Superficial Cues Research Articles

Preschoolers decide who is knowledgeable, who to inform, and who to trust via a causal understanding of how knowledge relates to action

Preschoolers are discerning learners, preferring to trust people who are accurate, reliable, and appropriately-informed. Do these preferences reflect mental-state reasoning, where children infer what others know from their behavior, or do they reflect a reliance on simple cues? In Experiment 1 we show that four- and five-year-olds can infer knowledge from others' behavior when superficial cues and actions are matched across agents. Experiments 2a and 2b further suggest that children track how agents acquired their knowledge, and may use this to determine what different agents will (and will not) know. Finally, Experiment 3 shows that children independently make these knowledge inferences when deciding whom to trust. Our findings suggest that by age four, children have expectations about how knowledge relates to action, use these expectations to infer what others know from what they do, and rely on these inferences when deciding whom to trust.

A survey of methods for revealing and overcoming weaknesses of data-driven Natural Language Understanding

AbstractRecent years have seen a growing number of publications that analyse Natural Language Understanding (NLU) datasets for superficial cues, whether they undermine the complexity of the tasks underlying those datasets and how they impact those models that are optimised and evaluated on this data. This structured survey provides an overview of the evolving research area by categorising reported weaknesses in models and datasets and the methods proposed to reveal and alleviate those weaknesses for the English language. We summarise and discuss the findings and conclude with a set of recommendations for possible future research directions. We hope that it will be a useful resource for researchers who propose new datasets to assess the suitability and quality of their data to evaluate various phenomena of interest, as well as those who propose novel NLU approaches, to further understand the implications of their improvements with respect to their model’s acquired capabilities.

A Cautionary Note on Predicting Social Judgments from Faces with Deep Neural Networks

People spontaneously infer other people’s psychology from faces, encompassing inferences of their affective states, cognitive states, and stable traits such as personality. These judgments are known to be often invalid, but nonetheless bias many social decisions. Their importance and ubiquity have made them popular targets for automated prediction using deep convolutional neural networks (DCNNs). Here, we investigated the applicability of this approach: how well does it generalize, and what biases does it introduce? We compared three distinct sets of features (from a face identification DCNN, an object recognition DCNN, and using facial geometry), and tested their prediction across multiple out-of-sample datasets. Across judgments and datasets, features from both pre-trained DCNNs provided better predictions than did facial geometry. However, predictions using object recognition DCNN features were not robust to superficial cues (e.g., color and hair style). Importantly, predictions using face identification DCNN features were not specific: models trained to predict one social judgment (e.g., trustworthiness) also significantly predicted other social judgments (e.g., femininity and criminal), and at an even higher accuracy in some cases than predicting the judgment of interest (e.g., trustworthiness). Models trained to predict affective states (e.g., happy) also significantly predicted judgments of stable traits (e.g., sociable), and vice versa. Our analysis pipeline not only provides a flexible and efficient framework for predicting affective and social judgments from faces but also highlights the dangers of such automated predictions: correlated but unintended judgments can drive the predictions of the intended judgments.

Use and evaluation of information from social media: A longitudinal cohort study

This cohort study examined longitudinal changes in undergraduates' use of social media as information sources in academic and everyday-life contexts, covering types of social media used, purposes of use, and evaluation strategies. Web surveys were used, collecting data from 1,355 and 928 undergraduates in 2013 and 2019. The study found that students used most types of social media less in 2019 than 2013 in both contexts. Only media-sharing services bucked this downward pattern. Overall, a majority of social media types underwent changes in the top three purposes of use. The 2019 cohort used most evaluation strategies more frequently in both contexts. However, they favored simplistic strategies relying on superficial physical cues when evaluating information. Based on the findings, this study provided recommendations for information literacy education and interface design, such as covering multimedia information evaluation, leveraging various heuristics to prime careful use of social media and analytical evaluation of information.

Improving Commonsense Causal Reasoning by Adversarial Training and Data Augmentation

Determining the plausibility of causal relations between clauses is a commonsense reasoning task that requires complex inference ability. The general approach to this task is to train a large pretrained language model on a specific dataset. However, the available training data for the task is often scarce, which leads to instability of model training or reliance on the shallow features of the dataset. This paper presents a number of techniques for making models more robust in the domain of causal reasoning. Firstly, we perform adversarial training by generating perturbed inputs through synonym substitution. Secondly, based on a linguistic theory of discourse connectives, we perform data augmentation using a discourse parser for detecting causally linked clauses in large text, and a generative language model for generating distractors. Both methods boost model performance on the Choice of Plausible Alternatives (COPA) dataset, as well as on a Balanced COPA dataset, which is a modified version of the original data that has been developed to avoid superficial cues, leading to a more challenging benchmark. We show a statistically significant improvement in performance and robustness on both datasets, even with only a small number of additionally generated data points.

