Psychology and a sustainable future.

As an anthropologist who has been working with resource management issues for more than 40 years, E. N. Anderson was pleased to see the excellent series of articles on environmental sustainability in the May 2000 issue of the American Psychologist. Stuart Oskamp deserves praise for organizing this series. The article by Paul Stern (see record 2000-15413-011), in particular, is one of the best and most original that Anderson has ever read in the environmental social science literature. Environmentalists need all the help they can get from psychology. Anderson provides several of his own comments, based on six years' field work in cultures around the world as well as on some knowledge of the conservation literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A reconsideration of two-person inequity judgments: A reply to Anderson.

Replies to N. H. Anderson's (see record 1984-22881-001) argument that "two-operation logic," which was applied to N. H. Anderson and A. J. Farkas's (1975) experiment, supported the ratio model, established the linearity of the response scale, and refuted the subtractive model proposed by the present author (see record 1982-29568-001). A reanalysis shows that the data of Anderson and Farkas are more consistent with subtractive models than ratio models and illustrates problems with the two-operation logic that led Anderson to his conclusions. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The fan effect: A tale of two theories.

This article addresses J. R. Anderson and L. M. Reder's (see record 1999-05245-004) account of the differential fan effect reported by G. A. Radvansky, D. H. Spieler, and R. T. Zacks (see record 1993-16287-001). The differential fan effect is the finding of greater interference with an increased number of associations under some conditions, but not others, in a within-subjects mixed-list recognition test. Anderson and Reder concluded that the differential fan effects can be adequately explained by assuming differences in the weights given to concepts in long-term memory. When a broader range of data is considered, this account is less well supported. Instead, it is better to assume that the organization of information into referential representations, such as situation models, has a meaningful influence on long-term memory retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practice effects and composition: A reply to Anderson.

J. R. Anderson (see record 1989-24857-001) argues that our results (R. A. Carlson et al; see record 1989-24864-001) confirm several predictions of the ACT* account of skill acquisition, including the occurrence of composition. The ACT* theory does include mechanisms that can account for the major ordinal results of our experiment. However, the quantitative implications of the mechanisms that Anderson invokes to support the occurrence of composition result in unreasonable or inconsistent predictions for this data set. These mechanisms do not account for the observed effects in our control experiment, make the composition hypothesis difficult to falsify, and involve assumptions that negate the processing speed advantage that composition would provide. We also discuss several other points made by Anderson. Our results do provide weak support for some aspects of ACT*, while emphasizing the importance of quantitatively examining interrelations among mechanisms in complex models of skill acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In defense of the negative affect escape model of heat and aggression.

Counters C. A. Anderson's (see record 1989-36724-001) interpretation of data allegedly inconsistent with the curvilinear negative affect escape model of temperature and aggression. Anderson suggests that archival studies support a rectilinear rather than curvilinear model as temperature increases from comfortable to hot and that inconsistencies surrounding curvilinearity lab studies should be resolved in favor of linearity. To the contrary, this article asserts that archival region and time period studies are inconsistent themselves, that most of them are inadequate for testing curvilinearity, and that some of them are consistent with curvilinearity. Moreover, concomitant lab and field studies also provide evidence for a curvilinear relationship that is as robust as the linear relationship ostensibly is in archival studies. Thus, there is much more support for the negative affect escape model, and much less evidence against it, than Anderson has suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The fan effect: New results and new theories.

The fan effect (J. R. Anderson, see record 1975-06644-001) has been attributed to interference among competing associations to a concept. Recently, it has been suggested that such effects might be due to multiple mental models (G. A. Radvansky, D. H. Spieler, & R. T. Zacks, see record 1993-16287-001) or suppression of concepts (M. C. Anderson & B. A. Spellman, see record 1995-16174-001); A. R. A. Conway & R. W. Engle, see record 1994-08314-001). It was found that the Adaptive Control of Thought—Rational (ACT-R) theory, which embodies associative interference, is consistent with the results of G. A. Radvansky et-al. and that there is no evidence for concept suppression in a new fan experiment. The ACT-R model provides good quantitative fits to the results, as shown in a variety of experiments. The 3 key concepts in these fits are (a) the associative strength between 2 concepts reflects the degree to which one concept predicts the other, (b) foils are rejected by retrieving mismatching facts; and (c) participants can adjust the relative weights they give to various cues in retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

John R. Anderson.

