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Approach, A voidance, and the Mouse Paradigm: An Examination of Wording and Relationships with Other Hedonic Constructs
Title
Approach, A voidance, and the Mouse Paradigm: An Examination of Wording and Relationships with Other Hedonic Constructs.
Creator
Saigal, Elizabeth Anne, Florida Atlantic University, Monson, Thomas C., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The two principal areas of research addressed by this study were: a) further validation of Nowak and Vallacher's mouse paradigm, and b) comparison of literatures all theoretically derived from principles of hedonics. Validation of the mouse paradigm included examination of the instructional set and detection of individual differences in various hedonically derived measures of personality. The mouse instructions were framed in terms of approach ('less good ' versus ' more good') or in terms of...
Show moreThe two principal areas of research addressed by this study were: a) further validation of Nowak and Vallacher's mouse paradigm, and b) comparison of literatures all theoretically derived from principles of hedonics. Validation of the mouse paradigm included examination of the instructional set and detection of individual differences in various hedonically derived measures of personality. The mouse instructions were framed in terms of approach ('less good ' versus ' more good') or in terms of avoidance (' more bad' versus ' less bad ' ). Inclusion of inventories based on the principles of approach and avoidance allowed for examination of convergent and discriminant validity. The mouse procedure was able to differentiate self-esteem, self-stability, introversion/extraversion, neuroticism/emotional stability, and Strelau's Pavlovian mobility. Depending on the prime used, some differentiation was also seen with measures of attachment. Differentiation was not found with the mouse procedure for Strelau's Pavlovian measures of strength of excitation and strength of inhibition. Two factor analyses of the questionnaires used gave rise to conceptually positive and negative components. The positive component was related to self-esteem, self-stability, extraversion, strength of excitation, strength of inhibition, mobility, and inversely related to anxiety and neuroticism. The negative component positively loaded on neuroticism, avoidance, dismissing attachment, and fearful attachment, and negatively loaded on selfesteem, self-stability, and secure attachment. These components were compared with Vallacher and Nowak's hedonically based mouse paradigm measures. They were consistently found to correlate with distance under the approach prime and variability in distance under the avoidance prime. This suggests that individuals who score highly on conceptually positive constructs (approach temperaments) have more stable absolute attitudes whereas individuals who score higher on conceptually negative constructs (avoidance temperaments) have greater variability in attitude. The approach instructions initially gave rise to lower evaluation, more variability, and less time at rest than the avoidance instructions. This trend was reflected in the increase in correlations over time under the positive hedonic condition and a decrease in correlations with time under the negative hedonic condition. These results suggest a suppression effect with negative framing.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000876
Subject Headings
Social psychology, Intimacy (Psychology), Attachment behavior, Object relations (Psychoanalysis)
Format
Document (PDF)
Pluralistic ignorance and explicit attitudes on academic cheating in college students and faculty
Title
Pluralistic ignorance and explicit attitudes on academic cheating in college students and faculty.
Creator
Hubertz, Martha J., Bjorklund, David F., Monson, Thomas C., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Academic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more...
Show moreAcademic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more widespread than it actually is (Hard, Conway, & Moran, 2006). A considerable gap in the research is noted when looking at definitions of what constitutes academic fraud, research has indicated that when students are asked if they have cheated and then given a definition of cheating, their self-reports of cheating increase (Burrus et al., 2007). This indicates that students’ definition of cheating and a universities’ definition of cheating may be incongruent. Participants were 507 members of the Florida Atlantic University community during the 2012-2013 academic year who completed a survey that consisted of items, which centered on self-reported cheating, perceptions of what cheating constitutes, and estimates of cheating prevalence. Results indicate that students reported peer cheating to be higher then self reported cheating, that participants distinguished between five different forms of cheating, and that faculty and students hold differing definitions of cheating. The findings suggest a disconnect between faculty perceptions and definitions of academic integrity and students. This would suggest that greater efforts should to be taken to bring a more uniform operational definition of what constitutes academic dishonesty that universities, faculty, and students can rely on. Second, as a pluralist model of cheating was supported, universities could develop campaigns like those aimed at reducing drinking, hooking up, and increasing women in STEM fields (Lambert, Kahn & Apple, 2003; Mattern & Neighbors, 2004; Muldoon, 2002; Schroder & Prentice, 1998). Research has suggested social norm campaigns targeting pluralistic ignorance can be effective on college campuses. In educating students about what actually happens and the discrepancy between reality and perception, cases of academic dishonesty could be reduced.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004381
Subject Headings
Cheating (Education), College discipline, College students -- Attitudes, College students -- Conduct of life, Personality assessment, Plagarism, Professional ethics, Social ethics
Format
Document (PDF)
Selective exposure attribution theory: Implications for better than average biases
Title
Selective exposure attribution theory: Implications for better than average biases.
Creator
Kovalik, Jennifer T., Florida Atlantic University, Monson, Thomas C., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The better than average effect refers to the tendency of individuals to perceive themselves as above average on various dimensions of social desirability (Messick, Boldizar, & Samuelson, 1985). Most research suggests that the effect results from motivations to inflate levels of self-esteem (Alicke, 1985). The present study challenged that an information-processing mechanism driven by selective exposure of persons to the behaviors of others may instead promote an overall negative dispositional...
Show moreThe better than average effect refers to the tendency of individuals to perceive themselves as above average on various dimensions of social desirability (Messick, Boldizar, & Samuelson, 1985). Most research suggests that the effect results from motivations to inflate levels of self-esteem (Alicke, 1985). The present study challenged that an information-processing mechanism driven by selective exposure of persons to the behaviors of others may instead promote an overall negative dispositional asymmetry within a population. When subjects were asked to make assessments regarding a target's level of trait across situations permitting various levels of selective exposure, the data indicated an increased tendency to rate others more negatively when selective exposure was maximized. It was hypothesized that subjects had committed more "false negative attribution errors" and had corrected more "false positive attribution errors" upon drawing their conclusions.
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Date Issued
1996
PURL
http://purl.flvc.org/fcla/dt/15359
Subject Headings
Attribution (Social psychology), Self-perception--Social aspects, Self-esteem--Social aspects, Personality
Format
Document (PDF)