demonstrated that high processing fluency influences a wide range of evaluations and behaviors in a positive way. But can high processing fluency also lead to potentially hazardous medical behavior? In 2 controlled experiments, we demonstrate that increasing the fluency of pharmaceutical drug names increases drug dosage. Experiment 1 shows that drugs with fluent names are perceived as safer than those with disfluent names and this effect increases drug dosage for both synthetically produced and herbal drugs. Experiment 2 demonstrates that people chose a higher dosage for themselves and for a child if the drug bears a fluent (vs. disfluent) name. Using linear regression based mediation analysis, we investigated the underlying mechanisms for the effect of fluency on risk perception in more detail. Contrary to prior research, we find that affect, but not familiarity, mediates the fluency-risk link. Our findings suggest that a drug name's fluency is a powerful driver of dosing behavior.
Abstract: Prior research has demonstrated that high processing fluency influences a wide range of evaluations and behaviors in a positive way. But can high processing fluency also lead to potentially hazardous medical behavior? In 2 controlled experiments, we demonstrate that increasing the fluency of pharmaceutical drug names increases drug dosage. Experiment 1 shows that drugs with fluent names are perceived as safer than those with disfluent names and this effect increases drug dosage for both synthetically produced and herbal drugs. Experiment 2 demonstrates that people chose a higher dosage for themselves and for a child if the drug bears a fluent (vs. disfluent) name. Using linear regression based mediation analysis, we investigated the underlying mechanisms for the effect of fluency on risk perception in more detail. Contrary to prior research, we find that affect, but not familiarity, mediates the fluency-risk link. Our findings suggest that a drug name's fluency is a powerful driver of dosing behavior.
Great Works: A Reciprocal Relationship Between Spatial Magnitudes and Aesthetic Judgment
Great Works: A Reciprocal Relationship Between Spatial Magnitudes and Aesthetic Judgment. Angelika Seidel and Jesse Prinz. Psychology of Aesthetics, Creativity, and the Arts, https://www.researchgate.net/publication/317668868_Great_Works_A_Reciprocal_Relationship_Between_Spatial_Magnitudes_and_Aesthetic_Judgment
Abstract: Inspired by the work of the great aestheticians of the 1700s and modern psychological work in spatial cognition, we sought to test the bidirectional relationship between spatial magnitudes and aesthetic value. In a series of 5 experiments, we show that changing the size and position of a painting can impact judgments of its aesthetic value, and conversely. The same painting is believed to be larger when presented as a master artist's versus as a student's work (Experiment 1). Increasing the size of painting makes it seem better (Experiment 2). A painting presented as a master's work appears larger, closer, and better than when presented as a fake (Experiment 3). Master artists' paintings are recommended to be placed higher on the wall than students' paintings (Experiment 4). Finally, when hung high, a painting is judged better than when it is presented at eye level, and worse when it is presented below eye level (Experiment 5). Together these findings demonstrate a reciprocal relationship between the greatness of a work and its spatial position and scale.
Abstract: Inspired by the work of the great aestheticians of the 1700s and modern psychological work in spatial cognition, we sought to test the bidirectional relationship between spatial magnitudes and aesthetic value. In a series of 5 experiments, we show that changing the size and position of a painting can impact judgments of its aesthetic value, and conversely. The same painting is believed to be larger when presented as a master artist's versus as a student's work (Experiment 1). Increasing the size of painting makes it seem better (Experiment 2). A painting presented as a master's work appears larger, closer, and better than when presented as a fake (Experiment 3). Master artists' paintings are recommended to be placed higher on the wall than students' paintings (Experiment 4). Finally, when hung high, a painting is judged better than when it is presented at eye level, and worse when it is presented below eye level (Experiment 5). Together these findings demonstrate a reciprocal relationship between the greatness of a work and its spatial position and scale.
Babies and math: A meta-analysis of infants’ simple arithmetic competence
Christodoulou, J., Lac, A., & Moore, D. S. (2017). Babies and math: A meta-analysis of infants’ simple arithmetic competence. Developmental Psychology, 53(8), 1405-1417.
http://dx.doi.org/10.1037/dev0000330
Abstract: Wynn’s (1992) seminal research reported that infants looked longer at stimuli representing “incorrect” versus “correct” solutions of basic addition and subtraction problems and concluded that infants have innate arithmetical abilities. Since then, infancy researchers have attempted to replicate this effect, yielding mixed findings. The present meta-analysis aimed to systematically compile and synthesize all of the primary replications and extensions of Wynn (1992) that have been conducted to date. The synthesis included 12 studies consisting of 26 independent samples and 550 unique infants. The summary effect, computed using a random-effects model, was statistically significant, d = +0.34, p < .001, suggesting that the phenomenon Wynn originally reported is reliable. Five different tests of publication bias yielded mixed results, suggesting that while a moderate level of publication bias is probable, the summary effect would be positive even after accounting for this issue. Out of the 10 metamoderators tested, none were found to be significant, but most of the moderator subgroups were significantly different from a null effect. Although this meta-analysis provides support for Wynn’s original findings, further research is warranted to understand the underlying mechanisms responsible for infants’ visual preferences for “mathematically incorrect” test stimuli.