The Awards for Distinguished Scientific Contributions are presented by the American Psychological Association at the annual convention. The awardees for this year (1994), along with those for the preceding years since the establishment of the custom, are presented here. The awardees for 1994 are John R. Anderson, Jon Kaas, and Neil Schneiderman. The awardees citations, biographies, and selected bibliographies are included here. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Bodies in treatment: The unspoken dimension.

Reviews the book, Bodies in treatment: The unspoken dimension by Frances Sommer Anderson (see record 2007-07946-000). In this book, the author aims to move talk and body therapists closer to one another, so that each appreciates the narrative and the visceral and so that, together, they can care for patients as wholly as possible. Body therapists consider the body to be a rich source of information, with the potential to facilitate regulation and reorganization of emotional states, explains William Cornell, in his chapter “Self in Action: The Bodily Basis of Self-Organization.” Specifically, body therapists ask patients to verbalize their physical sensations, to notice and to change their breathing, to adjust their posture. Sometimes body therapists touch patients to better sense and to reconfigure troubled parts of the body. These techniques aim to heed, deepen, and even change experiences at the level of the body. Despite this book’s imperfect cohesion and inconsistent strength (both common in edited books), it succeeds strongly in bringing needed attention to a dimension of treatment that has been largely ignored, and sometimes exploited, by therapists. This book will be of particular interest to clinicians (from graduate students in the field to seasoned analysts) who treat patients with eating disorders and/or trauma histories, patients who somatize, and patients who suffer from chronic illnesses. Francis Sommer Anderson is brave to have written about the ways her own profession of talk therapy failed to touch and heal some aspects of her patients, and some aspects of herself. The authors of her volume all contribute—most, very creatively and innovatively; some, eccentrically—to Anderson’s aim of including bodies in treatment and of healing patients as completely as possible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sample size and correlational inference.

In 4 studies, the authors examined the hypothesis that the structure of the informational environment makes small samples more informative than large ones for drawing inferences about population correlations. The specific purpose of the studies was to test predictions arising from the signal detection simulations of R. B. Anderson, M. E. Doherty, N. D. Berg, and J. C. Friedrich (2005). The results of a simulation study in the present article confirmed and extended previous theoretical claims (R. B. Anderson et al., 2005) that in a yes/no correlation detection task, small-sample advantages should occur but should be restricted to particular decision conditions. In 3 behavioral studies, participants viewed larger or smaller samples of data pairs and judged whether each sample had been drawn from a population characterized by a zero correlation or from one characterized by a greater-than-zero correlation. Consistent with traditional statistical theory, accuracy tended to be greater for larger than for smaller samples, though there was a small-sample advantage in 1 experimental condition. The results are discussed in relation to alternative theoretical and behavioral paradigms such as those of Y. Kareev (e.g., 2005) and K. Fiedler and Y. Kareev (2006). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nailing the coffin shut on doubts that violent video games stimulate aggression: Comment on Anderson et al. (2010).

Over the past half century the mass media, including video games, have become important socializers of children. Observational learning theory has evolved into social–cognitive information processing models that explain that what a child observes in any venue has both short-term and long-term influences on the child’s behaviors and cognitions. C. A. Anderson et al.’s (2010) extensive meta-analysis of the effects of violent video games confirms what these theories predict and what prior research about other violent mass media has found: that violent video games stimulate aggression in the players in the short run and increase the risk for aggressive behaviors by the players later in life. The effects occur for males and females and for children growing up in Eastern or Western cultures. The effects are strongest for the best studies. Contrary to some critics’ assertions, the meta-analysis of C. A. Anderson et al. is methodologically sound and comprehensive. Yet the results of meta-analyses are unlikely to change the critics’ views or the public’s perception that the issue is undecided because some studies have yielded null effects, because many people are concerned that the implications of the research threaten freedom of expression, and because many people have their identities or self-interests closely tied to violent video games. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Much ado about nothing: The misestimation and overinterpretation of violent video game effects in Eastern and Western nations: Comment on Anderson et al. (2010).

The issue of violent video game influences on youth violence and aggression remains intensely debated in the scholarly literature and among the general public. Several recent meta-analyses, examining outcome measures most closely related to serious aggressive acts, found little evidence for a relationship between violent video games and aggression or violence. In a new meta-analysis, C. A. Anderson et al. (2010) questioned these findings. However, their analysis has several methodological issues that limit the interpretability of their results. In their analysis, C. A. Anderson et al. included many studies that do not relate well to serious aggression, an apparently biased sample of unpublished studies, and a “best practices” analysis that appears unreliable and does not consider the impact of unstandardized aggression measures on the inflation of effect size estimates. They also focused on bivariate correlations rather than better controlled estimates of effects. Despite a number of methodological flaws that all appear likely to inflate effect size estimates, the final estimate of r = .15 is still indicative of only weak effects. Contrasts between the claims of C. A. Anderson et al. (2010) and real-world data on youth violence are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The plausible assessment report: A phrenological example.