What Were You Thinking? Medical Students’ Metacognition and Perceptions of Self-Regulated Learning

Phenomenon As a component of self-regulated learning, metacognition is gaining attention in the medical education research community. Metacognition, simply put, is thinking about one’s thinking. Having a metacognitive habit of mind is essential for healthcare professionals. This study identified the metacognitive competencies of medical students as they completed a conceptual learning task, and provided insight into students’ perceptions of self-regulated learning in their curriculum. Approach: Eleven third-year medical students from a Dutch University were purposively sampled to participate in this qualitative study. The study design included a think-aloud assignment followed by a semi-structured interview. During the assignment, participants were instructed to think aloud while solving questions about medical physiological concepts such as blood flow, pressure, and resistance. Think-aloud data were collected through audiotaping and used to identify participants’ metacognitive competencies. The assignment also served as a prompt for an interview in which participants were questioned about metacognitive knowledge, monitoring, experiences, and perceptions of self-regulated learning in their curriculum. All data were transcribed verbatim and analyzed iteratively using a template analysis. Findings: Students differed in their use of metacognitive skills, with an overall focus on monitoring and, to a lesser extent, on planning and evaluation. Additionally, differences were found in students’ metacognitive knowledge and metacognitive experiences. There was apparent use of inefficient, superficial predictive cues. Regarding perceptions of self-regulated learning skills, some students felt no need to develop such skills as they perceived medical education as an exercise in memorizing facts. Others emphasized the need for more insight into their actual level of knowledge and competence. Insights: Pre-clinical medical students require explicit teaching of metacognitive skills to facilitate self-regulated learning. Educators should aim to integrate metacognition in the everyday discourse of the classroom to foster an environment in which students discuss their own learning. Supplemental data for this article is available online at https://doi.org/10.1080/10401334.2021.1889559.

In defense of the passive voice.

Writers of scientific articles are familiar with the advice to avoid using the passive voice. Prescriptivists argue that the passive leads to bloated, indirect, and even evasive writing, and they recommend that the active form be used instead. This article defends the passive voice against these charges and argues that this advice is misguided. The article begins with a summary of the passive construction and the diversity of its forms, many of which are not appreciated in discussions of the passive voice's purported flaws, and is then followed by a summary of why some prescriptivists criticize its use. Three motivations for the use of the passive voice based on findings from psycholinguistic research are then described: First, the passive form allows writers to maintain topic continuity and conform to the given-new principle of communication; 2nd, speakers use the passive voice to accommodate concepts that are accessible; and 3rd, passive sentences are not communicatively equivalent to actives, and therefore active sentence paraphrases will sometimes distort the writer's message. An additional problem with the advice to avoid passive sentences is that people have trouble correctly identifying them and tend to rely on superficial cues that often diagnose other irrelevant grammatical constructions. Just as rules against split infinitives, stranded prepositions, and the singular they have been abandoned, so too should the prohibition against the passive voice. Instead of shunning a perfectly grammatical and useful construction, writers should strive to generate prose that is clear and elegant, using all the linguistic tools at their disposal. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Behavioral Immune System Responses to Coronavirus: A Reinforcement Sensitivity Theory Explanation of Conformity, Warmth Toward Others and Attitudes Toward Lockdown