http://dx.doi.org/10.1037/dev0000330
Abstract: Wynn’s (1992) seminal research reported that infants looked longer at stimuli representing “incorrect” versus “correct” solutions of basic addition and subtraction problems and concluded that infants have innate arithmetical abilities. Since then, infancy researchers have attempted to replicate this effect, yielding mixed findings. The present meta-analysis aimed to systematically compile and synthesize all of the primary replications and extensions of Wynn (1992) that have been conducted to date. The synthesis included 12 studies consisting of 26 independent samples and 550 unique infants. The summary effect, computed using a random-effects model, was statistically significant, d = +0.34, p < .001, suggesting that the phenomenon Wynn originally reported is reliable. Five different tests of publication bias yielded mixed results, suggesting that while a moderate level of publication bias is probable, the summary effect would be positive even after accounting for this issue. Out of the 10 metamoderators tested, none were found to be significant, but most of the moderator subgroups were significantly different from a null effect. Although this meta-analysis provides support for Wynn’s original findings, further research is warranted to understand the underlying mechanisms responsible for infants’ visual preferences for “mathematically incorrect” test stimuli.
Monday, July 31, 2017
Status goods: experimental evidence from platinum credit cards
Bursztyn, Leonardo A.; Ferman, Bruno; Fiorin, Stefano; Kanz, Martin; Rao, Gautam. 2017. Status goods: experimental evidence from platinum credit cards. Policy Research working paper; no. WPS 8064. Washington, D.C.: World Bank Group. http://documents.worldbank.org/curated/en/432691494944222346/Status-goods-experimental-evidence-from-platinum-credit-cards
This paper provides novel evidence on status goods, using a series of field experiments with an Indonesian bank that markets platinum credit cards to high-income customers. In a first experiment, the paper shows that demand for the platinum card greatly exceeds demand for a nondescript control product with identical benefits, suggesting demand for the pure status aspect of the card. Transaction data reveal that platinum cards are more likely to be used in social contexts, implying social image motivations. Combining price variation with information on the use of the card sheds light on the magnitude of the demand for social status. A second experiment provides evidence of positional externalities from the consumption of these status goods. The final experiment shows that increasing self-esteem causally reduces demand for status goods. This suggests that part of the demand for status is psychological in nature, and that social image is a substitute for self-image.
This paper provides novel evidence on status goods, using a series of field experiments with an Indonesian bank that markets platinum credit cards to high-income customers. In a first experiment, the paper shows that demand for the platinum card greatly exceeds demand for a nondescript control product with identical benefits, suggesting demand for the pure status aspect of the card. Transaction data reveal that platinum cards are more likely to be used in social contexts, implying social image motivations. Combining price variation with information on the use of the card sheds light on the magnitude of the demand for social status. A second experiment provides evidence of positional externalities from the consumption of these status goods. The final experiment shows that increasing self-esteem causally reduces demand for status goods. This suggests that part of the demand for status is psychological in nature, and that social image is a substitute for self-image.
Sunday, July 30, 2017
The smartphone and the driver’s cognitive workload: A comparison of Apple, Google, and Microsoft’s intelligent personal assistants
Strayer, D. L., Cooper, J. M., Turrill, J., Coleman, J. R., & Hopman, R. J. (2017). The smartphone and the driver’s cognitive workload: A comparison of Apple, Google, and Microsoft’s intelligent personal assistants. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 71(2), 93-110. http://dx.doi.org/10.1037/cep0000104
Abstract: The goal of this research was to examine the impact of voice-based interactions using 3 different intelligent personal assistants (Apple’s Siri, Google’s Google Now for Android phones, and Microsoft’s Cortana) on the cognitive workload of the driver. In 2 experiments using an instrumented vehicle on suburban roadways, we measured the cognitive workload of drivers when they used the voice-based features of each smartphone to place a call, select music, or send text messages. Cognitive workload was derived from primary task performance through video analysis, secondary-task performance using the Detection Response Task (DRT), and subjective mental workload. We found that workload was significantly higher than that measured in the single-task drive. There were also systematic differences between the smartphones: The Google system placed lower cognitive demands on the driver than the Apple and Microsoft systems, which did not differ. Video analysis revealed that the difference in mental workload between the smartphones was associated with the number of system errors, the time to complete an action, and the complexity and intuitiveness of the devices. Finally, surprisingly high levels of cognitive workload were observed when drivers were interacting with the devices: “on-task” workload measures did not systematically differ from that associated with a mentally demanding Operation Span (OSPAN) task. The analysis also found residual costs associated using each of the smartphones that took a significant time to dissipate. The data suggest that caution is warranted in the use of smartphone voice-based technology in the vehicle because of the high levels of cognitive workload associated with these interactions