Presents "The Phrenological Analysis of Mr. Anderson" by W. Cross (1889) as an example of a plausible assessment report. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment of distal biceps tendon injuries using the Boyd and Anderson method

Boyd and Anderson method for treatment of injury to the distal part of the biceps tendon has been recalled. The method has been used in 5 males aged 38-47 (mean 41) with good final functional results.     

Cultural difference in attribution of performance: An integration-theoretical analysis.

F. Heider's (1958) suggestion that Performance?=?Motivation?×?Ability has been empirically confirmed by N. H. Anderson and C. A. Butzin (1974) and by A. Kum et al (1974), using American students as Ss. This multiplying process failed to appear in the present 3 experiments performed with 56 male Indian college students. Contrary to the predicted linear fan pattern, the plot of Motivation?×?Ability effect displayed clear parallelism. An equal-weight averaging rule was able to account for the results obtained in both group and single-S analyses. Perhaps the integration rules underlying achievement judgments are culture-specific, and Indian college students average motivation and ability information in attribution of future scholastic performance. Results illustrate the potential power that information integration theory provides for the cross-cultural study of social perception and cognition. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problem solving and learning.

A. Newell and H. A. Simon (1972) provided a framework for understanding problem solving that can provide the needed bridge between learning and performance. Their analysis of means–ends problem solving can be viewed as a general characterization of the structure of human cognition. However, this framework needs to be elaborated with a strength concept to account for variability in problem solving behavior and improvement in problem-solving skill with practice. The ACT* theory (J. R. Anderson, 1983) is such an elaborated theory that can account for many of the results about the acquisition of problem-solving skills. Its central concept is the production rule, which plays an analogous role to the stimulus–response bond in earlier learning theories. The theory has provided a basis for constructing intelligent computer-based tutoring systems for the instruction of academic problem-solving skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Omissions and errors in "Media violence and the American public."

Comments on an article by Bushman and Anderson (see record 2001-17729-001). We are concerned that Bushman and Anderson's article on media violence contains data that are incorrect or irreproducible. This is a serious issue; the article has already been referenced by numerous other formal papers according to a Google scholarly article search as well as in a statement to the U.S. Senate, in legal proceedings, and in California State law (Assembly Bill 1179 in 2005). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A limit on retrieval-induced forgetting.

Retrieving some members of a memory set impairs later recall of semantically related but not unrelated members (M. C. Anderson, R. A. Bjork, & E. L. Bjork, 1994; M. C. Anderson & B. A. Spellman, 1995). The authors investigated whether this retrieval-induced forgetting effect would generalize to testing procedures other than category-cued recall. Although the authors demonstrated a retrieval-induced forgetting effect using a category-cued recall task, they failed to show retrieval-induced forgetting on several different memory tests that used item-specific cues, including a category-plus-stem-cued recall test, a category-plus-fragment-cued recall test, a fragment-cued recall test, and a fragment completion task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ending arousal's reign of error: A reply to Anderson.

The unsuitability of global arousal as an explanatory construct has been documented for more than a third of a century (R. Neiss; see record 1989-14248-001). K. J. Anderson's (see record 1990-11404-001) critique attempted to justify continued use of the arousal construct, principally by citing her group's theorizing and research. This reply counters Anderson's argument that cognitive performance and the effects of drugs are best conceptualized in terms of arousal by analyzing this research program. It is proposed that the theorizing presented by Anderson ignores affect by separating mind and body. The empirical studies cited in support of this theory generally fail to assess arousal, and interpret widely varying patterns of results as supportive of the theory, nearly precluding falsifiability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A rational analysis of the selection task as optimal data selection.

Human reasoning in hypothesis-testing tasks like P. C. Wason's (1968) selection task has been depicted as prone to systematic biases. However, performance on this task has been assessed against a now outmoded falsificationist philosophy of science. Therefore, the experimental data is reassessed in the light of a Bayesian model of optimal data selection in inductive hypothesis testing. The model provides a rational analysis (J. R. Anderson, 1990) of the selection task that fits well with people's performance on both abstract and thematic versions of the task. The model suggests that reasoning in these tasks may be rational rather than subject to systematic bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)