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Attention During Syllogistic Reasoning
No full textAn initial study investigating the effects of feedback on attention during syllogistic reasoning
Naming before taming? The pivotal role of emotion differentiation to emotion regulation variability in adolescents.
No full textIs knowing what emotions one experiences important for how one regulates them? Emotion differentiation (ED) refers to how well one can distinguish and label emotional experiences (Barrett et al., 2001). According to the theoretical framework of Kashdan et al. (2015), ED precedes and facilitates emotion regulation (ER), which refers to how one influences emotion experiences (Gross, 1998) for hedonic or instrumental goals (Tamir, 2009). However, Kalokerinos et al. (2019) found mostly insignificant or inconsistent relationships between ED at one moment and selection of specific ER strategies (e.g., reappraisal, distraction) at the next moment. Kalokerinos et al. (2019) suspected it was due to examination of separate strategies which fail to capture how ER strategies flexibly interact with changing contexts in daily life. This concurs with Aldao et al. (2015)’s suggestion to study ER beyond separate strategies by collectively considering the variability in the use of ER strategies across occasions. Aldao et al. (2015) proposed ER variability as a foundation to capture ER flexibility (ER variability that reacts to changing contexts), which is a necessary (but not sufficient) condition in achieving adaptive outcomes. The current study reexamines Kashdan et al. (2015)’s theory by investigating the relationship between ED and ER variability in daily lives of adolescents.
In this study, both between-person individual differences and within-person variations will be examined, as they can be different (Molenaar & Campbell, 2009). There are many examples where variables may associate in one direction across a population but oppositely within each individual across different assessments. As an example, there is a negative between-person association between physical activity and heart rate (i.e., people who exercise more generally have lower heart rate) but a positive within-person association between physical activity and heart rate (i.e., there is a higher heart rate in vigorous activity versus one’s resting heart rate; see Kievit et al., 2013 for detailed discussions with more examples). The current study will examine ED and ER variability in both trait- and momentary-level, which allows us to better understand between-person differences and within-person variations respectively
Not Only WEIRD but UNCANNY: A Critical Intersectional Review of Social Robotics Research
No full textCritical scholarship has illuminated a wide-scale phenomenon within general science and the field of human-computer interaction (HCI): a sampling bias characterized by participants drawn from Western, Educated, Industrial, Rich, and Democratic (WEIRD) nations. Yet, other forms of sampling biases, ones just as common but perhaps more subversive, may be at play. In particular, an intersectional lens raises the possibility of further limitations in the social characteristics of sampled populations, WEIRD or not, in terms of who (a) is involved in and (b) conducts research. In the spirit of social robotics and with a nod to my colleague Emeritus Professor Masahiro Mori, I propose to call this pattern UNCANNY:
U - Unembodied and size unaware
N - gNostic and ideologically Neutral
C - Cisgendered and masCuline
A - Anglo-centric: white-identifying and English-speaking
N - Non-queer and sexually Normative
N - Neurotypical and Nondisabled
Y - Young
UNCANNYness is a problem for the same reasons that WEIRD sampling biases are a problem. In effect, we capture a very limited view of human nature and experience, and then generalize these views to all peoples. This bears great risk because, as anti-WEIRD research has shown, not all experiences reflect those of WEIRD populations.
As a first step, the goal of this critical intersectional review is to identify whether or not this phenomenon exists and then map out the state of affairs within a specific domain in which human-subjects research is carried out. Human-robot interaction (HRI) is an ideal case. As a field of study, it is premised on exploring human experiences. It is also relatively new and booming field of study with a manageable number of records to scour that may reveal shifts in sampling biases over time. Finally, it is actively being undertaken by researchers the world over.
Taking the field of HRI as a case study, this work then has three objectives. First, to systemically map out the state of the HRI literature in terms of WEIRD and UNCANNY (a) participant pools and (b) if possible, authorship. Second, to identify any intersections that typically represent these populations, e.g., white cisgendered men from WEIRD nations. Third, to determine if there has been changes over time in rates of WEIRDness and UNCANNYness.