Abstract: The goal of this research was to examine the impact of voice-based interactions using 3 different intelligent personal assistants (Apple’s Siri, Google’s Google Now for Android phones, and Microsoft’s Cortana) on the cognitive workload of the driver. In 2 experiments using an instrumented vehicle on suburban roadways, we measured the cognitive workload of drivers when they used the voice-based features of each smartphone to place a call, select music, or send text messages. Cognitive workload was derived from primary task performance through video analysis, secondary-task performance using the Detection Response Task (DRT), and subjective mental workload. We found that workload was significantly higher than that measured in the single-task drive. There were also systematic differences between the smartphones: The Google system placed lower cognitive demands on the driver than the Apple and Microsoft systems, which did not differ. Video analysis revealed that the difference in mental workload between the smartphones was associated with the number of system errors, the time to complete an action, and the complexity and intuitiveness of the devices. Finally, surprisingly high levels of cognitive workload were observed when drivers were interacting with the devices: “on-task” workload measures did not systematically differ from that associated with a mentally demanding Operation Span (OSPAN) task. The analysis also found residual costs associated using each of the smartphones that took a significant time to dissipate. The data suggest that caution is warranted in the use of smartphone voice-based technology in the vehicle because of the high levels of cognitive workload associated with these interactions
Genetic and environmental sources of individual differences in views on aging
Kornadt, A. E., & Kandler, C. (2017). Genetic and environmental sources of individual differences in views on aging. Psychology and Aging, 32(4), 388-399. http://dx.doi.org/10.1037/pag0000174
Abstract: Views on aging are central psychosocial variables in the aging process, but knowledge about their determinants is still fragmental. Thus, the authors investigated the degree to which genetic and environmental factors contribute to individual differences in various domains of views on aging (wisdom, work, fitness, and family), and whether these variance components vary across ages. They analyzed data from 350 monozygotic and 322 dizygotic twin pairs from the Midlife Development in the U.S. (MIDUS) study, aged 25–74. Individual differences in views on aging were mainly due to individual-specific environmental and genetic effects. However, depending on the domain, genetic and environmental contributions to the variance differed. Furthermore, for some domains, variability was larger for older participants; this was attributable to increases in environmental components. This study extends research on genetic and environmental sources of psychosocial variables and stimulates future studies investigating the etiology of views on aging across the life span.
Abstract: Views on aging are central psychosocial variables in the aging process, but knowledge about their determinants is still fragmental. Thus, the authors investigated the degree to which genetic and environmental factors contribute to individual differences in various domains of views on aging (wisdom, work, fitness, and family), and whether these variance components vary across ages. They analyzed data from 350 monozygotic and 322 dizygotic twin pairs from the Midlife Development in the U.S. (MIDUS) study, aged 25–74. Individual differences in views on aging were mainly due to individual-specific environmental and genetic effects. However, depending on the domain, genetic and environmental contributions to the variance differed. Furthermore, for some domains, variability was larger for older participants; this was attributable to increases in environmental components. This study extends research on genetic and environmental sources of psychosocial variables and stimulates future studies investigating the etiology of views on aging across the life span.
Investigating the origins of political views: Biases in explanation predict conservative attitudes in children and adults
Investigating the origins of political views: Biases in explanation predict conservative attitudes in children and adults. Larisa Hussak and Andrei Cimpian. Developmental Science, http://internal.psychology.illinois.edu/~acimpian/reprints/HussakCimpian_DevSci.pdf
Abstract: We tested the hypothesis that political attitudes are influenced by an information-processing factor - namely, a bias in the content of everyday explanations. Because many societal phenomena are enormously complex, people's understanding of them often relies on heuristic shortcuts. For instance, when generating explanations for such phenomena (e.g., why does this group have low status?), people often rely on facts that they can retrieve easily from memory - facts that are skewed toward inherent or intrinsic features (e.g., this group is unintelligent). We hypothesized that this bias in the content of heuristic explanations leads to a tendency to (1) view socioeconomic stratification as acceptable and (2) prefer current societal arrangements to alternative ones, two hallmarks of conservative ideology. Moreover, since the inherence bias in explanation is present across development, we expected it to shape children's proto-political judgments as well. Three studies with adults and 4- to 8-year-old children (N = 784) provided support for these predictions: Not only did individual differences in reliance on inherent explanations uniquely predict endorsement of conservative views (particularly the stratification-supporting component; Study 1), but manipulations of this explanatory bias also had downstream consequences for political attitudes in both children and adults (Studies 2 and 3). This work contributes to our understanding of the origins of political attitudes.
Abstract: We tested the hypothesis that political attitudes are influenced by an information-processing factor - namely, a bias in the content of everyday explanations. Because many societal phenomena are enormously complex, people's understanding of them often relies on heuristic shortcuts. For instance, when generating explanations for such phenomena (e.g., why does this group have low status?), people often rely on facts that they can retrieve easily from memory - facts that are skewed toward inherent or intrinsic features (e.g., this group is unintelligent). We hypothesized that this bias in the content of heuristic explanations leads to a tendency to (1) view socioeconomic stratification as acceptable and (2) prefer current societal arrangements to alternative ones, two hallmarks of conservative ideology. Moreover, since the inherence bias in explanation is present across development, we expected it to shape children's proto-political judgments as well. Three studies with adults and 4- to 8-year-old children (N = 784) provided support for these predictions: Not only did individual differences in reliance on inherent explanations uniquely predict endorsement of conservative views (particularly the stratification-supporting component; Study 1), but manipulations of this explanatory bias also had downstream consequences for political attitudes in both children and adults (Studies 2 and 3). This work contributes to our understanding of the origins of political attitudes.
