The Psychological Science Accelerator’s COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data.Comision Nacional de Investigacion Cientifica y Tecnologica (CONICYT) CONICYT FONDECYTEuropean Commission - United Kingdom Research and Innovation (UKRI

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses.Faculty Sponsor: Erin M. Buchana

How Metacognitive Awareness Relates to Overconfidence in Interval Judgments

Making judgments is an important part of everyday life, and overconfidence in these judgments can lead to serious consequences. Two potential factors influencing overconfidence are metacognitive awareness, or the awareness of one’s own learning, and the hard-easy effect, which states that overconfidence is more prevalent in difficult tasks while underconfidence is more prevalent in easy tasks. Overall, we hypothesized that participants’ metacognitive awareness would significantly relate to their overconfidence levels. Specific hypotheses were that those participants who display higher levels of metacognitive awareness will have lower levels of overconfidence, that harder questions will elicit higher levels of overconfidence and easy questions will elicit underconfidence (congruent with the hard-easy effect), and that the lower range and upper range will on average be equal, with the exact estimate as the midpoint. Participants (N = 49) completed a questionnaire containing a set of hard and easy general knowledge questions followed by the Metacognitive Awareness Inventory. The correlation between metacognitive awareness and confidence was negative for hard questions and positive for easy questions. Furthermore, the ranges for easy questions were smaller, resulting in more overconfidence, and the ranges for the hard questions were larger, resulting in underconfidence, thus, showing the opposite of our expected hypotheses

Love, Language, and Linear Algebra: Linguistic Modeling of Personality and Mate Preference

This study utilized Latent Semantic Analysis to determine whether similarities in personality predicted similarities in responses to a romantic writing prompt (Landauer & Dumais, 1997). From participants’ writing samples, we calculated thematic cosines (a measure of relatedness) between each male and female participant. Participants also completed the Big Five Personality Questionnaire Short Form (Morizet, 2014). Extraversion, agreeableness, and conscientiousness were related to cosines, which suggested small-medium relationships from personality traits to written responses. This relationship was consistent with previous studies; therefore, Latent Semantic Analysis may be useful in quantifying mate preference, especially when alongside traditional survey methods. We conclude with a discussion of the compatibility of ordinal measures (survey data) and continuous measures in examining complex phenomena in the Behavioral Sciences

Inventing and implementing future-ready archival education

The Archival / Preservation Education SIG panel engages with community-responsive master's-level archival education. Seven ten-minute individual presentations and audience discussion traverse the decision points in managing curricular change; presenters bring perspectives from multiple states. "Audio Preservation as Metacognitive Archival Education" by Sarah Buchanan discusses how audiovisual archiving experiences support the continual development of students' metacognitive skills during their graduate program. Based on community collaboration, the activity progressions provide students with digital experiences, faculty with curricular guidance, and online audiences with more representative primary sources. "LIS Students Contributing to Building a Sustainable Digital Community Archive" by Krystyna Matusiak describes a community-based two-year project aimed at preserving and promoting the Park County Local History Archive in rural Colorado, now available at https://pclha.cvlcollections.org/. The presentation illustrates students' many contributions: organizing materials and assessing their copyright status, digitizing photographs, converting oral histories, creating metadata records, building exhibits, and showcasing community resilience. "Changing Horses Midstream: Revising Curriculum and Student Engagement to Ensure a Resilient Future" by Edward Benoit, III and Amanda Lima discusses the revision process for transitioning two programs to LSU Online, compares assessments from the traditional and LSU Online programs, and reflects on completing the first year. Additionally, the presenters will highlight the use of student-run Slack channels and virtual coffee hours as online student community building tools for the new LSU Online students, and discuss the school's future in the platform. "Producing Practical Professionals with Curriculum for Equity, Diversity, and Inclusion" by Aisha Johnson acknowledges that cultural heritage programs should address the need for cultural preservation and reflection, for archivists of Black, Indigenous, and Persons of Color (BIPOC) heritage. The presentation will review a reestablished Archives and Records Management concentration, with core archival and complementary knowledge curriculum, as a case study for exploring new approaches to pedagogy on the purpose, value, and importance of archives in society. "Learning from Experience: Lessons from a Virtual Service-Learning Experiment" by Colin Post discusses a service-learning project documenting an artist's performance as well as their artwork archives. While such projects place even greater pressure on the instructor as a project manager, they enhance connections between theory and practice in online courses. "Lessons Learned from the Digital Preservation Outreach and Education Network" by Anthony Cocciolo and Erin Barsan discusses the types of needs they have uncovered, the communities served, and the lessons learned over the course of a year running DPOE-N. The Network's response to the COVID-19 pandemic comprises microfunding for professional development and emergency hardware support for cultural heritage professionals. "National Forum Grant Project: Exploring New Frontiers in 21st Century Archival Education" by Alex Poole and Jane Zhang discusses the environmental scan, National Forum event, and final outputs of their year-long project. The presentation addresses motivation and need, historical and current context, research components, and intended results and impact. The moderator will facilitate Q&A within and across the presentations

The psychological science accelerator's COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data

The criminogenic and psychological effects of police stops on adolescent black and Latino boys

Proactive policing, the strategic targeting of people or places to prevent crimes,is a well-studied tactic that is ubiquitous in modern law enforcement. A 2017 National Academies of Sciences report reviewed existing literature, entrenched in deterrence theory, and found evidence that proactive policing strategies can reduce crime. The existing literature, however, does not explore what the short and long-term effects of police contact are for young people who are subjected to high rates of contact with law enforcement as a result of proactive policing. Using four waves of longitudinal survey data from a sample of predominantly black and Latino boys in ninth and tenth grades, we find that adolescent boys who are stopped by police report more frequent engagement in delinquent behavior 6, 12, and 18 months later, independent of prior delinquency, a finding that is consistent with labeling and life course theories. We also find that psychological distress partially mediates this relationship, consistent with the often stated, but rarely measured, mechanism for adolescent criminality hypothesized by general strain theory. These findings advance the scientific understanding of crime and adolescent development while also raising policy questions about the efficacy of routine police stops of black and Latino youth. Police stops predict decrements in adolescents’ psychological well-being and may unintentionally increase their engagement in criminal behavior