The main contribution of this work will be a rigorous and critical set of findings on the state of affairs within HRI research that can be used to temper generalizations and spark new research on understudied populations. The significance cannot be understated: we must strive to understand our biases, as researchers, and then work to correct them. In short, this work offers one way to raise awareness and sets the stage for recuperative action
Assessment of Long COVID-19 Symptoms in a Medicaid Patient Population: The Impact of HIV Serostatus, Age, Race/Ethnicity, and Comorbid Conditions
No full textThere is a critical need to understand how COVID-19 may affect at-risk populations, such as people living with HIV (PLWH), and whether such populations are disproportionately affected and at increased risk for severe or prolonged disease. Symptoms and post-acute sequelae of SARS-CoV-2 (PASC, also known as long COVID) can persist for months after the infection regardless of disease severity. The prevalence of PASC in the general population of PLWH is unknown. The primary aim of this study is to identify the long-term symptoms of COVID, as well as their duration, and characterize the impact of COVID-19 on quality of life in terms of health and other domains. In New York City, intensive care treatment and death were associated with lower CD4+ T cell counts among PLWH. In general, the potential for severe COVID-19 among PLWH appears to be highest for those who are not virally suppressed and who have comorbidities, many of which are shared risk factors for HIV/AIDS and COVID-19. We have little understanding of how the routine use of antiretroviral therapies for HIV and the presence of comorbidities might affect the risk and outcomes of developing PASC among PLWH. Similarly, we aim to assess the associations between symptoms of PASC and self-reported clinical outcomes, including viral load and adherence to HIV/AIDS medications. There is substantial overlap between the social determinants of health for HIV and for COVID-19 infections. For example, many sociodemographic characteristics that are associated with increased risk of diagnosis of and death from COVID-19 infection (e.g., race/ethnicity) also represent the groups also disproportionately impacted by HIV. Age has also been found to be a risk factor for COVID-19, particularly among PLWH. In a population-level study of PLWH and COVID-19, age was found to exacerbate the clinical outcomes of COVID-19 (Yang et al., 2021). Specifically, older individuals with HIV were more likely to experience hospitalization and death than their same-aged peers without HIV. We will also explore whether there are differences in these metrics between PLWH and those not living with HIV
Focus alternative representation in Czech: Replication of Experiment 1
No full textThis experiment tests whether Czech comprehenders represent alternatives to narrowly focused nouns in cases where focus is elicited via changes in word order. This will be done by means of a probe recognition experiment with RSVP as the presentation method.
The current study is a conceptual replication of a previous experiment within this project with a larger sample and methodological improvements concerning the presentation of stimuli and the composition of filler items
The influence of genderless appeal on preference for highly aesthetic products
No full textan experiment preregisteration for the project — the influence of genderless appeal on preference for highly aesthetic product
Future Teachers’ Self-Assessment Accuracy and its Relevance for Their Lesson Planning
No full textAccording to self-regulated learning theories (SRL, e.g., Bandura, 1991), learners who do not monitor their learning process or do not evaluate their competence in line with their actual ability, provide inaccurate self-assessments and are unlikely to adapt their learning strategies and to succeed in a task. The phenomenon of inaccurate self-assessment, and overconfidence in particular, being connected to low performance outcomes is famously known as the Dunning-Kruger effect (Kruger & Dunning, 1999).
In a performance context, the quality of self-assessments is often measured as the confidence in one’s answer. The accuracy of self-assessments can be examined by a direct com-parison between self-assessments and an objective criterion (e.g., performance). Through met-acognitive measures (e.g., Schraw, 2009) it is possible to determine the degree of inaccuracy and a tendency towards over- and underconfidence on an individual level. Absolute accuracy, the squared difference between a persons’ self-assessment and a criterion, the deviation from accurate judgment, with higher values indicating less accurate judgments. Bias is the signed dif-ference: Positive values imply overconfidence, negative values imply underconfidence.
Although the relationship between self-assessment and performance has been examined extensively (cf. e.g., meta-analysis by Panadero et al., 2017), it has rarely been under observation for teachers. However, teachers’ inaccurate self-assessments of their abilities could result in teaching of inaccurate content, as well as an incorrect or inadequate use of teaching methods. This could affect students’ performance, making teachers’ self-assessment accuracy a topic of interest in teacher education.
While studying self-assessment accuracy (i.e., a biased confidence judgment) is relatively rare in teacher education research, the confidence in one’s abilities is often under examination when we talk about teacher self-efficacy. Teacher self-efficacy has been shown to be positively associated with self-regulation and teaching performance (cf. e.g., meta-analysis by Klassen & Tze, 2014). The connection between self-efficacy and self-assessment accuracy is less univo-cal. While some studies find a connection between self-efficacy and overconfidence (e.g., Thomson & Nietfeld, 2017), other studies do not replicate that finding (Ernst et al., in preparation). Therefore, we include self-efficacy to conduct an exploratory analysis of the relationship betwween self-efficacy, self-assessment accuracy and the quality of designed material.