Behavioral immune system (BIS) describes psychological mechanisms that detect cues to infectious pathogens in the immediate environment, trigger disease-relevant responses and facilitate behavioral avoidance/escape. BIS activation elicits a perceived vulnerability to disease (PVD) which can result in conformity with social norms. However, a response to superficial cues can result in aversive responses to people that pose no actual threat, leading to an aversion to unfamiliar others, and likelihood of prejudice. Pathogen-neutralizing behaviors, therefore, have implications for social interaction as well as illness behaviors and responses to health communications. In this study, we investigate how PVD influences conformity, attitudes to other people and to lockdown regulations through the lens of the Reinforcement Sensitivity Theory (RST). RST describes personality in terms of biologically-driven approach and avoidance motivations which support personal goals. Participants from the United Kingdom public (N = 605) completed an RST personality questionnaire and then read either (a) coronavirus morbidity-mortality statistics and current United Kingdom government lifestyle regulations, (b) just the regulations (as presented in most government publicity materials), or (c) no information at all. They all completed the Perceived Vulnerability to Disease scale to assess BIS-relevant Germ Aversion and Perceived Infectability, followed by questions measuring social conformity, warmth toward others and attitudes toward lockdown measures. Significantly lower PVD scores were observed in the no-information condition, with the other conditions showing no difference. In terms of RST, approach behaviors related to goal-drive persistence work alongside fear in explaining conformity to social norms. Reward related approach behaviors partially explained warmth toward others, indicating that social rewards gained through interaction continue to be strong drivers of behavior. We found no role for RST traits in attitudes toward lockdown. Overall, coronavirus-related behavior is not driven purely by fear, but also by social and/or protection goals regulated by approach motivation. This study presents new insights into public perceptions of coronavirus and government regulated lifestyle restrictions, helping to explain social behaviors in terms of biologically driven mechanisms. Such understanding is vital if we are to successfully motivate public behavior to constrain spread of the virus.

A SYSTEMATIC REVIEW AND META-ANALYSIS OF AGE-RELATED DIFFERENCES IN TRUST

This systematic review and meta-analysis quantifies the magnitude and breadth of age-related differences in trust. Thirty-eight independent data sets met criteria for inclusion. Overall, there was a moderate effect of age group on trust (g = 0.22), whereby older adults were more trusting than young adults. Three additional meta-analyses assessed age-related differences in trust in response to varying degrees of trustworthiness. This revealed that older adults were more trusting than young adults in response to neutral (g = 0.31) and negative (g = 0.33), but not positive (g = 0.15), indicators of trustworthiness. The effect of age group on trust in response to positive and neutral cues was moderated by type of trust (financial vs. non-financial) and type of responding (self-report vs. behavioral). Older adults were more trusting than young adults in response to positive and neutral indicators of trustworthiness when trust was expressed non-financially, but not financially. There was also an age-related increase in self-reported, but not behavioral, trust in response to neutral cues. Older adults were more trusting than young adults in response to negative indicators of trustworthiness regardless of the type of trust or type of responding. The reliability of information about trustworthiness (superficial vs. genuine cues) did not moderate any effects of age on trust. Implications of these findings and directions for future research are discussed.

EEG Decoding Reveals the Strength and Temporal Dynamics of Goal-Relevant Representations

Models of action control assume that attentional control settings regulate the processing of lower-level stimulus/response representations. Yet, little is known about how exactly control and sensory/response representations relate to each other to produce goal-directed behavior. Addressing this question requires time-resolved information about the strength of the different, potentially overlapping representations, on a trial-by-trial basis. Using a cued task-switching paradigm, we show that information about relevant representations can be extracted through decoding analyses from the scalp electrophysiological signal (EEG) with high temporal resolution. Peaks in representational strength—indexed through decoding accuracy—proceeded from superficial task cues, to stimulus locations, to features/responses. In addition, attentional-set representations were prominent throughout almost the entire processing cascade. Trial-by-trial analyses provided detailed information about when and to what degree different representations predict performance, with attentional settings emerging as a strong and consistent predictor of within-individual and across-individual variability in performance. Also, the strength of attentional sets was related to target representations early in the post-stimulus period and to feature/response representations at a later period, suggesting control of successive, lower-level representations in a concurrent manner. These results demonstrate a powerful approach towards uncovering different stages of information processing and their relative importance for performance.

A Thin Slice of Science Communication: Are People’s Evaluations of TED Talks Predicted by Superficial Impressions of the Speakers?

First impressions based on physical characteristics and superficial information predict a wide variety of social judgments and outcomes. We build on recent work examining the effects of such impressions on the communication of scientific research and ideas to the general public. A large diverse sample viewed and evaluated scientific TED talks, while a separate group viewed short, silent excerpts of each video and judged the speakers on three core sociocognitive traits: competence, morality, and sociability. Neither the perceived scientific quality nor the entertainment value of the talks was meaningfully predicted by the thin-slice judgments; likewise, they were independent of the speakers’ age, gender, ethnicity, and attractiveness. We propose that these null results arise because the influence of superficial visual cues was overwhelmed by the wealth of more diagnostic information and by our participants’ attentiveness to this information. Our results suggest limits to the predictive power of superficial impressions.

