The effects of three variables on children's concepts of physical causality.

"This study investigated the effects of 3 variables on children's concepts of physical casuality. It was found that: (1) The nature of the causal thinking of withdrawn children is at a significantly less mature level than the causal thinking of normal children. (2) Questions about phenomena whose causal agents are not accessible to direct experience yielded significantly more nonnaturalistic responses than did questions about phenomena whose causal agents are more ascessible. (3) Questions worded so as to suggest the possible operation of 'animistic,' 'supernatural,' or 'dynamic' forces yielded more such nonnaturalistic types of responses than questions less suggestively worded." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Property transmission: An explanatory account of the role of similarity information in causal inference.

Many kinds of common and easily observed causal relations exhibit property transmission, which is a tendency for the causal object to impose its own properties on the effect object. It is proposed that property transmission becomes a general and readily available hypothesis used to make interpretations and judgments about causal questions under conditions of uncertainty, in which property transmission functions as a heuristic. The property transmission hypothesis explains why and when similarity information is used in causal inference. It can account for magical contagion beliefs, some cases of illusory correlation, the correspondence bias, overestimation of cross-situational consistency in behavior, nonregressive tendencies in prediction, the belief that acts of will are causes of behavior, and a range of other phenomena. People learn that property transmission is often moderated by other factors, but under conditions of uncertainty in which the operation of relevant other factors is unknown, it tends to exhibit a pervasive influence on thinking about causality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and prejudice: A historical analysis and integrative framework.

No adequate general theories or integrative frameworks exist for understanding prejudice. Limited theories have proliferated, and a number of competing paradigms emerged that have been theoretically dominant during quite different historical periods. These systematic shifts do not just represent a systematic evolution of knowledge. A historical analysis focusing on explanations of racial prejudice suggests that different theoretical orientations typically emerged in response to specific social and historical circumstances. It is suggested that these shifts in theoretical orientation represent responses to substantively different but equally valid questions about the nature of the causal processes involved in prejudice. Four such basic causal processes emerge from the analysis that can be combined into an integrative framework providing a reasonably complete understanding of prejudice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structural properties of stereotypic knowledge and their influences on the construal of social situations.

This research focused on the role that higher order structural properties of stereotypic knowledge play in the processing of social information. It is argued that stereotypic assumptions about cause–effect relations provide important constraints for the causal structure underlying the perceiver's subjective representation of social information. Experiment 1 shows how, within the context of a jury decision experiment, the causal structure underlying stereotypic knowledge about African Americans influences the construal of causality in a situation involving a member of that group. Results from 2 additional experiments indicate that this construal effect is based in part on stereotypic knowledge affecting the encoding of the trial evidence instead of on biasing responses at the output stage. The implications of these findings are discussed, and a theoretical framework is offered according to which the application of category knowledge involves not only the matching of stereotypic attributes but also the alignment of structural relations in the environment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Assessing Interactive Causal Influence.

The discovery of conjunctive causes--factors that act in concert to produce or prevent an effect--has been explained by purely covariational theories. Such theories assume that concomitant variations in observable events directly license causal inferences, without postulating the existence of unobservable causal relations. This article discusses problems with these theories, proposes a causal-power theory that overcomes the problems, and reports empirical evidence favoring the new theory. Unlike earlier models, the new theory derives (a) the conditions under which covariation implies conjunctive causation and (b) functions relating observable events to unobservable conjunctive causal strength. This psychological theory, which concerns simple cases involving 2 binary candidate causes and a binary effect, raises questions about normative statistics for testing causal hypotheses regarding categorical data resulting from discrete variables. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Knowledge-based information acquisition: Norms and the functions of consensus information.

Mill's (1872/1973) method of difference prescribes that the lay scientist should use consensus information as a control condition for the person and distinctiveness information as a control condition for the stimulus when analyzing their causal effects on the occurrence of the target event. However, in studies of information acquisition, subjects have shown a consistent preference for distinctiveness information when answering causal questions about the person, and for consensus information when answering causal questions about the stimulus. To explain this discrepancy, we distinguish between the evaluative, contrastive, and corroborative functions of consensus and distinctiveness information. In addition, we suggest that Ss seek consensus information only if it is relevant to the question posed to them, and if they cannot supply it from their own presupposed knowledge of behavioral norms. We report 4 information acquisition experiments that provide support for our analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inquiry response induction in preschool children through televised modeling.