Above the direct effect on the quality of method implementation, SRL theory implies that inaccurate self-assessments hinder adaptive learning in the future. While overconfidence in one’s knowledge should provide a feeling of “knowing enough”, underconfidence should result in a feeling of “knowing too little”. Therefore, we propose a negative relationship between the bias index and the interest to further engage with the study content.
In our study, we focus on worked examples as a teaching method and on the Pythagore-an as an essential content in the school mathematics curriculum. We examine how student teachers’ knowledge and self-assessment accuracy on both concepts are related to their lesson planning, namely the quality of worked examples on the Pythagorean theorem that they generate and the further engagement with those concepts
They are wellies, not shoes": Does children’s sensitivity to language norms get weaker with age?
No full textIn early childhood, children gradually develop abilities to learn meanings of words (Clark, 2007), categorize and identify functions for objects (Kalish, 2007), and take part in games that require a shared goal structure (Rakoczy, 2007). Studies show that around the age of three, children realize that there is a preferred, or conventional, way to do so as they spontaneously infer a convention from a single observation of adult intentional behaviour (Schmidt, Butler, Heinz & Tomasello, 2016). Standard philosophical accounts propose that conventions arise due to regularities in social behaviour on the basis of which we coordinate our actions (Lewis, 1969). On the one hand, a child’s appreciation of conventions can aid language acquisition. For example, conventionality creates assumptions that newly acquired words have a meaning distinct from words they have already learned (Clark, 1993), and that word meanings are shared with other people in their community (Koenig, Clément & Harris, 2004). On the other hand, a strong preference for conventions can cause difficulties in situations where a familiar word requires a non-conventional interpretation. For example, research on metonymy comprehension shows that 4–5-year-old children picked the literal interpretation significantly more often than 3-year-olds in a metonymy task. It was suggested that these results may be affected by the development of other communication-relevant abilities around this age. For instance, a child’s growing abilities to reflect on language may have pushed them to over-emphasise the literal meanings of the metonymic utterances. This is plausible as the same study also found that older children were better able to explain why they chose a particular picture (Falkum et al., 2017). Despite these difficulties in 4–5-year-old children, Hardecker, Schmidt and Tomasello (2017) show that children become more flexible with age as they show a deeper understanding that conventions arise from social agreements and can therefore be changed. In addition to the strong disposition for attending to language conventions (Clark, 2007a), research also show that three-year-old children are sensitive to conventions across several other domains, including artefact use (German, Truxaw, & Defeyter, 2007), categorization (Kalish, 2007), social behaviour (Schmidt, Butler, Heintz, & Tomasello, 2016) and pretence games (Rakoczy, 2007), to the extent that they have been hypothesized to share a common structure (Kalish & Sabbagh, 2007). To our knowledge, no one has systematically examined how children’s sensitivity to conventionality develops with age, and if their developmental trajectory differs between the different domains
Leading moms: Effect of gender on role conflicts, satisfaction and performance among parents in leadership positions
No full textAbstract:
Working parents are challenged with double work load and role conflicts. Similarly, leaders compared to non-leaders face high job demands, work load and stress. Additionally, in both scenarios - working parents and leaders - women face disadvantages due to gender roles. Thus, the question arises of what happens with satisfaction and performance when parents are not only working but also in leadership positions. The present research intends to investigate the impact of parents in leadership positions and their gender on their role conflicts, satisfaction and performance.
Short introduction:
Working as a parent can not only have the advantage of living both worlds but come with difficulties in terms of role conflicts (Greenhaus & Powell, 2006; Greenhaus et al., 2003, 2001). Such role conflicts can lead to stress, less well-being, and feelings of work overload (Bettac & Probst, 2021; Demerouti et al., 2013), as well as to negative organizational outcomes, such as less engegament and performance (Wayne et al., 2013; Nohe & Sonntag, 2014). For example, work family conlfict in terms of work-family role strain correlated negatively with quality of work life, quality of family life, job satisfaction, and life satisfaction (Duxbury & Higgins, 1991; Higgins et al., 1992; Thomas & Ganster, 1995). If parents do not only have their own work load but also a leadership responsibilities, this role conflict might get worse: In a study by Campbell et al. (2007), 88% of leaders reported that their leadership role increased their stress level based on lack of time and resources. Furthermore, leaders work more than the usual work hours as well as invest more time and physical resources into work than non-leaders (Sonnentag & Fritz, 2014). Having both a leadership role at work and at home may therefore lead to more role conflicts. Mainly women have trouble with managing both roles, as they are still seen as mainly responsible of the household, independently of their sexual orientation (Cudeville et al., 2020) and are the ones that go into parental leave as well as only work half-time more often, although most companies already want moms to come back earlier than used to (Jäger, 2017). Thus, it is no wonder that women experience much more role conflicts (Allen & Finkelstein, 2014). In addition, female leaders experience more difficulties than their male colleagues, as they are faced with leadership stereotypes (Moss-Racusin et al., 2012) and several role challenges and expectations (Eagly & Carli, 2008; Zheng et al., 2018).
