On the cognitive benefits of teaching.

In Exp I with 42 undergraduates, one group of Ss studied verbal material to learn it themselves while another group studied the material to teach it to another person. Ss preparing to teach scored reliably higher than controls on a subsequent retention test. Exp II assessed the effects of actual teacher–student interaction. For both a verbal and a problem-solving task, 121 undergraduates either worked alone, verbalized their thoughts aloud, or taught another person the task while performing. There were no reliable performance differences between conditions on either task. It is concluded that cognitive benefits of teaching do exist and result from the teacher's utilization of a different method of study. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negotiation from a near and distant time perspective.

Across 3 experiments, the authors examined the effects of temporal distance on negotiation behavior. They found that greater temporal distance from negotiation decreased preference for piecemeal, single-issue consideration over integrative, multi-issue consideration (Experiment 1). They also found that greater temporal distance from an event being negotiated increased interest in conceding on the lowest priority issue and decreased interest in conceding on the highest priority issue (Experiment 2). Lastly, they found increased temporal distance from an event being negotiated produced a greater proportion of multi-issue offers, a greater likelihood of conceding on the lowest priority issue in exchange for a concession on the highest priority issue, and greater individual and joint outcomes (Experiment 3). Implications for conflict resolution and construal level theory are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The association between psychological distance and construal level: Evidence from an implicit association test.

According to construal level theory (N. Liberman, Y. Trope, & E. Stephan, in press; Y. Trope & N. Liberman, 2003), people use a more abstract, high construal level when judging, perceiving, and predicting more psychologically distal targets, and they judge more abstract targets as being more psychologically distal. The present research demonstrated that associations between more distance and higher level of construal also exist on a pure conceptual level. Eight experiments used the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998) to demonstrate an association between words related to construal level (low vs. high) and words related to four dimensions of distance (proximal vs. distal): temporal distance, spatial distance, social distance, and hypotheticality. In addition to demonstrating an association between level of construal and psychological distance, these findings also corroborate the assumption that all 4 dimensions of psychological distance are related to level of construal in a similar way and support the notion that they all are forms of psychological distance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Encoding Under Trust and Distrust: The Spontaneous Activation of Incongruent Cognitions.

Past studies of strategic thinking have shown that the encoding of the message information becomes more complex under distrust. Receivers process the information as if they are trying to protect themselves from being misled by testing alternative potential interpretations. The present study investigates the possibility that when people are mistrustful they spontaneously activate associations that are incongruent with the given message. Findings from 3 experiments suggest that, even when the distrust is unrelated in any meaningful way to the message and even when receivers are unable to prepare a strategic response, the cognitive system reacts to distrust by automatically inducing the consideration of incongruent associations--it seems designed to ask, "and what if the information were false?" The theoretical implications of the results for theories of social perception and persuasion are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When combining intrinsic motivations undermines interest: A test of activity engagement theory.

Three studies with elementary school children demonstrated that combining reading with coloring pictures can undermine children's later interest in reading, while also reducing their interest in coloring. Undermining is maximized when an activity is identified as secondary during the initial engagement, but other conditions must also be met as specified by activity engagement theory (Higgins & Trope, 1990): (a) the multiple input activities must be separately identified and considered simultaneously as alternatives, (b) the activity identified as primary during initial engagement must not be perceived as very attractive, and (c) the responses connected to an identified activity during the initial engagement must be activated subsequently. Conditions for enhancing interest in an activity are also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When discounting fails: Conditions under which individuals use discredited information in making a judgment.

Investigated in 2 experiments the conditions that promote successful discounting of knowledge in making a judgment. 122 (Exp I) and 155 (Exp II) undergraduate students first learned a set of arguments describing a person. Later, they were told to use a subset of these arguments to judge the person. This was done in 1 of 2 ways. Half of the Ss received instructions specifying the subset of arguments that were actually to be used in the judgment. For the other half, the supplementary subset was specified; that is, they were told which of the arguments were to be ignored. As a result, in the latter condition the to-be-ignored arguments were salient, whereas in the former condition the to-be-used arguments were salient. Results of both experiments indicate that discounting was most successful when the to-be-ignored arguments were salient. Orthogonally to the salience manipulation, the experiments varied the extent to which the arguments were integrated before discounting. Exp II demonstrated that discounting fails when arguments are represented in an integrative rather than a discrete manner. Implications of these findings for theories of discounting are discussed. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transcending the "Here": The Effect of Spatial Distance on Social Judgment.

Construal level theory proposes that increasing the reported spatial distance of events produces judgments that reflect abstract, schematic representations of the events. Across 4 experiments, the authors examined the impact of spatial distance on construal-dependent social judgments. Participants structured behavior into fewer, broader units (Study 1) and increasingly attributed behavior to enduring dispositions rather than situational constraints (Study 2) when the behavior was spatially distant rather than near. Participants reported that typical events were more likely and atypical events less likely when events were more spatially distant (Study 3). They were also less likely to extrapolate from specific cases that deviated from general trends when making predictions about more spatially distant events (Study 4). Implications for social judgment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pyrolysis/g.c. of oil shales and coal

Pyrolysis studies of coal, kerogen and oil shales were carried out in a microprobe connected to a gas Chromatograph, in the temperature range 620–1160 °C. It was shown that the CO₂ evolved in the decomposition of the carbonates in the shales participates in the reaction and complete volatilization of the organic matter takes place. The product distribution can also be changed by the use of a nickel catalyst in the pyrolytic tube.     

Problem solving in judgment under uncertainty.

This article presents a problem-solving approach to judgment under uncertainty. According to this approach, the application of statistical rules and nonstatistical rules depends on the same general problem-solving factors. The experiments reported herein used base-rate problems to study four such factors: the prior and immediate activation of the rules, their relation to the goal, and their applicability to the givens of the problem. All of the experiments used purely statistical base rates and highly representative case information. Supporting the prior activation assumption, Experiment 1 found that prior use of base rates enhanced subsequent use of other base rates. Consistent with the immediate activation assumption, Experiment 2 showed that the use of base rate increased with their immediate salience. Experiments 3 and 4 demonstrated that the application of inferential rules is goal driven. Specifically, base-rate and case information were used to the extent that they led to satisfactory solutions. Finally, Experiments 5 and 6 demonstrated subjects' sensitivity to restrictions on the application of the relevant statistical and nonstatistical rules. In these experiments, subjects' reliance on base rates increased with the perceived randomness of the process whereby the case was selected from the population and with the perceived unreliability of the source of case information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)