The Parental Care Motivational System and Why It Matters (for Everyone)

Although it is easy to assume that the psychology of parental care pertains only to parents and their children, this is not so. An emerging body of research on the parental care motivational system reveals implications for everyone. All normally developing human beings are characterized by evolved psychological mechanisms that regulate parental caregiving. These mechanisms are responsive to superficial cues and so (among nonparents as well as parents) can be triggered by the perception of young children or other childlike things. Once activated, these mechanisms precipitate protective and nurturant responses. These responses manifest in many different ways, with implications for a wide range of psychological phenomena (many of which might appear, superficially, to be unrelated to caregiving)—including risk-averse attitudes, aggression, intergroup prejudice, moral judgment, impression formation, and mate preferences. This article provides an illustrative overview of empirical research documenting these implications and identifies new directions for future research on the motivational psychology of parental care.

Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate further analysis of the problem. But without guidance, many introductory physics students solve problems using superficial clues and cues and do not perceive problem solving as an opportunity for learning. Here, we describe a study that suggests that engaging students in reflection with peers about effective problem solving strategies while effective approaches are modeled for them and prompt feedback is provided may enhance desirable skills.

Cultivating Reality through Stereotyping in the Media

Often our judgment related to certain people or groups in the society are created with no actual contact and with superficial cues. In nowadays society the information we got on the world are much greater, as a result of increasing of the role media plays in the society. Today media using major achivements of communication tools&techniques, manages to reach every member of society. In particular, the extraordinary growth of the Internet has become an enrmous tool to access media which to uses this new channel of communication, in addition to other traditional channels such as television, radio or newspapers. This access has made society utterly dependent and on the other hand has made media an important factor which creates perceptions and even affects the education of whole society categories. In particular, the impact is greater among children and young people with less life-experince. They create shared convictions and beliefs influenced by the media. In this context, in many cases, if a media creates stereotypes of various persons or social categories, they are transmitted through it to a large part of society, affecting primarly those with less life-experince. This a how, often, a stereotype is communly believed as truth. This phenomena can be observed greatly even in the Albanian media, which commonly categorizes people of different social groups, based only on one point of view. This impacts society greatly in creating prejudices that affect directly our lives and those of others. This article assumes precisely analysis through focus group discussions with students of communication sciences. These students are able to think critically about the role and influence of stereotypes in the media and give their opinion on this phenomenon. DOI: 10.5901/ajis.2015.v4n3s1p618

Students’ evaluation strategies in a Web research task: Are they sensitive to relevance and reliability?

When searching and using resources on the Web, students have to evaluate Web pages in terms of relevance and reliability. This evaluation can be done in a more or less systematic way, by either considering deep or superficial cues of relevance and reliability. The goal of this study was to examine how systematic students are when evaluating Web pages. Forty-two undergraduate students performed a Web research task. They were provided with a search-engine results page including 12 Web pages, which were relevant/irrelevant and reliable/unreliable. The students had to navigate the pages for 30 min to prepare for a subsequent test on a target topic. Their navigation behaviors were video-recorded and analyzed. The findings revealed that the students were not systematic when accessing the pages: They accessed more unreliable pages than reliable pages. The pattern was different when considering study time: The students allocated more time to relevant and reliable pages. Finally, allocating additional time to relevant Web pages was associated with better learning from the materials. Overall, the results suggest that undergraduate students are able to deploy systematic evaluations of Web resources and this is crucial for achieving learning.

Narcissism and Discrepancy Between Self and Friends' Perceptions of Personality

Most research on narcissism and person perception has used strangers as perceivers. However, research has demonstrated that strangers' ratings are influenced by narcissists' stylish appearance (Back, Schmukle, & Egloff, 2010). In the present study, we recruited participants and their close friends, individuals whose close relationship should immunize them to participants' superficial appearance cues. We investigated the relation between narcissism and personality ratings by self and friends. Participants (N = 66; 38 women; Mage = 20.83 years) completed the Narcissistic Personality Inventory (Raskin & Terry, 1988) and described their personality on the 100-item California Adult Q-Sort (CAQ; Block, 2008). Participants' personality was also described on the CAQ by close friends. The "optimally adjusted individual" prototype was used to summarize participant and friend personality ratings (Block, 2008). Participants with high narcissism scores were ascribed higher optimal adjustment by self than by friends. Narcissistic individuals' self-ratings were extremely positive and more favorable than friends' ratings of them.

