Perceived Importance of Information: The Effects of Mentioning Information, Shared Information Bias, Ownership Bias, Reiteration, and Confirmation Bias

Participants were given information for and against the decriminalization of marijuana and discussed the issue in groups. Factors affecting rated importance of information after the group discussion were examined. Participants did not rate information that was mentioned during the discussion as more important than information not mentioned, and participants did not rate shared information they mentioned as more important than unshared information. Participants did rate shared information other group members mentioned as more important than unshared information others mentioned. Participants did not rate their own information as more important than other's information, and information that was repeated was not rated as more important. Participants did perceive information supporting their individual position as more important than information against their position, and this confirmation bias was lessened in groups containing an opinion minority. A comparison of minority and majority members in minority-containing groups found that minority members were more open to information than majority members

Investigating variation in replicability

Although replication is a central tenet of science, direct replications are rare in psychology. This research tested variation in the replicability of 13 classic and contemporary effects across 36 independent samples totaling 6,344 participants. In the aggregate, 10 effects replicated consistently. One effect – imagined contact reducing prejudice – showed weak support for replicability. And two effects – flag priming influencing conservatism and currency priming influencing system justification – did not replicate. We compared whether the conditions such as lab versus online or US versus international sample predicted effect magnitudes. By and large they did not. The results of this small sample of effects suggest that replicability is more dependent on the effect itself than on the sample and setting used to investigate the effect

Forecasting another's enjoyment versus giving the right answer: Trust, shared values, task effects, and confidence in improving the acceptance of advice

In two experiments, participants received advice from another participant on a task either with a correct answer (intellective tasks) or without a correct answer (judgmental task), in which the participant had to make a forecast. In both experiments, the level of trust in the advisor and a perception of the advisor having similar values were important predictors of the acceptance of advice for a judgmental, taste forecast task, whereas advisor confidence was a more important predictor of the acceptance of advice on the intellective task. In Experiment 2, the face-to-face interactions between the decision-maker and the advisor were videotaped and coded. Advisors provided more information to decision-makers for the taste forecast than for the intellective task. Further, whether the advisor provided information to supplement their recommendation or not was a significant predictor of the acceptance of advice on the taste forecast, but not on the intellective task. The results are discussed in the context of previous research on advice, which has predominately used intellective tasks.Judge-advisor system Confidence Advice acceptance Expertise Similarity Intellective task Judgmental task

Study on the Relationship between Nurses’ Mentoring Relationship and Organizational Commitment

The mentoring relationship affects the growth and development of new employees. For nurses, the uncertainty of the influence of the mentoring relationship may be magnified by the unique nature of hospitals as public departments, however it is unclear whether and how nurses’ mentoring relationship influence the outcome. Protean career orientation defined as a tendency of individuals to achieve subjective career success through self-management of their career is crucial to the influence mechanism of the mentoring relationship. The aim of this study was to explore the path and boundary conditions of the influence of the nurses’ mentoring relationship on organizational commitment. As a cross-sectional sample, 371 nurses were investigated. The results showed that protégé career optimism plays an intermediary role in the influence of the mentoring relationship on organizational commitment, and protean career orientation plays a moderating role in the influence of the mentoring relationship on career optimism. The mentor relationship between mentors and protégés facilitates protégés’ career optimism, enhancing the protégés’ organizational commitment, especially for protégés with low protean career orientation. These findings contribute to the improving nurses’ organizational commitment through mentoring relationship. Hospitals should provide space for nurses to exert their abilities, enhance opportunities to improve their team cooperation ability, clearly define the scope of nurses’ work and rights, and give nurses the right to make decisions

With directed study before a 4-day operating room management course, trust in the content did not change progressively during the classroom time

A 4-day course in operating room (OR) management is sufficient to provide anesthesiologists with the knowledge and problem solving skills needed to participate in projects of the systems-based-practice competency. Anesthesiologists may need to learn fewer topics when the objective is, instead, limited to comprehension of decision-making on the day of surgery, We tested the hypothesis that trust in course content would not increase further after completion of topics related to OR decision-making on the day of surgery. Panel survey. A 4-day 35hour course in OR management. Mandatory assignments before classes were: 1) review of statistics at a level slightly less than required of anesthesiology residents by the American Board of Anesthesiology; and 2) reading of peer-reviewed published articles while learning the scientific vocabulary. N=31 course participants who each attended 1 of 4 identical courses. At the end of each of the 4days, course participants completed a 9-item scale assessing trust in the course content, namely, its quality, usefulness, and reliability. Cronbach alpha for the 1 to 7 trust scale was 0.94. The means±SD of scores were 5.86±0.80 after day #1, 5.81±0.76 after day #2, 5.80±0.77 after day #3, and 5.97±0.76 after day #4. Multiple methods of statistical analysis all found that there was no significant effect of the number of days of the course on trust in the content (all P≥0.30). Trust in the course content did not increase after the end of the 1st day. Therefore, statistics review, reading, and the 1st day of the course appear sufficient when the objective of teaching OR management is not that participants will learn how to make the decisions, but will comprehend them and trust in the information underlying knowledgeable decision-making