Stereotype threat reinterpreted as a regulatory fit

Starting with Steele and Aronson (1995), research documents the performance decrements resulting from the activation of a negative task-relevant stereotype. I suggest that negative stereotypes can generate better performance, as they produce a prevention focus (Higgins, 2000; Seibt & Förster, 2004), because a prevention focus leads to greater cognitive flexibility in a task where points are lost (Maddox, Markman, & Baldwin, 2006). My prior work, Experiments 1 and 2, done in collaboration with Arthur B. Markman, W. Todd Maddox, and Grant C. Baldwin, used a category learning task that requires the participant test different explicit rules to correctly categorize stimuli. Half of the participants gained points for correct responses while half of the participants lost points for correct responses. We primed a positive or a negative gender stereotype. The negative prime matches the losses environment while the positive prime matches the gains environment. The match states are assumed to increase dopamine release into frontal brain areas leading to increased cognitive flexibility and better task performance whereas the mismatch states should not. Thus, we predict and obtain a 3-way interaction between Stereotype (Positive, Negative), Gender (Male, Female), and Reward structure (Gains, Losses) for accuracy and strategy. Experiments 3 and 4 used a category learning task, which requires the implicit learning system to govern participant responses. This task had an information-integration category structure and involves the striatum (e.g., Maddox & Ashby, 2004). Importantly, cognitive flexibility will hurt performance using this category structure. I therefore predicted that regulatory match states, created by manipulating Stereotype and Reward structure, will produce worse performance than mismatch states. I did not completely reverse the effects described in Experiments 1 and 2 as predicted. I found evidence supporting my predictions using computational models to test for task strategy in Experiment 3 and found results consistent with the flexibility hypothesis in Experiment 4. Importantly, I believe that stereotype threat effects should not be conceptualized as a main effect with negative stereotypes producing worse performance than positive stereotypes, but instead as an interaction between the motivational state of the individual, task environment, and type of task performed.Psycholog

Conceptions of human agency: structural relations among motivational traits, personal value priorites, and regulatory focus

Personal value priorities, motivational traits, and regulatory focus have been studied independently but little is known about how the constructs relate. The Theory of Universals in Human Values (Schwartz, 1992, 1994, 2005) specifies inherent conflicts and compatibilities within a set of ten universally recognized broad values. The values can be viewed as arranged in a circular fashion, like slices of pie, with two orthogonal axes or diameters. One axis represents trade-offs among individual interests (power, achievement) and social interests (universalism, benevolence). The other axis represents trade-offs among opportunity (self-direction, stimulation) and stability (tradition, conformity, security). Achievement motivation researchers (Heggestad & Kanfer, 2000, Helmreich & Spence, 1978) have identified three motivational traits: (1) mastery - striving for excellence based on internal standards, (2) competitiveness - striving for excellence in comparison to others, and (3) anxiety – stemming from attempts to avoid failure. Higgins (1997, 2001) distinguished two strategies for approaching success: with eagerness (promotion focus) or with caution (prevention focus). In this study, the first to incorporate all three constructs, one hundred sixty working adults (111 males and 49 females, ages 26 to 65) from a multi-utility agency in Texas completed the Schwartz Value Survey (SVS-57), the Motivational Trait Questionnaire (MTQ short form), and the Regulatory Focus Questionnaire (RFQ) in counter-balanced order. Pearson correlations and multi-dimensional scaling provide convergent evidence that motivational trait mastery is correlated positively with opportunity value priorities and negatively with stability value priorities. Conversely, trait motivation anxiety is correlated negatively with opportunity value priorities and positively with stability value priorities. Trait competitiveness is positively correlated with individual-focus value priorities. In other words, mastery and anxiety are aligned primarily along the opportunity/stability axis in the Schwartz Value Model and competitiveness is aligned primarily along the orthogonal individual/social axis. Promotion focus is associated primarily with trait mastery and with self-direction and achievement values. Prevention focus primarily accompanies stability value priorities. The study provides initial evidence that guiding principles for action and choice (values), typical actions and attitudes in achievement settings (motivational traits), and strategic means for accomplishment (regulatory focus) form meaningful and consistent patterns both within and between individuals.Educational Psycholog

