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

Cross-cultural emotional prosody recognition: Evidence from Chinese and British listeners

This cross-cultural study of emotional tone of voice recognition tests the in-group advantage hypothesis (Elfenbein & Ambady, 2002) employing a quasi-balanced design. Individuals of Chinese and British background were asked to recognise pseudosentences produced by Chinese and British native speakers, displaying one of seven emotions (anger, disgust, fear, happy, neutral tone of voice, sad, and surprise). Findings reveal that emotional displays were recognised at rates higher than predicted by chance; however, members of each cultural group were more accurate in recognising the displays communicated by a member of their own cultural group than a member of the other cultural group. Moreover, the evaluation of error matrices indicates that both culture groups relied on similar mechanism when recognising emotional displays from the voice. Overall, the study reveals evidence for both universal and culture-specific principles in vocal emotion recognition. © 2013 © 2013 Taylor & Francis

Men's perceptions and emotional responses to becoming a caregiver father: The role of individual differences in masculine honor ideals and reputation concerns

Despite the rising number of men and women in counter-stereotypical roles, primary caregiver fathers and primary breadwinner mothers is a rare role division within families with dependent children. Previous analyses suggest that men’s lower contribution to childcare is due to their lack of interest in performing these tasks, which are primarily influenced by stereotypical expectations and men’s concern with reputation threat. Drawing our predictions from social role theory, shifting standards model, and masculine honor theories, in two studies conducted with British participants (N = 412), we examined people’s judgments of male and female targets who are caregivers and breadwinners, and their evaluative reactions to these targets. We further examined the moderating role of a perceiver characteristic – endorsement of masculine honor ideals – and the role of potential mediators of these relationships. Study 1 showed that male caregivers were rated higher on communal traits than female caregivers, and female breadwinners higher on agentic traits than male breadwinners, indicating gender stereotyping effects through mental shifts to within-sex judgement standards. Studies 1 and 2 showed that men reacted with more negative and less positive emotions to male caregivers (vs. breadwinners) as their endorsement of masculine honor ideals increased. Moderated mediation results of Study 2 further showed that higher endorsement of masculine honor ideals was linked with less positive and more negative emotional reactions to being a caregiver (vs. breadwinner), which was driven by perceived loss of reputation among male friends, whereas lower endorsement of masculine honor ideals was linked with more positive and less negative emotional reactions to being a caregiver (vs. breadwinner), which was driven by perceived gain of wife’s admiration. These findings offer nuanced explanations for why some men may react negatively whereas others may react positively to serving as caregiver fathers, when the stereotyped expectations are still in operation in society