Is comprehension of problem solutions resistant to misleading heuristic cues?

Previous studies in the domain of metacomprehension judgments have primarily used expository texts. When these texts include illustrations, even uninformative ones, people were found to judge that they understand their content better. The present study aimed to delineate the metacognitive processes involved in understanding problem solutions — a text type often perceived as allowing reliable judgments regarding understanding, and was not previously considered from a metacognitive perspective. Undergraduate students faced difficult problems. They then studied solution explanations with or without uninformative illustrations and provided judgments of comprehension (JCOMPs). Learning was assessed by application to near-transfer problems in an open-book test format. As expected, JCOMPs were polarized — they tended to reflect good or poor understanding. Yet, JCOMPs were higher for the illustrated solutions and even high certainty did not ensure resistance to this effect. Moreover, success in the transfer problems was lower in the presence of illustrations, demonstrating a bias stronger than that found with expository texts. Previous studies have suggested that weak learners are especially prone to being misled by superficial cues. In the present study, matching the difficulty of the task to the ability of the target population revealed that even highly able participants were not immune to misleading cues. The study extends previous findings regarding potential detrimental effects of illustrations and highlights aspects of the metacomprehension process that have not been considered before.

Friend or Foe? Age Moderates Time-Course Specific Responsiveness to Trustworthiness Cues

There is growing evidence of a greater focus on positive relative to negative information in older adulthood. Up to date, the age-related positivity effect in affective processing has been only investigated with respect to explicit emotional cues. Thus, the purpose of this study was to investigate whether similar age-related differences would be observed in reference to subtler cues, such as emotionally suggestive structural facial characteristics. We used a gaze following paradigm and investigated the temporal dynamics of responding to facial trustworthiness cues in younger and older adults. Both age groups provided similar trustworthiness evaluations. Nonetheless, under responding conditions that allowed for volitional modulatory influences (600 ms), older (but not younger) adults with superior cognitive resources showed more gaze following in response to trustworthy than to untrustworthy looking faces. This study provided initial evidence that the age-related positivity effect in affective processing extends to subtle emotional cues, generally interpreted as being reflective of socially relevant personality traits. Implications for aging theories of motivated cognition and developmental changes in reliance on superficial affective cues are discussed.

From origami to software development: A review of studies on judgment-based predictions of performance time.

This article provides an integrative review of the literature on judgment-based predictions of performance time, often described as task duration predictions in psychology and as expert-based effort estimation in engineering and management science. We summarize results on the characteristics of performance time predictions, processes and strategies, the influence of task characteristics and contextual factors, and the relations between estimates and characteristics of the estimator. Although dependent on the type of study and the level of analysis, underestimation was more frequently reported than overestimation in studies from the engineering and management literature. However, this was not the case in studies from the psychology literature. Our summaries challenge earlier results regarding the effects of factors such as complexity/difficulty and experience. We also question the recurrent finding that small tasks are overestimated and large tasks are underestimated, as this to some extent can be a statistical artifact caused by random error. Several other influences on predictions are identified and discussed. These include various types of anchoring effects, performance and accuracy incentives, task decomposition, request formats, group estimation, revisions of initial ideal or incomplete estimates, level of abstraction, and superficial cues. We summarize similarities and differences between performance time predictions (e.g., number of work hours) and completion time predictions (e.g., delivery dates) because many studies fail to distinguish between these 2 types of predictions. Finally, we discuss methodological issues in time prediction research and implications for research and application.

The Behavioral Immune System (and Why It Matters)

Like many other animals, human beings engage in behavioral defenses against infectious pathogens. The behavioral immune system consists of a suite of psychological mechanisms that (a) detect cues connoting the presence of infectious pathogens in the immediate environment, (b) trigger disease-relevant emotional and cognitive responses, and thus (c) facilitate behavioral avoidance of pathogen infection. However, the system responds to an overly general set of superficial cues, which can result in aversive responses to things (including people) that pose no actual threat of pathogen infection. In addition, the system is flexible, such that more strongly aversive responses occur under conditions in which perceivers are (or merely perceive themselves to be) more vulnerable to pathogen infection. Recent research reveals many provocative implications—for the experience of disgust, for extraversion and social interaction, for xenophobia and other prejudices, and for the origins of cultural differences.