Examining the goal systems of student teachers

textUnderstanding why novice science teachers use certain practices and not others upon entering the classroom remains an important question for those conducting research on science teaching and learning. Previous research suggests two important avenues for further study of science teachers: (1) more careful study of the student teaching semester; and (2) additional studies on the cognition of teachers. This study follows these traditions via investigation into the cognition of student teachers. The theoretical framework guiding this study draws upon goal-driven theories of cognition suggesting that teachers hold multiple goals that exist in goal systems. A teacher’s classroom practice is directed toward the satisfaction of one or more of these goals. Furthermore, goals can be reinforcing—the pursuit of one goal simultaneously satisfies a second goal—or goals can be conflicting—the pursuit of one goal inherently prevents the satisfaction of a second goal. Thus, a more careful study of the goal systems of teachers can lead to a deeper understanding of why science teachers use the practices they do in their classrooms. Given the theoretical framework, the research question driving this study is: what is the content of the goal systems of student teachers of science as they reflect on and plan for their first year of teaching? Qualitative methods, including interviews and document analysis, were used to investigate the goal systems of four student teachers at a large, southern state university during the spring of 2014. Findings from this study suggest novice teachers exit teacher education having integrated into their goal systems many, but not all, of the pedagogical approaches emphasized in their teacher education program. Findings also suggest that at the same time, student teachers have goals reflective of broader aspects of the school organization—goals such as teaching the state standards and collaborating with other science teachers. Finally, this study suggests that the goals student teachers hold with respect to the school organization may conflict with their pedagogical goals developed during teacher education, leading to movement away from the reform-oriented practices emphasized in teacher education. Finally, implications for teacher education and directions for future research are presented.Curriculum and Instructio

Prise de décisions de cadres confrontés à un environnement dynamique, coopératif et compétitif. Une approche en ergonomie cognitive (application à l'entraînement professionnel de handball de match)

Ce travail, adossé au paradigme de la prise de décision en situation (Klein, Orasanu, Calderwood, & Zsambok, 1993) porte sur le processus de prise de décisions d entraîneurs de handball au cours du match. La situation de match, caractérisée par ses aspects dynamiques, coopératifs et compétitifs, donne une conception chaotique de ce processus (Bowes & Jones, 2006). C est pourquoi, son étude nécessite de mobiliser plusieurs approches et modèles théoriques (e.g., cognition collective, théorie du focus régulateur [Higgins, 1997], théorie du contrôle [Carver & Scheier, 1982], modèles de persuasion [Chaiken, 1980 ; Petty & Cacioppo, 1986], communication dialogique [Goffman, 1961], modèle de l activité coopérative [Hoc, 2001]). Les données, issues de situations réelles de matchs (protocoles verbaux, choix de système défensif) ou d entretiens (e.g., auto-confrontations avec technique de rappel stimulé) font l objet d analyses quantitatives ou qualitatives. Les résultats révèlent les connaissances procédurales des entraîneurs concernant : la gestion de l équipe, les informations permettant aux joueurs d acquérir ou de mettre à jour des structures de connaissances adaptées à la situation, et les tentatives d influence des arbitres. Ces connaissances procédurales sont fonction des conditions du match (notamment le rapport d opposition entre les deux équipes) et influencées par des connaissances sur le jeu et les caractéristiques des joueurs. Différents modes de contrôle cognitif et styles de coaching sont aussi mis en évidence. Ainsi, le processus de prise de décisions d entraîneurs experts possède des régularités et suit des règles génériques, des heuristiques ou patterns.This work, based on naturalistic decision-making paradigm (Klein, Orasanu, Calderwood, & Zsambok, 1993) is focused on team sport (handball) coaches decision-making during match. The coaching activity is dynamic and chaotic (Bowes & Jones, 2006) and generated by on-going events, especially during match. Therefore, coaches decision-making studies require to use many theoretical approaches and models (e.g., team cognition, regulatory focus theory [Higgins, 1997], control theory [Carver & Scheier, 1982], persuasive models [Chaiken, 1980 ; Petty & Cacioppo, 1986], dialogic communication [Goffman, 1961], cooperative activity model [Hoc, 2001]). Data have been collected from official games (verbal protocols, defense system choices) or interviews (self-confrontation with stimulated technique recall) and analysed with quantitative and qualitative approach. Results highlight procedural knowledge concerning team management, information allowing players to acquire or update knowledge structures, and influence referee. This procedural knowledge varied depending on the game conditions and is influenced by the coach s deep knowledge of the game and player profiles. Results highlight also different cognitive control modes, and different coaching styles. There exist contextual factors effects on procedural knowledge and cognitive control modes. Among these factors, ratio of strength between the two teams appears especially salient. Therefore, our empirical studies show that expert coaches decision-making process have some regularity and follow generic rules, heuristics or patternsPARIS11-SCD-Bib. électronique (914719901) / SudocSudocFranceF

