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Author(s): Teresa Gomes Arrulo-Clarke [sup.1] , Michail Doumas [sup.1] , Kostas A. Papageorgiou [sup.1] Author Affiliations: (1) https://ror.org/00hswnk62, grid.4777.3, 0000 0004 0374 7521, School of Psychology, Queen's University Belfast, , [...], Previous research indicates narcissism can aid stress management. Nonetheless, its common perception and dissemination as socially aversive may hamper its acknowledgment and use as an asset in the context of stress. This experimental study investigated the effects of receiving positive or negative information (i.e., prompts) about narcissism in the context of stress on attitudes towards this trait's association with stress. It also assessed individuals' experiences of narcissism's stress-coping properties when one believes themselves to be a high narcissism scorer, via an online survey. Hundred and five adults ( [Formula omitted] = 32.0; 22-64 years) completed measures of state-stress, music preferences, and narcissism. They were then randomly assigned to either the positive or negative prompt groups, being shown information highlighting the positive or negative impact of narcissism on stress management, respectively. Participants were then informed they scored above average on narcissism, despite their actual questionnaire scores, and undertook a stress-inducing procedure. Self-reported stress, implicit and explicit attitudes were measured pre- and post-prompt presentation. Results showed that, while prompts did not influence attitudes nor stress outcomes, individuals displayed neutral implicit attitudes towards narcissism's association with stress across measurement timepoints. These findings suggest that people's attitudes towards narcissism in the context of stress have not been deteriorated by this trait's predominant negative depiction outside this context. Therefore, the dissemination and establishment of narcissism as an asset for stress-coping may be received by the general population with less resistance than anticipated.

Based on a sample of 480 academically at-risk first graders, we used a cluster analysis involving multimethod assessment (i.e., teacher-report, peer-evaluation, and self-report) of behavioral and psychological engagement to identify subtypes of academic engagement. Four theoretically and practically meaningful clusters were identified and labeled as cooperative (n = 95), resistive (n = 96), enthusiastic (n = 188), and disaffected (n = 101). The 4 types did not differ in IQ measured with the Universal Nonverbal Intelligence Test. The cooperative group consisted of more female and Hispanic students, whereas the resistive group consisted of more male and African American students. The cooperative group was the most popular among peers, followed by the enthusiastic group. The disaffected and resistive groups had more emotional symptoms than the cooperative and enthusiastic groups. Academic engagement types also differed in growth trajectories of academic achievement measured with Woodcock Johnson III Tests of Achievement from second to fourth grade. For reading, the cooperative and enthusiastic groups outperformed the resistive and disaffected groups at the beginning. However, the growth rate was similar across engagement types. For math, the engagement types did not differ at the beginning. However, the cooperative group developed at a faster rate and had higher math achievement by fourth grade than the other types. The findings support the importance of teaching temperament-based regulatory skills and of providing a positive psychological climate for children's academic learning.

Sellers of almost any product or service rarely keep their prices constant through time and frequently offer price discounts or sales. This paper investigates an explanation of sales as a [...]

The authors examine 2 issues: (a) how students integrate information from multiple scientific documents to describe and explain a physical phenomenon that represents a subset of the information in the documents; and (b) the role of 2 sorts of tasks to achieve this type of integration, either writing an essay on a question requiring integration across texts or answering shorter intratext questions that require students to integrate information within a single text, while superficial and deep comprehension measurements are obtained. Undergraduate students answered 1 of the 2 types of questions, and their reading times were recorded. Half of the sample thought aloud. Results showed that the integration question increased integration and decreased the processing of isolated units of information, which enhanced deep learning, whereas no differences between the 2 sorts of tasks on memory recall were apparent. This research also provides evidence for the discrepancy between training and posttraining effects (R. A. Scbmidt & R. A. Bjork, 1992). Keywords: multiple documents, integration, task effects, thinking aloud, posttraining and deep learning effects

The article provides guidelines for successful project management. These include how to identify where learning can break down during the project management process, and methods for enhancing learning and experience opportunities within the process.

The present study investigated whether disgust-valenced information has an impact on children's fear beliefs about animals. Non-clinical children aged between 9 and 13 years (n = 159) were presented with disgust-related and cleanliness-related information about unknown animals (Australian marsupials). Before and after information, beliefs of disgust and fear regarding the animals were assessed. Results showed that disgust-related information not only induced higher levels of disgust but also increased children's fear beliefs in relation to these animals. The other way around, cleanliness-related information decreased levels of disgust and resulted in lower levels of fear. The implications for the role of disgust in the development of animal fear are briefly discussed. Keywords: Disgust; Instructional learning; Fear beliefs; Animal fear; Children