Peer influence on children’s reading skills: A social network analysis of elementary school classrooms
Cooc, N., & Kim, J. S. (2017). Peer influence on children’s reading skills: A social network analysis of elementary school classrooms. Journal of Educational Psychology, 109(5), 727-740.
http://dx.doi.org/10.1037/edu0000166
Abstract
Research has found that peers influence the academic achievement of children. However, the mechanisms through which peers matter remain underexplored. The present study examined the relationship between peers’ reading skills and children’s own reading skills among 4,215 total second- and third-graders in 294 classrooms across 41 schools. One innovation of the study was the use of social network analysis to directly assess who children reported talking to or seeking help from and whether children who identified peers with stronger reading skills experienced higher reading skills. The results indicated that children on average identified peers with stronger reading skills and the positive association between peer reading skills and children’s own reading achievement was strongest for children with lower initial levels of reading skills. The study has implications for how teachers can leverage the advantages of peers via in-class activities
http://dx.doi.org/10.1037/edu0000166
Abstract
Research has found that peers influence the academic achievement of children. However, the mechanisms through which peers matter remain underexplored. The present study examined the relationship between peers’ reading skills and children’s own reading skills among 4,215 total second- and third-graders in 294 classrooms across 41 schools. One innovation of the study was the use of social network analysis to directly assess who children reported talking to or seeking help from and whether children who identified peers with stronger reading skills experienced higher reading skills. The results indicated that children on average identified peers with stronger reading skills and the positive association between peer reading skills and children’s own reading achievement was strongest for children with lower initial levels of reading skills. The study has implications for how teachers can leverage the advantages of peers via in-class activities
The costs and benefits of sexual communal motivation for couples coping with vulvodynia
Muise, A., Bergeron, S., Impett, E. A., & Rosen, N. O. (2017). The costs and benefits of sexual communal motivation for couples coping with vulvodynia. Health Psychology, 36(8), 819-827.
http://dx.doi.org/10.1037/hea0000470
Abstract: Objective: Most women with vulvodynia—a prevalent, chronic, vulvovaginal pain condition—engage in intercourse with their partners despite experiencing pain. Their motivation for doing so appears to be interpersonally oriented (e.g., to meet their partners’ sexual needs), but the costs and benefits of such motivations are unknown. We tested whether sexual communal strength (being responsive to a partner’s sexual needs) and unmitigated sexual communion (focusing on a partner’s sexual needs to the exclusion of one’s own needs) were associated with sexual function, and sexual and relationship satisfaction in couples with coping with vulvodynia. Method: In an 8-week daily experience study, 95 women diagnosed with vulvodynia and their partners reported on sexual communal strength, unmitigated sexual communion, sexual function, and sexual and relationship satisfaction on days when sexual activity occurred. Results: On days when women reported higher sexual communal strength, both they and their partners reported greater sexual function and satisfaction, and their partners reported greater relationship satisfaction. When women’s partners reported higher sexual communal strength, both they and the women reported better sexual function, partners reported greater sexual satisfaction, and women reported greater relationship satisfaction. On days when women reported higher unmitigated sexual communion, they reported poorer sexual function and lower sexual satisfaction, and both the women and partners reported lower relationship satisfaction. When women’s partners reported higher unmitigated sexual communion, they reported poorer sexual function. Conclusions: These novel aspects of sexual motivation should be targeted in psychological interventions aimed to improve the sexual and relationship well-being of affected couples.
http://dx.doi.org/10.1037/hea0000470
Abstract: Objective: Most women with vulvodynia—a prevalent, chronic, vulvovaginal pain condition—engage in intercourse with their partners despite experiencing pain. Their motivation for doing so appears to be interpersonally oriented (e.g., to meet their partners’ sexual needs), but the costs and benefits of such motivations are unknown. We tested whether sexual communal strength (being responsive to a partner’s sexual needs) and unmitigated sexual communion (focusing on a partner’s sexual needs to the exclusion of one’s own needs) were associated with sexual function, and sexual and relationship satisfaction in couples with coping with vulvodynia. Method: In an 8-week daily experience study, 95 women diagnosed with vulvodynia and their partners reported on sexual communal strength, unmitigated sexual communion, sexual function, and sexual and relationship satisfaction on days when sexual activity occurred. Results: On days when women reported higher sexual communal strength, both they and their partners reported greater sexual function and satisfaction, and their partners reported greater relationship satisfaction. When women’s partners reported higher sexual communal strength, both they and the women reported better sexual function, partners reported greater sexual satisfaction, and women reported greater relationship satisfaction. On days when women reported higher unmitigated sexual communion, they reported poorer sexual function and lower sexual satisfaction, and both the women and partners reported lower relationship satisfaction. When women’s partners reported higher unmitigated sexual communion, they reported poorer sexual function. Conclusions: These novel aspects of sexual motivation should be targeted in psychological interventions aimed to improve the sexual and relationship well-being of affected couples.