Prédire le professionnalisme : une exploration des modèles de la famille de Rasch et de la régression par classes latentes (Étude PERSONA)

L’étude cherche à provoquer la convergence des regards sur des enjeux méthodologiques fondamentaux, soit les enjeux de mesure, de décision et d’impact inhérents à toute démarche de sélection académique. À cet effet, elle explorera la capacité de prédiction de certaines variables non cognitives envers la compétence de professionnalisme observée chez les étudiants du doctorat professionnel de premier cycle en pharmacie. La sélection des candidats au sein des programmes académiques en santé repose en grande partie sur une évaluation de la capacité cognitive des étudiants. Tenant compte du virage compétence pris par la majorité des programmes en santé, la pertinence et la validité des critères traditionnels de sélection sont remises en question. La présente étude propose de valider l’utilisation des échelles de mesure de la personnalité, des valeurs et de l’autodétermination pour guider l’optimalité et l’équité des décisions de sélection. Les enjeux de mesure de ces variables seront abordés principalement par la modélisation dichotomique et polytomique de Rasch. L’application de la méthode des strates permettra, par la suite, de répondre aux enjeux de décision en procédant à une différenciation et un classement des étudiants. Puis, les enjeux d’impact seront, à leur tour, explorés par le modèle de régression par classes latentes. L’étude démontre notamment que le recours à la modélisation a permis une différenciation précise des étudiants. Cependant, la violation de certaines conditions d’application des modèles et la faible différenciation établie entre les étudiants sur la base des critères de professionnalisme, rendent l’évaluation de la capacité de prédiction de la personnalité, des valeurs et de l’autodétermination hasardeuse. À cet effet, les modèles identifiés par les analyses de régression par classes latentes s’avèrent peu concluants. Les classes latentes ainsi identifiées ne présentent pas de distinctions marquées et utiles à la sélection. Bien que les diverses procédures de modélisation proposées présentent des avantages intéressants pour une utilisation en contexte de sélection académique, des recherches additionnelles sur la qualité des critères de professionnalisme et sur la qualité des échelles de mesure des variables non cognitives demeurent nécessaires.The study seeks to draw attention on fundamental issues of any academic admission procedures, specifically on measurement, decision and impact issues. Therefore, it will explore the predictive ability of three non-cognitive variables toward the observed professionalism of PharmD students. Admitting student in the health sciences often rely solely on the student cognitive ability. Taking into account that health sciences program have moved toward competency oriented curriculum, the relevance and validity of traditional admission criteria are challenged. This study proposes to validate the use of personality , values and self-determination measurement scales to pursue effective and equitable admission decisions. The challenges of measuring these variables will be addressed primarily by the dichotomous and polytomous Rasch models. The Strata method will, thereafter, provide methodological basis for decision issues by enabling for student ranking and classification. Then, impact issues will, in turn, be explored by latent class regression analysis. The study demonstrates that the use of such modeling procedures has allowed accurate differentiation, ranking and classification of students. However, the violation of certain basic model requirements and the lack of differentiation made between students on the basis of the criteria of professionalism, made the assessment of the predictive power of personality, values and self-determination hazardous. In fact, the latent class models identified were non conclusive. They showed no marked distinctions useful to guide admission procedures. Although, the Rasch modeling, the latent class regression model and the Strata procedure shows interesting benefits for admission procedures, additional research on the quality of professionalism criteria and non-cognitive variables measurement scales are required

The implications of advances in research on motivation for cognitive models

There has been an upsurge of research in psychology on the interface between motivation and cognition. Much of this work has focused on elucidating the structure of the motivational system, although this work has also begun to examine the influence of motivation on preference, choice and learning. The growing body of data provides an opportunity for computationally minded researchers to extend existing cognitive models to incorporate insights about the nature of the motivational system. This paper reviews some recent research and draws out the implications of this work for computational cognitive science