Exposed Papago Indian 3-5 yr olds on a US reservation to videotaped models who were positively reinforced for asking causal questions. Results confirm the prediction that question-asking responses could be induced through televised modeling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multinational study of the factorial structure and other characteristics of the Dartmouth COOP Functional Health Assessment Charts/WONCA

BACKGROUND: The 'Dartmouth COOP Functional Health Assessment Charts/WONCA' constitute a relatively new derived instrument for assessing health status that is specifically intended for use in primary care on a world-wide basis. It needs further validation in its special area of use. OBJECTIVES: Over a range of countries, social backgrounds and case mixes, our aim was (i) to examine the factorial structure of the instrument; (ii) to explore how well it was understood; (iii) to check its acceptability; and (iv) to assess the value of the pictures on the charts. METHODS: The charts themselves, accompanied by a short questionnaire about the charts, were administered to 1719 patients at eight varied types of treatment centre in Canada, Japan, Nepal and Spain. The responses to the instrument were subjected to standard factor analysis and a special Q-type principal components analysis. The responses to direct questions about the charts were compared with the answers to open-ended questions. RESULTS: Factor analysis suggested a shared factorial pattern for all sites, with the first two factors accounting for 88.5% of the variability in correlations between the charts across the sites. The individual questions were understood by most patients, but a substantial minority did not appear to grasp the underlying purpose of the instrument. The instrument was well accepted. The pictures were considered to be helpful by most respondents, especially those at the Nepal sites. The variability in the scores for the individual charts across sites was less than expected and not always in the expected direction. CONCLUSIONS: The COOP/WONCA system continues to show promise, but needs more validation.     

Norm theory: Comparing reality to its alternatives.

Presents a theory of norms and normality and applies the theory to phenomena of emotional responses, social judgment, and conversations about causes. Norms are assumed to be constructed ad hoc by recruiting specific representations. Category norms are derived by recruiting exemplars. Specific objects or events generate their own norms by retrieval of similar experiences stored in memory or by construction of counterfactual alternatives. The normality of a stimulus is evaluated by comparing it with the norms that it evokes after the fact, rather than to precomputed expectations. Norm theory is applied in analyses of the enhanced emotional response to events that have abnormal causes, of the generation of predictions and inferences from observations of behavior, and of the role of norms in causal questions and answers. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of biological explanation: Are children vitalists?

Whether and how an understanding of biological explanation changes with development was explored in interviews with 24 first graders, 24 third graders, and 24 adults. Participants were asked about the changeability of biological and psychological characteristics and the causal mechanisms underlying biological, psychological, and mechanical phenomena (using both open-ended and forced-choice questions). In saying how characteristics might be changed, children and adults similarly distinguished between biology and psychology; they also responded similarly to questions about specific processes underlying biological change. Children's attributions of intention or agency to biological organs or body parts (i.e., vitalistic attribution) did not differ from adults', contrary to previous findings. The authors concluded that children's thinking about biology is not necessarily more vitalistic than adults'. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of misleading questions in promoting nonconservation responses in children and adults.

In three studies we demonstrated that adults as well as children provide nonconservation-of-weight responses to misdirecting questions. The effect was constant over the types of problems studied, did not vary over the grade range tested (third graders through college students), and was resistant to a condition that had earlier proved successful in breaking a set to respond to misleading implications of questions. The results underscore the importance of linguistic pragmatics, conflicts with recent claims that among adults there is a certainty about and a belief in the necessity of certain types of Piagetian logic, and support earlier findings suggesting that contextual cues can alter responses to conservation questions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conversational processes and causal explanation.

Causal explanation takes place in and takes the form of conversation. Explanations are selected by questions and are thus governed by general rules of discourse. A conversational model of causal explanation is introduced that explicates social aspects of the explanation process by postulating that good explanations must be relevant to the focus of a why question, as well as being true. The notion of explanatory relevance enables an integration of the major models of the attribution process by showing that they use the same counterfactual logic but address different causal questions. The conversational perspective suggests a reinterpretation of many attributional biases, and also highlights the role of interpersonal goals in generating implicit questions, which in turn constrain explanations. Finally, the relevance of the conversational perspective for research on causal networks, the social context of explanation, and intrapsychic explanation is noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Analogical and category-based inference: A theoretical integration with Bayesian causal models.