A large-scale horizontal-vertical illusion produced with small objects separated in depth
Li, Z., & Durgin, F. H. (2017). A large-scale horizontal-vertical illusion produced with small objects separated in depth. Journal of Experimental Psychology: Human Perception and Performance, 43(8), 1473-1479. http://dx.doi.org/10.1037/xhp0000426
Abstract: We conducted two experiments (total N = 81) to investigate the basis for the large-scale horizontal-vertical illusion (HVI), which is typically measured as 15%–20% and has previously been linked to the presence of a ground plane. In a preliminary experiment, vertical rods of similar angular extents that were either large (4.5–7.5 m) and far, or small (0.9–1.5 m) and near, were matched to horizontal extents in a virtual environment by adjustment of horizontal gaps or rods. Large/far objects showed a larger HVI (∼13%) than did small objects (∼7%), as has been shown before, but the horizontal gap normally used to measure the large-scale HVI was not the source of the larger bias. In the second experiment, we found that simply separating the comparison rod in depth from the vertical rod (thus forcing an evaluation of size at a distance) was sufficient to produce a large HVI (17%), even with small rods. The results are interpreted in light of evidence that the large-scale HVI is dependent on ground plane orientation and may be related to differential angular expansion in the visual coding of elevation and azimuth.
Abstract: We conducted two experiments (total N = 81) to investigate the basis for the large-scale horizontal-vertical illusion (HVI), which is typically measured as 15%–20% and has previously been linked to the presence of a ground plane. In a preliminary experiment, vertical rods of similar angular extents that were either large (4.5–7.5 m) and far, or small (0.9–1.5 m) and near, were matched to horizontal extents in a virtual environment by adjustment of horizontal gaps or rods. Large/far objects showed a larger HVI (∼13%) than did small objects (∼7%), as has been shown before, but the horizontal gap normally used to measure the large-scale HVI was not the source of the larger bias. In the second experiment, we found that simply separating the comparison rod in depth from the vertical rod (thus forcing an evaluation of size at a distance) was sufficient to produce a large HVI (17%), even with small rods. The results are interpreted in light of evidence that the large-scale HVI is dependent on ground plane orientation and may be related to differential angular expansion in the visual coding of elevation and azimuth.
Resource loss and gain following military reserve duty in Israel: An assessment of conservation of resources (COR) theory
Goldfarb, R., & Ben-Zur, H. (2017). Resource loss and gain following military reserve duty in Israel: An assessment of conservation of resources (COR) theory. International Journal of Stress Management, 24(2), 135-155.
http://dx.doi.org/10.1037/str0000036
Abstract: According to Israeli law, citizens aged 20–40 are obligated to fulfill military reserve duty in the Israeli Defense Forces (IDF). Guided by the theory of conservation of resources (COR; Hobfoll, 2001), this study examined the association of resource loss and gain (economic, time, familial, work, and personal resources) with level of reserve combat soldiers’ distress and satisfaction with their service following the termination of their reserve duty. The sample consisted of 139 male Israeli citizens, ages 23–40, serving as reserve soldiers in the IDF. Using an Internet-based questionnaire, prior to the start of their reserve duty (Time 1), the respondents completed questionnaires assessing psychological traits, social support, and psychological distress. Following the reserve service period (Time 2), the respondents completed a short inventory of resource loss and gain related to the service, and assessments of psychological distress and satisfaction with the service. The main results showed that resource loss was higher on average than resource gain and was associated positively with distress and negatively with satisfaction with the service, whereas resource gain was positively associated with satisfaction only. The findings are compatible with COR theory and point to areas in which reserve soldiers could be assisted in fulfilling the task of maintaining national security while simultaneously preserving personal well-being.
http://dx.doi.org/10.1037/str0000036
Abstract: According to Israeli law, citizens aged 20–40 are obligated to fulfill military reserve duty in the Israeli Defense Forces (IDF). Guided by the theory of conservation of resources (COR; Hobfoll, 2001), this study examined the association of resource loss and gain (economic, time, familial, work, and personal resources) with level of reserve combat soldiers’ distress and satisfaction with their service following the termination of their reserve duty. The sample consisted of 139 male Israeli citizens, ages 23–40, serving as reserve soldiers in the IDF. Using an Internet-based questionnaire, prior to the start of their reserve duty (Time 1), the respondents completed questionnaires assessing psychological traits, social support, and psychological distress. Following the reserve service period (Time 2), the respondents completed a short inventory of resource loss and gain related to the service, and assessments of psychological distress and satisfaction with the service. The main results showed that resource loss was higher on average than resource gain and was associated positively with distress and negatively with satisfaction with the service, whereas resource gain was positively associated with satisfaction only. The findings are compatible with COR theory and point to areas in which reserve soldiers could be assisted in fulfilling the task of maintaining national security while simultaneously preserving personal well-being.