References:
Allen, T. D. & Finkelstein, L. M. (2014). Work–family conflict among members of full-time dual earner couples: An examination of family life stage, gender, and age. Journal of Occupational Health Psychology, 19(3), 376–384.
Bettac, E., L. & Probst, T. M. (2019). Work–family conflict, sleep, and health: A comparison of traditional and self-employed workers. International Journal of Manpower, 42(2), 240–259.
Campbell, M., Baltes, J., Martin, A., & Meddings, K. (2007). The stress of leadership. Center for Creative Leadership, 10(11), 3-15.
Cudeville, E., Gross, M. & Sofer, C. (2020). Measuring gender norms in domestic work: A comparison between homosexual and heterosexual couples. halshs-02468956
Demerouti, E., Shimazub, A., Bakkerc, A. B., Shimadab, K. & Kawakami, N. (2013). Work-self balance: A longitudinal study on the effects of job demands and resources on personal functioning in Japanese working parents. Work & Stress, 27(3), 223–243.
Duxbury, L. E., & Higgins, C. A. (1991). Gender differences in work-family conflict. Journal of Applied Psychology, 76(1), 60-74.
Eagly, A. H. & Carli, L. L. (2008). Through the labyrinth: The truth about how women become leaders. Book Reviews.
Greenhaus, J. H., Collins, K. M. & Shaw, J. D. (2003). The relation between work-family balance and quality of life. Journal of Vocational Behavior, 63(3), 510–531. https://doi.org/10.1016/S0001-8791(02)00042-8
Greenhaus, J. H., Parasuraman, S. & Collins, K. M. (2001). Career involvement and family involvement as moderators of relationships between work-family conflict and withdrawal. Journal of Occupational Health Psychology, 6 (2), 91–100. https://doi.org/10.1037/1076-8998.6.2.91
Greenhaus, J. H. & Powell, G. N. (2006). When work and family are allies: a theory of work-family enrichment. Academy of Management Review, 31, 72–92.
Higgins, C. A., Duxbury, L. E., & Irving, R. H. (1992). Work-family conflict in the dual-career family. Organizational Behavior and Human Decision Processes, 51, 51-75.
Jäger, H. (2017). Mütter in Führungspositionen - eine österreichische Ausnahmeerscheinung. In: J., Spiegl, (Hrsg.), Vereinbarkeit von Beruf und familiären Sorgepflichten (S. 65–79). Springer Gabler.
Moss-Racusin, C. A., Dvidio, J. F., Brescoll, V. L., Graham, M. J. & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Science, 109(41), 16474-16479.
Nohe, C. & Sonntag, K. (2014). Work–family conflict, social support, and turnover intentions: A longitudinal study. Journal of Vocational Behavior, 85(1), 1-12.
Sonnentag, S., & Fritz, C. (2014). Recovery from job stress: Thestressor-detachment model as an integrative framework. Journal of Organizational Behavior, 36(S1).
Thomas, L. T, & Ganster, D. C. (1995). Impact of family-supportive work variables on work-family conflict and strain: A control perspective. Journal of Applied Psychology, 80(1), 6-15.
Wayne, J. H., Casper, W. J., Matthews, R. A. & Allen, T. D. (2013). Family-supportive organization perceptions and organizational commitment: The mediating role of work–family conflict and enrichment and partner attitudes. Journal of Applied Psychology, 98(4), 606-622.
Zheng, W., Surgevil, O., & Kark, R. (2018). Dancing on the razor’s edge: How top-level women leaders manage the paradoxical tensions between agency and communion. Sex Roles, 79(11), 633–650
The use of co-design for dietary interventions: protocol for a 2 week scoping review
No full textThis review aimed to find, assess and synthesize all study types that used co-design for nutrition interventions delivered within a healthcare, community or academic setting. Eligible studies are detailed under participant, concept and context