A fundamental issue for theories of human induction is to specify constraints on potential inferences. For inferences based on shared category membership, an analogy, and/or a relational schema, it appears that the basic goal of induction is to make accurate and goal-relevant inferences that are sensitive to uncertainty. People can use source information at various levels of abstraction (including both specific instances and more general categories), coupled with prior causal knowledge, to build a causal model for a target situation, which in turn constrains inferences about the target. We propose a computational theory in the framework of Bayesian inference and test its predictions (parameter-free for the cases we consider) in a series of experiments in which people were asked to assess the probabilities of various causal predictions and attributions about a target on the basis of source knowledge about generative and preventive causes. The theory proved successful in accounting for systematic patterns of judgments about interrelated types of causal inferences, including evidence that analogical inferences are partially dissociable from overall mapping quality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical trials comparing two treatment policies: which aspects of the treatment policies make a difference?

We discuss pragmatic clinical trials with survival endpoints in which subjects commonly change treatment during follow-up. Suppose that an intention-to-treat (ITT) analysis shows a significant difference between the randomized groups. We may want to ask questions about the reason for such a difference in outcome between randomized groups: for example, was the difference due to different policies for change to a third more beneficial regime? We address such questions using the semi-parametric accelerated life models of Robins, which exploit the randomization assumption fully and avoid direct comparisons of possibly differently selected subgroups. No assumption is made about the relationship of treatment actually prescribed to prognosis. A sensitivity analysis, using a range of plausible values for the causal effect of a covariate, estimates the contrasts between randomized groups that would have been observed if the covariate had universally been 0. The main technical problem is in dealing with censoring, for the method requires different degrees of recensoring for different values of the causal effect, and this can lead to estimates of low precision. The methods are applied to a randomized comparison of two anti-hypertensive treatments in which approximately half the subjects changed treatment during follow-up. Various time-dependent covariates, representing patterns of side-effects and treatments, are used in the model. We find that the observed difference in cardiovascular deaths between the randomized groups cannot be explained in this way by their different covariate patterns.     

"Student power: Desire for control or desire to learn": Reply.

Suggests that the methodology used by J. F. Voss (1970) to examine graduate students' attitudes toward participation in departmental business raises serious questions about the effects of directly questioning students on their responses, the type of group structure involved, and the implications of the findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mechanisms of predictive and diagnostic causal induction.

In predictive causal inference, people reason from causes to effects, whereas in diagnostic inference, they reason from effects to causes. Independently of the causal structure of the events, the temporal structure of the information provided to a reasoner may vary (e.g., multiple events followed by a single event vs. a single event followed by multiple events). The authors report 5 experiments in which causal structure and temporal information were varied independently. Inferences were influenced by temporal structure but not by causal structure. The results are relevant to the evaluation of 2 current accounts of causal induction, the Rescorla-Wagner (R. A. Rescorla & A. R. Wagner, 1972) and causal model theories (M. R. Waldmann & K. J. Holyoak, 1992). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Don't know" responding to answerable and unanswerable questions during misleading and hypnotic interviews.

"Don't know" (DK) responses to interview questions are conceptually heterogeneous, and may represent uncertainty or clear statements about the contents of memory. A study examined the subjective intent of DK responses in relation to the objective status of information queried, in the context of memory distorting procedures. Participants viewed a video and responded to answerable and unanswerable questions phrased in misleading or nonmisleading formats, while hypnotized or not hypnotized. Subjective meanings of DK responses were queried, and a recognition measure assessed the contents of memory. Lower DK and accuracy rates were consistently associated with unanswerable and misleading questions. One-third of DK responses were statements that the information had no not presented. When these were recoded, accuracy estimates for answerable questions decreased and more so for hypnotized participants. These results demonstrate that DK responses convey different types of information, thus accuracy estimates in studies that permit DK responses may be misestimated. Robust risks associated with asking unanswerable questions and asking questions at all were observed. Implications for working with DK responses during interviews are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Difficulties in Comprehending Causal Relations Among Children With ADHD: The Role of Cognitive Engagement.

The present study examined whether time spent in long looks (i.e., ≥15 s), an index of cognitive engagement, would account for differences between children with attention deficit hyperactivity disorder (ADHD) and comparison children in understanding causal relations. Children viewed two televised stories, once in the presence of toys and once in their absence. Dependent variables were visual attention and questions tapping factual information and causal relations. Comparison children answered significantly more causal relations questions than did the children with ADHD, but only in the toys-present condition. Four lines of evidence revealed that the difficulties children with ADHD had in answering causal relations questions in the toys-present condition could be linked specifically to this group's decreased time spent in long looks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)