The development of real-time stability supports visual working memory performance: Young children’s feature binding can be improved through perceptual structure
Simmering, V. R., & Wood, C. M. (2017). The development of real-time stability supports visual working memory performance: Young children’s feature binding can be improved through perceptual structure. Developmental Psychology, 53(8), 1474-1493.
http://dx.doi.org/10.1037/dev0000358
Abstract: Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive dynamics theory of visual working memory development has been proposed to overcome this limitation. From this perspective, developmental improvements arise through the coordination of cognitive processes to meet demands of different behavioral tasks. This notion is described as real-time stability, and can be probed through experiments that assess how changing task demands impact children’s performance. The current studies test this account by probing visual working memory for colors and shapes in a change detection task that compares detection of changes to new features versus swaps in color-shape binding. In Experiment 1, 3- to 4-year-old children showed impairments specific to binding swaps, as predicted by decreased real-time stability early in development; 5- to 6-year-old children showed a slight advantage on binding swaps, but 7- to 8-year-old children and adults showed no difference across trial types. Experiment 2 tested the proposed explanation of young children’s binding impairment through added perceptual structure, which supported the stability and precision of feature localization in memory—a process key to detecting binding swaps. This additional structure improved young children’s binding swap detection, but not new-feature detection or adults’ performance. These results provide further evidence for the cognitive dynamics and real-time stability explanation of visual working memory development
http://dx.doi.org/10.1037/dev0000358
Abstract: Working memory is a basic cognitive process that predicts higher-level skills. A central question in theories of working memory development is the generality of the mechanisms proposed to explain improvements in performance. Prior theories have been closely tied to particular tasks and/or age groups, limiting their generalizability. The cognitive dynamics theory of visual working memory development has been proposed to overcome this limitation. From this perspective, developmental improvements arise through the coordination of cognitive processes to meet demands of different behavioral tasks. This notion is described as real-time stability, and can be probed through experiments that assess how changing task demands impact children’s performance. The current studies test this account by probing visual working memory for colors and shapes in a change detection task that compares detection of changes to new features versus swaps in color-shape binding. In Experiment 1, 3- to 4-year-old children showed impairments specific to binding swaps, as predicted by decreased real-time stability early in development; 5- to 6-year-old children showed a slight advantage on binding swaps, but 7- to 8-year-old children and adults showed no difference across trial types. Experiment 2 tested the proposed explanation of young children’s binding impairment through added perceptual structure, which supported the stability and precision of feature localization in memory—a process key to detecting binding swaps. This additional structure improved young children’s binding swap detection, but not new-feature detection or adults’ performance. These results provide further evidence for the cognitive dynamics and real-time stability explanation of visual working memory development
Babies and math: A meta-analysis of infants’ simple arithmetic competence
Christodoulou, J., Lac, A., & Moore, D. S. (2017). Babies and math: A meta-analysis of infants’ simple arithmetic competence. Developmental Psychology, 53(8), 1405-1417.
http://dx.doi.org/10.1037/dev0000330
Abstract: Wynn’s (1992) seminal research reported that infants looked longer at stimuli representing “incorrect” versus “correct” solutions of basic addition and subtraction problems and concluded that infants have innate arithmetical abilities. Since then, infancy researchers have attempted to replicate this effect, yielding mixed findings. The present meta-analysis aimed to systematically compile and synthesize all of the primary replications and extensions of Wynn (1992) that have been conducted to date. The synthesis included 12 studies consisting of 26 independent samples and 550 unique infants. The summary effect, computed using a random-effects model, was statistically significant, d = +0.34, p < .001, suggesting that the phenomenon Wynn originally reported is reliable. Five different tests of publication bias yielded mixed results, suggesting that while a moderate level of publication bias is probable, the summary effect would be positive even after accounting for this issue. Out of the 10 metamoderators tested, none were found to be significant, but most of the moderator subgroups were significantly different from a null effect. Although this meta-analysis provides support for Wynn’s original findings, further research is warranted to understand the underlying mechanisms responsible for infants’ visual preferences for “mathematically incorrect” test stimuli.
http://dx.doi.org/10.1037/dev0000330
Abstract: Wynn’s (1992) seminal research reported that infants looked longer at stimuli representing “incorrect” versus “correct” solutions of basic addition and subtraction problems and concluded that infants have innate arithmetical abilities. Since then, infancy researchers have attempted to replicate this effect, yielding mixed findings. The present meta-analysis aimed to systematically compile and synthesize all of the primary replications and extensions of Wynn (1992) that have been conducted to date. The synthesis included 12 studies consisting of 26 independent samples and 550 unique infants. The summary effect, computed using a random-effects model, was statistically significant, d = +0.34, p < .001, suggesting that the phenomenon Wynn originally reported is reliable. Five different tests of publication bias yielded mixed results, suggesting that while a moderate level of publication bias is probable, the summary effect would be positive even after accounting for this issue. Out of the 10 metamoderators tested, none were found to be significant, but most of the moderator subgroups were significantly different from a null effect. Although this meta-analysis provides support for Wynn’s original findings, further research is warranted to understand the underlying mechanisms responsible for infants’ visual preferences for “mathematically incorrect” test stimuli.
