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Cognitive Psychology Commons™

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2012

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Articles 151 - 158 of 158

Full-Text Articles in Cognitive Psychology

Examining The Role Of Identity In Negotiation Decision Making: The Case Of Cyprus, Cigdem V. Sirin Dec 2011

Examining The Role Of Identity In Negotiation Decision Making: The Case Of Cyprus, Cigdem V. Sirin

Cigdem V. Sirin

This study examines the effects of ethnic and social identities on negotiation decision making in the context of the Cyprus conflict. I conduct a theory-driven case study of the 1959 Zurich-London agreements on Cyprus, analyzing the positions of Turkey, Greece, Britain, and the Turkish and Greek Cypriot communities during the negotiation process. I find that even in the presence of adversarial ethnic ties, decision makers who have a shared (and salient) social identity are more likely to employ collective-serving decision strategies and seek evenhanded solutions that will not jeopardize their mutual interests. In contrast, decision makers with severe ethnic fragmentation …

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Information Projection: Model And Applications, Kristof Madarasz Dec 2011

Information Projection: Model And Applications, Kristof Madarasz

Kristof Madarasz

People exaggerate the extent to which their information is shared with others. This paper introduces the concept of such information projection and provides a simple but widely applicable model. The key application describes a novel agency conflict in a frictionless learning environment. When monitoring with ex post information, biased evaluators exaggerate how much experts could have known ex ante and underestimate experts on average. Experts, to defend their reputations, are too eager to base predictions on ex ante information that substitutes for the information jurors independently learn ex post and too reluctant to base predictions on ex ante information that …

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Stratégies Verbales Et Gestuelles Dans L’Explication Lexical D’Un Verbe D’Action., Marion Tellier, Gale Stam Dec 2011

Stratégies Verbales Et Gestuelles Dans L’Explication Lexical D’Un Verbe D’Action., Marion Tellier, Gale Stam

Gale Stam, Ph.D.

No abstract provided.

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Alterations In Error-Related Brain Activity And Post-Error Behavior Over Time, Jason R. Themanson, Matthew B. Pontifex, Charles H. Hillman, Peter J. Rosen, Edward Mcauley Dec 2011

Alterations In Error-Related Brain Activity And Post-Error Behavior Over Time, Jason R. Themanson, Matthew B. Pontifex, Charles H. Hillman, Peter J. Rosen, Edward Mcauley

Jason R. Themanson, Ph.D

This study examines the relation between the error-related negativity (ERN) and post-error behavior over time in healthy young adults (N = 61). Event-related brain potentials were collected during two sessions of an identical flanker task. Results indicated changes in ERN and post-error accuracy were related across task sessions, with more negative ERN associated with greater improvements in post-error Accuracy. This relationship was independent of any cross-sectional relationships between overall task performance, individual difference factors, including personality and self-efficacy, and indices of self-regulatory action monitoring. These results indicate that the relation between ERN and post-error accuracy remains intact and consistent regardless …

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Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin Dec 2011

Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin

Douglas B. Larkin

There remains a lack of agreement in the field of science education as to whether student “misconceptions” ought to be considered obstacles or resources, and this has implications for the ways in which prospective teachers think about the value of their students’ ideas. This empirical study examines how fourteen preservice secondary science teachers in four different science teacher preparation programs interpreted the rationale for eliciting student ideas. The findings indicate that the preservice teachers in this study showed an increase in recognizing the importance of student ideas, yet not all took the same view of their role and value in …

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Complex Problem Solving, Joachim Funke Dec 2011

Complex Problem Solving, Joachim Funke

Joachim Funke

Complex problem solving takes place for reducing the barrier between a given start state and an intended goal state with the help of cognitive activities and behavior. Start state, intended goal state, and barriers prove complexity, change dynamically over time, and can be partially intransparent. In contrast to solving simple problems, with complex problems at the beginning of a problem solution the exact features of the start state, of the intended goal state, and of the barriers are unknown. Complex problem solving expects the efficient interaction between the problem-solving person and situational conditions that depend on the task. It demands …

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Complex Problem Solving: More Than Reasoning?, Sascha Wüstenberg, Samuel Greiff, Joachim Funke Dec 2011

Complex Problem Solving: More Than Reasoning?, Sascha Wüstenberg, Samuel Greiff, Joachim Funke

Joachim Funke

This study investigates the internal structure and construct validity of Complex Problem Solving (CPS), which is measured by a Multiple-Item-Approach. It is tested, if (a) three facets of CPS – rule identification (adequateness of strategies), rule knowledge (generated knowledge) and rule application (ability to control a system) – can be empirically distinguished, how (b) reasoning is related to these CPS-facets and if (c) CPS shows incremental validity in predicting school grade point average (GPA) beyond reasoning. N=222 university students completed MicroDYN, a computer-based CPS test and Ravens Advanced Progressive Matrices. Analysis including structural equation models showed that a 2-dimensionsal model …

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Dynamic Problem Solving: A New Assessment Perspective, Samuel Greiff, Sascha Wüstenberg, Joachim Funke Dec 2011

Dynamic Problem Solving: A New Assessment Perspective, Samuel Greiff, Sascha Wüstenberg, Joachim Funke

Joachim Funke

This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies difficult and (b) use of time-intensive single tasks leading to severe reliability problems. To solve these issues, the MicroDYN approach is presented, which combines (a) the formal framework of linear structural equation models as a systematic way to construct tasks with (b) multiple and independent tasks to increase reliability. Results indicated that the assumed measurement model that comprised three dimensions, information retrieval, model building, and forecasting, fitted the data well (n = …

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