Why Can’t a Woman Fail Like a Man? Gender Differences in Perceived Competence Following a Mistake

Stereotypes are pervasive and can significantly influence the way we perceive and evaluate others. When people occupy roles that are not congruent with stereotypes (such as a stay-at-home dad or a female CEO), past research has suggested that they are evaluated more harshly than those in roles that are stereotype-congruent. The present study examined the role of gender stereotypes by asking participants to read a vignette about a college student and their performance in a class. In these vignettes, the student’s major and gender were manipulated such that there were students in gender stereotype-congruent majors (female nursing major, male computer science major) and students in stereotype-incongruent majors (female computer science major, male nursing major). Participants were then asked to evaluate the student’s performance, providing rating of competence, status, and likeability. Analyses revealed that there was no significant effect of stereotype-congruence on evaluations, a finding inconsistent with prior work. This discrepancy is discussed in light of differences in participants’ familiarity with the role and job of the person being evaluated

Search versus Knowledge: An Empirical Study of Minimax on KRK

This article presents the results of an empirical experiment designed to gain insight into what is the effect of the minimax algorithm on the evaluation function. The experiment’s simulations were performed upon the KRK chess endgame. Our results show that dependencies between evaluations of sibling nodes in a game tree and an abundance of possibilities to commit blunders present in the KRK endgame are not sufficient to explain the success of the minimax principle in practical game-playing as was previously believed. The article shows that minimax in combination with a noisy evaluation function introduces a bias into the backed-up evaluations and argues that this bias is what masked the effectiveness of the minimax in previous studies

The contextual malleability of approach-avoidance training effects : approaching or avoiding fear conditioned stimuli modulates effects of approach-avoidance training

Previous research showed that the repeated approaching of one stimulus and avoiding of another stimulus typically leads to more positive evaluations of the former stimuli. In the current study, we examined whether approach and avoidance training (AAT) effects on evaluations of neutral stimuli can be modulated by introducing a regularity between the approach-avoidance actions and a positive or negative (feared) stimulus. In an AAT task, participants repeatedly approached one neutral non-word and avoided another neutral non-word. Half of the participants also approached a negative fear-conditioned stimulus (CS+) and avoided a conditioned safe stimulus (CS−). The other half of the participants avoided the CS+ and approached the CS−. Whereas participants in the avoid CS+ condition exhibited a typical AAT effect, participants in the approach CS+ condition exhibited a reversed AAT effect (i.e. they evaluated the approached neutral non-word as more negative than the avoided non-word). These findings provide evidence for the malleability of the AAT effect when strongly valenced stimuli are approached or avoided. We discuss the practical and theoretical implications of our findings.© 2017 Informa UK Limited, trading as Taylor & Francis Grou

Relevance differently affects the truth, acceptability, and probability evaluations of “and”, “but”, “therefore”, and “if–then”

In this study we investigate the influence of reason-relation readings of indicative conditionals and ‘and’/‘but’/‘therefore’ sentences on various cognitive assessments. According to the Frege-Grice tradition, a dissociation is expected. Specifically, differences in the reason-relation reading of these sentences should affect participants’ evaluations of their acceptability but not of their truth value. In two experiments we tested this assumption by introducing a relevance manipulation into the truth-table task as well as in other tasks assessing the participants’ acceptability and probability evaluations. Across the two experiments a strong dissociation was found. The reason-relation reading of all four sentences strongly affected their probability and acceptability evaluations, but hardly affected their respective truth evaluations. Implications of this result for recent work on indicative conditionals are discussed

Software Engineering for Millennials, by Millennials

Software engineers need to manage both technical and professional skills in order to be successful. Our university offers a 5.5 year program that mixes computer science, software and computer engineering, where the first two years are mostly math and physics courses. As such, our students' first real teamwork experience is during the introductory SE course, where they modify open source projects in groups of 6-8. However, students have problems working in such large teams, and feel that the course material and project are "disconnected". We decided to redesign this course in 2017, trying to achieve a balance between theory and practice, and technical and professional skills, with a maximum course workload of 150 hrs per semester. We share our experience in this paper, discussing the strategies we used to improve teamwork and help students learn new technologies in a more autonomous manner. We also discuss what we learned from the two times we taught the new course.Comment: 8 pages, 9 tables, 4 figures, Second International Workshop on Software Engineering Education for Millennial

Connectionist simulation of attitude learning: Asymmetries in the acquisition of positive and negative evaluations

Connectionist computer simulation was employed to explore the notion that, if attitudes guide approach and avoidance behaviors, false negative beliefs are likely to remain uncorrected for longer than false positive beliefs. In Study 1, the authors trained a three-layer neural network to discriminate "good" and "bad" inputs distributed across a two-dimensional space. "Full feedback" training, whereby connection weights were modified to reduce error after every trial, resulted in perfect discrimination. "Contingent feedback," whereby connection weights were only updated following outputs representing approach behavior, led to several false negative errors (good inputs misclassified as bad). In Study 2, the network was redesigned to distinguish a system for learning evaluations from a mechanism for selecting actions. Biasing action selection toward approach eliminated the asymmetry between learning of good and bad inputs under contingent feedback. Implications for various attitudinal phenomena and biases in social cognition are discussed