A sequential risk-taking paradigm used to identify real-world risk takers invokes both learning and decision processes. This article expands the paradigm to a larger class of tasks with different stochastic environments and different learning requirements. Generalizing a Bayesian sequential risk-taking model to the larger set of tasks clarifies the roles of learning and decision making during sequential risky choice. Results show that respondents adapt their learning processes and associated mental representations of the task to the stochastic environment. Furthermore, their Bayesian learning processes are shown to interfere with the paradigm's identification of risky drug use, whereas the decision-making process facilitates its diagnosticity. Theoretical implications of the results in terms of both understanding risk-taking behavior and improving risk-taking assessment methods are discussed. Keywords: risk taking, learning, Bayesian, individual differences, cognitive psychometrics

Recent research suggests that exemplar models of classification are disconfirmed by the finding of extreme prototype-enhancement effects and steep typicality gradients in a version of the prototype-learning paradigm. We argue that these results are due to learning-during-transfer effects and not to the abstraction of a prototype from the training instances. In the standard version of the paradigm, observers are flooded with multiple presentations of the prototype and its low distortions during transfer. In a modified transfer condition, we instead present multiple instances of an arbitrary high distortion and low distortions of that high distortion. An extreme 'high-distortion enhancement effect' is observed. Also, there is a flattening of the typicality gradient associated with the standard patterns (prototype, low distortions, and standard high distortions). The results provide dramatic evidence of the role of learning during transfer in this task and force a reevaluation of the dominant current interpretation of the steep typicality gradient.

A theory of prospective time perception is introduced and incorporated as a module in an integrated theory of cognition, thereby extending existing theories and allowing predictions about attention and learning. First, a time perception module is established by fitting existing datasets (interval estimation and bisection and impact of secondary tasks on attention). The authors subsequently used the module as a part of the adaptive control of thought--rational (ACT-R) architecture to model a new experiment that combines attention, learning, dual tasking, and time perception. Finally, the model predicts time estimation, learning, and attention in a new experiment. The model predictions and fits demonstrate that the proposed integrated theory of prospective time interval estimation explains detailed effects of attention and learning during time interval estimation. Keywords: prospective time estimation, cognitive model, divided attention, instance learning, multi-tasking

This article uses a cognitive approach to analyze the impact of different training environments on the behavior of individuals involved in decision-making tasks. Learning influences human ability to make rational decisions.

The research investigates the manner in which the methods of learning influenced the wind power industries in the Netherlands and Denmark. The results indicate that the manufacturing and implementation successes in Denmark and relatively poor progresses in the Netherlands are the results of contrast learning mechanisms between the two countries.

The influence of a secondary task on forward blocking of human contingency ratings was examined. A smaller blocking effect was found when participants performed a highly demanding secondary task than when they performed a less demanding secondary task. The modulatory effect of secondary task difficulty was significant only when the secondary task was administered during both the learning and the test phase of the contingency judgement task. The results suggest that forward blocking in human contingency learning cannot be fully accounted for by associative processes. Instead, forward blocking seems to depend at least partially on deliberate deductive reasoning processes.

Research indicates that school environments governed by high-stakes testing have a negative effect on students' attitudes and inclinations toward learning. Excessive testing takes the joy out of schooling, particularly for reluctant learners, and encourages disengagement from school.

Byline: Thomas R. Gulledge, Rainer A. Sommer This paper describes the development of a unique industry-sponsored graduate degree programme that focuses upon student learning and research on a relevant applied curriculum. The George Mason University Enterprise Engineering & Policy programme was designed to foster student learning through an implementation consulting perspective that provides specific skills to support the implementation of extended enterprise solutions. The programme is unique in that it was conceived through an industry sponsored research programme, and was implemented with industry sponsorship. The programme provides a new and innovative approach to graduate education through the leveraging of public-private partnering.

Byline: Karl-Erik Sveiby Measure for learning. This article addresses a rarely asked question: why measure intangibles? Unless the propose of measuring is explicitly addressed, the resulting measuring system becomes open to manipulation. The argument is that a measuring system aimed at learning rather than performance minimises manipulation issues and maximises value creation.

Byline: Qiwen Lu A number of Chinese science and technology enterprises have become extremely competitive. This paper explores the basis for learning and innovation in Stone Group, Legend Group and Founder Group. Their dynamism is found to be based upon extra-budgetary finance, access to the technology resources of the state, new forms of governance, strategies of integration between R&D, marketing and manufacturing and learning from foreign partners. The experience of these firms shows that privatisation is not necessarily needed for innovation, and may actually impede development when technological resources are concentrated in state organisations.

I argue that the dual-process account of human learning rejected by Mitchell et al. in the target article is informative and predictive with respect to human behaviour in a way that the authors' purely propositional account is not. Experiments that reveal different patterns of results under conditions that favour either associative or rule-based performance are the way forward.

There are good reasons why social psychologists have emphasized the negative side of human reasoning. They are simply following humans' tendency to pay particular attention to unusual occurrences. Attempts to refocus attention onto a wider range of behavior should include the influence of learning on both normative and non-normative behavior.