Using graded questions to increase timely reading of assigned material

We assigned students in a personality psychology class graded long-answer questions in an attempt to increase their likelihood of reading assigned class material in a timely manner. We evaluated the effectiveness of this technique by examining exam scores and student evaluations. Students performed significantly better on the exam questions that were related to the topics covered by the long-answer questions than they did on exam questions related to other topics. Students also reported having read significantly more of the assigned material when there was a long-answer question as-signed, and they evaluated the method positively and recommended its use in future classes. In an attempt to increase students' comprehension of material presented during lectures, course instructors often as-sign readings to their students before each class. Unfortunately, many students do not read the assigned mate-rial prior to class; in fact, compliance with reading assigned material has decreased in recent years (Burchfield & Sappington, 2000). Students tend to postpone preparation until a few days immediately preceding the tests (Thorne, 2000). Failing to complete readings before class is a strong predictor of nonparticipation (Karp & Yoels, 1976) and negatively affects students' learning and achievement (Bur-roughs, Kearney, & Plax, 1989). Despite the potential and known benefits of reading the assigned material before class, such as enhancing the comprehension of lecture material (Solomon, 1979), motivating students to read may not be an easy task, especially when students are not given an incentive to do so. Carkenord (1994) stated "practical experience … indicates that most students don't read textbooks or journal articles as a result of their intrinsic interest and desire to learn" (p. 164). Accordingly, Burchfield and Sappington (2000) recommended the use of strategies to monitor timely reading compliance and claimed that not doing so would send a message to students that this aspect of learning is optional and of little concern to the instructor. One strategy to monitor and encourage read-ing compliance is the use of quizzes (e.g., Marchant, 2002; Ruscio, 2001); however, quizzes can create undue anxiety in some students. In this study, we tested an alternative strategy to increase the likelihood that students would read the as-signed material prior to class: graded long-answer questions based on the assigned reading material. In particular, we tested whether graded assignments based on assigned readings would increase students' timely reading of the materia

Article Addendum: Ecocultural basis of cognition: Farmers and fishermen are more holistic than herders

It has been hypothesized that interdependent (versus independent) social orientations breed more holistic (versus analytic) cognitions. If so, farming and small-scale fishing, which require more cooperation (and represent a more interdependent mode of being) than does herding, may encourage a more holistic mode of cognition. To test this hypothesis we compared responses to tasks measuring categorization, reasoning, and attention by members of herding, fishing, and farming communities in the eastern Black Sea Region of Turkey. The samples did not differ from each other in important demographic variables such as nationality, ethnicity, language, and religion, as well as age and education. As hypothesized, in all three tasks, results indicated a greater degree of holistic mode of cognition exhibited by the members of fishing and farming communities than members of herding communities. The findings support the notion that level of special interdependence fostered by ecocultural settings is likely to shape the ways in which individuals perceive and attend to their surrounding world

Early and late brain signatures of emotional prosody among individuals with high versus low power

AbstractUsing ERPs, we explored the relationship between social power and emotional prosody processing. In particular, we investigated differences at early and late processing stages between individuals primed with high or low power. Comparable to previously published findings from nonprimed participants, individuals primed with low power displayed differentially modulated P2 amplitudes in response to different emotional prosodies, whereas participants primed with high power failed to do so. Similarly, participants primed with low power showed differentially modulated amplitudes in response to different emotional prosodies at a later processing stage (late ERP component), whereas participants primed with high power did not. These ERP results suggest that high versus low power leads to emotional prosody processing differences at the early stage associated with emotional salience detection and at a later stage associated with more in‐depth processing of emotional stimuli.</jats:p

An alternative account of anti-effeminacy bias: Reputation concerns and lack of coalitional value explain honor-oriented men’s reluctance to befriend feminine men

Anti-effeminacy bias follows a specific pattern with men showing stronger anti-effeminacy bias against male targets than women. Previous explanations focused on men’s higher tendency to stigmatize feminine men as homosexual and motives to maintain a dominant group status. Here, we suggest that certain expressions of anti-effeminacy bias may rather be a manifestation of men’s reputation management motives for coalition formation, and be amplified among high (vs. low) masculine honor-oriented men. In three studies with samples from the UK and Turkey, we showed that men perceived feminine (vs. masculine) male targets as lower on coalitional value and were more reluctant to befriend them, yet this applied only to high (not low) honor-oriented men. Honor-oriented men’s friendship reluctance was mediated by concern with losing reputation by association to targets lacking coalitional value. These findings extend understanding of anti-effeminacy bias by drawing attention to men’s reputation concerns for coalitional reasons and individual differences

When Message-Frame Fits Salient Cultural-Frame, Messages Feel More Persuasive

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/89910/1/uskul__oyserman__2010.pd

Culture moderates children's responses to ostracism situations

Across a series of studies, we investigate cultural differences in children’s responses to ostracism situations. Working with the children of farmers and herders, we focus on how painful children estimate ostracism to be. Study 1a showed that that 3- to 8-year-old children from a socially interdependent farming community estimated ostracism to be less painful than did children from an independent herding community. Study 1b showed that this cultural difference was specific to social pain and did not apply to physical pain. Study 2 replicated the results of Study 1a and showed that individual differences in parents’ level of social interdependence mediated the relationship between cultural group and how painful children estimate ostracism to be. Study 3 replicated this effect again and showed that children’s tendency to recommend seeking social support following ostracism mediated the relationship between cultural group and the perceived pain of being excluded. Finally, Study 4 investigated cultural differences in moral responses to ostracism and showed that children from the farming community punished an individual who ostracised someone else less harshly than did children from the independent herding community. Thus different economic cultures are associated with striking differences in social interdependence and responses to ostracism from early in development

Social power and recognition of emotional prosody: High power is associated with lower recognition accuracy than low power

Listeners have to pay close attention to a speaker’s tone of voice (prosody) during daily conversations. This is particularly important when trying to infer the emotional state of the speaker. While a growing body of research has explored how emotions are processed from speech in general, little is known about how psycho-social factors such as social power can shape the perception of vocal emotional attributes. Thus, the present studies explored how social power affects emotional prosody recognition. In a correlational (Study 1) and an experimental study (Study 2), we show that high power is associated with lower accuracy in emotional prosody recognition than low power. These results, for the first time, suggest that individuals experiencing high or low power perceive emotional language differently

Cultural variation in individual's responses to incivility by colleagues of different rank: The role of descriptive and injunctive norms

The present research sought to establish how cultural settings create a normative context that determines individuals’ reactions to subtle forms of mistreatment. Two experimental studies (n = 449) examined individuals’ perceptions of high- and low-ranking individuals’ incivility in two national (Study 1) and two organizational (Study 2) cultural settings that varied in power distance. Consistent across studies, the uncivil actions of a high-ranking perpetrator were deemed more acceptable than the uncivil actions of a low-ranking perpetrator in the large power distance cultural settings, but not in a small power distance cultural setting. Differing injunctive norms (acceptability), but not descriptive norms (perceived likelihood of occurrence), contributed to cultural variations in the level of discomfort caused by incivility. In addition, perceptions of descriptive and injunctive norms coincided, but differed markedly in their associations with discomfort. We discuss the practical and theoretical implications of these findings