Catching fire and spreading it: A glimpse into displayed entrepreneurial passion in crowdfunding campaigns
Li, J. (J.), Chen, X.-P., Kotha, S., & Fisher, G. (2017). Catching fire and spreading it: A glimpse into displayed entrepreneurial passion in crowdfunding campaigns. Journal of Applied Psychology, 102(7), 1075-1090. http://dx.doi.org/10.1037/apl0000217
Abstract: Crowdfunding is an emerging phenomenon that enables entrepreneurs to solicit financial contributions for new projects from mass audiences. Drawing on the elaboration likelihood model of persuasion and emotional contagion theory, the authors examined the importance of displayed entrepreneurial passion when seeking resources in a crowdfunding context. They proposed that entrepreneurs’ displayed passion in the introductory video for a crowdfunding project increases viewers’ experienced enthusiasm about the project (i.e., passion contagion), which then prompts them to contribute financially and to share campaign information via social-media channels. Such sharing further facilitates campaign success. In addition, the authors proposed that perceived project innovativeness strengthens the positive effect of displayed passion on social-media exposure and the funding amount a project garners. They first tested their hypotheses in 2 studies using a combination of survey and archival data from the world’s 2 most popular crowdfunding platforms: Indiegogo (Study 1) and Kickstarter (Study 2). They then conducted an experiment (Study 3) to validate the proposed passion contagion process, and the effect of displayed entrepreneurial passion at the individual level. Findings from these 3 studies significantly supported their hypotheses. The authors discuss the theoretical and practical implications of their findings.
Abstract: Crowdfunding is an emerging phenomenon that enables entrepreneurs to solicit financial contributions for new projects from mass audiences. Drawing on the elaboration likelihood model of persuasion and emotional contagion theory, the authors examined the importance of displayed entrepreneurial passion when seeking resources in a crowdfunding context. They proposed that entrepreneurs’ displayed passion in the introductory video for a crowdfunding project increases viewers’ experienced enthusiasm about the project (i.e., passion contagion), which then prompts them to contribute financially and to share campaign information via social-media channels. Such sharing further facilitates campaign success. In addition, the authors proposed that perceived project innovativeness strengthens the positive effect of displayed passion on social-media exposure and the funding amount a project garners. They first tested their hypotheses in 2 studies using a combination of survey and archival data from the world’s 2 most popular crowdfunding platforms: Indiegogo (Study 1) and Kickstarter (Study 2). They then conducted an experiment (Study 3) to validate the proposed passion contagion process, and the effect of displayed entrepreneurial passion at the individual level. Findings from these 3 studies significantly supported their hypotheses. The authors discuss the theoretical and practical implications of their findings.
Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions
Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., Nagengast, B., & Trautwein, U. (2017). Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions. Developmental Psychology, 53(8), 1522-1539.
http://dx.doi.org/10.1037/dev0000337
Abstract: Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students’ value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (Mage = 14.62, SDage = 0.47) and their predominantly Caucasian middle-class parents were obtained via separate questionnaires. Multilevel regression analyses with cross-level interactions were used to investigate differential intervention effects on students’ motivational beliefs 6 weeks and 5 months after the intervention. Socioeconomic status, FI, and parental utility values were investigated as moderators of the intervention effects. The intervention conditions were especially effective in promoting students’ utility, attainment, intrinsic value beliefs, and effort 5 months after the intervention for students whose parents reported lower levels of math interest. Furthermore, students whose parents reported low math utility values especially profited in terms of their utility and attainment math values 5 months after the intervention. No systematic differential intervention effects were found for socioeconomic status. These results highlight the effectiveness of relevance interventions in decreasing motivational gaps between students from families with fewer or more motivational resources. Findings point to the substantial importance of motivational family resources, which have been neglected in previous research.
http://dx.doi.org/10.1037/dev0000337
Abstract: Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students’ value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (Mage = 14.62, SDage = 0.47) and their predominantly Caucasian middle-class parents were obtained via separate questionnaires. Multilevel regression analyses with cross-level interactions were used to investigate differential intervention effects on students’ motivational beliefs 6 weeks and 5 months after the intervention. Socioeconomic status, FI, and parental utility values were investigated as moderators of the intervention effects. The intervention conditions were especially effective in promoting students’ utility, attainment, intrinsic value beliefs, and effort 5 months after the intervention for students whose parents reported lower levels of math interest. Furthermore, students whose parents reported low math utility values especially profited in terms of their utility and attainment math values 5 months after the intervention. No systematic differential intervention effects were found for socioeconomic status. These results highlight the effectiveness of relevance interventions in decreasing motivational gaps between students from families with fewer or more motivational resources. Findings point to the substantial importance of motivational family resources, which have been neglected in previous research.
Not just sticks and stones: Indirect ethnic discrimination leads to greater physiological reactivity
Huynh, V. W., Huynh, Q.-L., & Stein, M.-P. (2017). Not just sticks and stones: Indirect ethnic discrimination leads to greater physiological reactivity. Cultural Diversity and Ethnic Minority Psychology, 23(3), 425-434.
http://dx.doi.org/10.1037/cdp0000138
Abstract
Objectives: We examined the effect of indirect ethnic discrimination on physiological reactivity (i.e., cortisol, blood pressure, heart rate) in Latino emerging adults.
Method: Participants (N = 32) were randomly assigned to be exposed to indirect ethnic discrimination (experimental condition) or not (control condition) while undergoing a cognitive stress task.
Results: Greater total cortisol output was observed in participants in the experimental condition, relative to those in the control condition. No significant differences in heart rate or blood pressure were noted.
Conclusions: Results suggest that witnessing ethnic discrimination affects cortisol recovery responses, but not cardiovascular reactivity. Words that are not intentionally hurtful or directed at a specific person may still “hurt”—affecting biological processes associated with hypothalamic-pituitary-adrenocortical (HPA) axis and potentially leading to long-term health consequences
http://dx.doi.org/10.1037/cdp0000138
Abstract
Objectives: We examined the effect of indirect ethnic discrimination on physiological reactivity (i.e., cortisol, blood pressure, heart rate) in Latino emerging adults.
Method: Participants (N = 32) were randomly assigned to be exposed to indirect ethnic discrimination (experimental condition) or not (control condition) while undergoing a cognitive stress task.
Results: Greater total cortisol output was observed in participants in the experimental condition, relative to those in the control condition. No significant differences in heart rate or blood pressure were noted.
Conclusions: Results suggest that witnessing ethnic discrimination affects cortisol recovery responses, but not cardiovascular reactivity. Words that are not intentionally hurtful or directed at a specific person may still “hurt”—affecting biological processes associated with hypothalamic-pituitary-adrenocortical (HPA) axis and potentially leading to long-term health consequences
Music education, academic achievement, and executive functions
Holochwost, S. J., Propper, C. B., Wolf, D. P., Willoughby, M. T., Fisher, K. R., Kolacz, J., . . . Jaffee, S. R. (2017). Music education, academic achievement, and executive functions. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 147-166. http://dx.doi.org/10.1037/aca0000112
Abstract: This study examined whether music education was associated with improved performance on measures of academic achievement and executive functions. Participants were 265 school-age children (Grades 1 through 8, 58% female, and 86% African American) who were selected by lottery to participate in an out-of-school program offering individual- and large-ensemble training on orchestral instruments. Measures of academic achievement (standardized test scores and grades in English language arts and math) were taken from participants’ academic records, whereas executive functions (EFs) were assessed through students’ performance on a computerized battery of common EF tasks. Results indicated that, relative to controls, students in the music education program scored higher on standardized tests, t(217) = 2.74, p = .007; earned better grades in English language arts, t(163) = 3.58, p < .001, and math, t(163) = 2.56, p = .011; and exhibited superior performance on select tasks of EFs and short-term memory. Further analyses revealed that although the largest differences in performance were observed between students in the control group and those who had received the music program for 2 to 3 years, conditional effects were also observed on 3 EF tasks for students who had been in the program for 1 year. These findings are discussed in light of current educational policy, with a particular emphasis on the implications for future research designed to understand the pathways connecting music education and EFs.
Abstract: This study examined whether music education was associated with improved performance on measures of academic achievement and executive functions. Participants were 265 school-age children (Grades 1 through 8, 58% female, and 86% African American) who were selected by lottery to participate in an out-of-school program offering individual- and large-ensemble training on orchestral instruments. Measures of academic achievement (standardized test scores and grades in English language arts and math) were taken from participants’ academic records, whereas executive functions (EFs) were assessed through students’ performance on a computerized battery of common EF tasks. Results indicated that, relative to controls, students in the music education program scored higher on standardized tests, t(217) = 2.74, p = .007; earned better grades in English language arts, t(163) = 3.58, p < .001, and math, t(163) = 2.56, p = .011; and exhibited superior performance on select tasks of EFs and short-term memory. Further analyses revealed that although the largest differences in performance were observed between students in the control group and those who had received the music program for 2 to 3 years, conditional effects were also observed on 3 EF tasks for students who had been in the program for 1 year. These findings are discussed in light of current educational policy, with a particular emphasis on the implications for future research designed to understand the pathways connecting music education and EFs.
False Polarization and False Moderation: Political Opponents Overestimate the Extremity of Each Other's Ideologies but Underestimate Each Other's Certainty
False Polarization and False Moderation: Political Opponents Overestimate the Extremity of Each Other's Ideologies but Underestimate Each Other's Certainty. Craig Blatz and Brett Mercier. Social Psychological and Personality Science, http://journals.sagepub.com/doi/abs/10.1177/1948550617712034
Abstract: Past research finds that people hold moderate views on political issues while believing others are extreme. This false polarization has been demonstrated across a variety of different attitude dimensions and is explained by naive realism, the belief that one holds an unbiased view of reality. We argue that because people believe they see the world objectively, they should be very certain about their opinions, more certain than others expect. In three studies, we tested this false moderation of attitude certainty hypothesis and attempted to replicate past research on false polarization of attitude stance and perceived ideology of others. All three studies revealed a false moderation effect on judgments of certainty. Additionally, we replicate the finding that people false polarize others' ideology but do not find evidence for false polarization of specific stance.
Abstract: Past research finds that people hold moderate views on political issues while believing others are extreme. This false polarization has been demonstrated across a variety of different attitude dimensions and is explained by naive realism, the belief that one holds an unbiased view of reality. We argue that because people believe they see the world objectively, they should be very certain about their opinions, more certain than others expect. In three studies, we tested this false moderation of attitude certainty hypothesis and attempted to replicate past research on false polarization of attitude stance and perceived ideology of others. All three studies revealed a false moderation effect on judgments of certainty. Additionally, we replicate the finding that people false polarize others' ideology but do not find evidence for false polarization of specific stance.
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