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Using Multivariate Statistics

In 1974 an article appeared in Science magazine with the dry-sounding title “Judgment Under Uncertainty: Heuristics and Biases” by a pair of psychologists who were not well known outside their discipline of decision theory. In it Amos Tversky and Daniel Kahneman introduced the world to Prospect Theory, which mapped out how humans actually behave when faced with decisions about gains and losses, in contrast to how economists assumed that people behave. Prospect Theory turned Economics on its head by demonstrating through a series of ingenious experiments that people are much more concerned with losses than they are with gains, and that framing a choice from one perspective or the other will result in decisions that are exactly the opposite of each other, even if the outcomes are monetarily the same. Prospect Theory led cognitive psychology in a new direction that began to uncover other human biases in thinking that are probably not learned but are part of our brain’s wiring.

Thinking fast and slow.

Following the 2016 U.S. presidential election, many have expressed concern about the effects of false stories (“fake news”), circulated largely through social media. We discuss the economics of fake news and present new data on its consumption prior to the election. Drawing on web browsing data, archives of fact-checking websites, and results from a new online survey, we find: (i) social media was an important but not dominant source of election news, with 14 percent of Americans calling social media their “most important” source; (ii) of the known false news stories that appeared in the three months before the election, those favoring Trump were shared a total of 30 million times on Facebook, while those favoring Clinton were shared 8 million times; (iii) the average American adult saw on the order of one or perhaps several fake news stories in the months around the election, with just over half of those who recalled seeing them believing them; and (iv) people are much more likely to believe stories that favor their preferred candidate, especially if they have ideologically segregated social media networks.

/pdf/social-media-and-fake-news-in-the-2016-election-1m4ttkb5mo.pdf

Social Media and Fake News in the 2016 Election

First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instru...

/pdf/nine-ways-to-reduce-cognitive-load-in-multimedia-learning-1179eatzge.pdf

Nine Ways to Reduce Cognitive Load in Multimedia Learning

Multimedia (as used in this book) refers to the presentation of material using both words and pictures. The case for multimedia rests in the premise that learners can better understand an explanation when it is presented in words and pictures than when it is presented in words alone. Multimedia messages can be described in terms of the delivery media (e.g., amplified speaker and computer screen), presentation mode (e.g., words and pictures), or sensory modalities (e.g., auditory and visual). The process of multimedia learning can be viewed as information acquisition (in which multimedia messages are information delivery vehicles) or as knowledge construction (in which multimedia messages are aids to sense making). Three possible learning outcomes are no learning (as indicated by poor retention and poor transfer performance), rote learning (as indicated by good retention and poor retention performance), and meaningful learning (as indicated by good retention and transfer performance). Meaningful learning outcomes depend on the cognitive activity of the learner during learning rather than on the learner's behavioral activity during learning . WHAT IS MULTIMEDIA? The term multimedia means different things to different people. For some people, multimedia means that a person sits at a computer terminal and receives a presentation consisting of on-screen text, on-screen graphics or animation, and sounds coming from the computer's speakers – as with an on-line multimedia encyclopedia. For some people, multimedia means a “live” presentation in which a group of people seated in a room views images presented on one or more screens and hears music or other sounds presented via speakers.

Multimedia Learning: AUTHOR INDEX

Speech addressed to a cat was examined to test whether the use of child-directed language (CDL) with a companion animal is related to perceived intelligence of a listener and/or listener responsiveness Fifty-one undergraduates briefly entertained a cat using a toy, and the vast majority of these participants spoke to the animal The language used was similar to CDL, and two aspects of this language (number of questions and attribution of thoughts to the animal) were positively related to ratings of the animal's intelligence The cat's responsiveness, as measured by time spent in proximity of the participant during the interaction, was not strongly correlated with measures of speech use The results suggest that speech used with companion animals follows a model in which the human first perceives a social interaction, and therefore uses speech This speech is then modified, based on the perceived comprehension of the listener, regardless of who this listener may be

Responsiveness and perceived intelligence as predictors of speech addressed to cats

Participants were introduced to one of three robots-a bipedal Robosapien, a treaded vehicle, and a wheeled vehicle. They then used voice commands to guide this entity through a maze from a remote destination. Feedback was given via an arrow that showed the entity either responding to the voice commands or ignoring them. The same feedback was given in all conditions. However, participant ratings of mood and their attributions for the robots' abilities and functions differed. These results suggest that interactions with non-human intelligent entities are largely guided by pre-existing schemas. Additionally, individual differences in perceived control over a caregiving situation were predictive of responses to the robot, further supporting the idea that schemas for certain types of human-human interactions are activated by synthetic agents.

Those A-Maze-Ing Robots: Attributions of Ability are Based on Form, not Behavior:

There are many known problems with inappropriate response to emergency warnings. Recommended actions are not always properly followed, and sometimes emergency warnings are not taken seriously. A variety of psychological individual differences can influence the perception of emergency warnings. At present, warning distributors do not consider how these factors affect emergency warning response. We recommend that emergency warning distribution systems be developed that account for these differences to improve response. To this end, we propose four guidelines supported by psychological research and inspired by currently available technologies. These guidelines frame a user-centered approach to more appropriately tailor warning messages for each recipient.

Toward a User-Centered Approach for Emergency Warning Distribution:

Two studies were conducted to develop and confirm a generalized measure of texting behavior, the Texting Behaviors Index, using exploratory and confirmatory factor analysis on samples of undergraduate students. A solution containing 6 factors for texting behaviors was supported, which were named social connection, escapist, distracted, audacious, nurtured communication, and driving. The characteristics of these factors were explored using individual differences in personality and sensation-seeking behavior, where extraversion and disinhibition were consistent significant predictors for many types of texting. Additionally, a measure of depressive symptoms was predictive of some types of problematic texting. In general, our results support that texting is not a unidimensional social behavior, but a multidimensional behavior composed of social and nonsocial facets, including problematic behavior. The usefulness of this scale, particularly with respect to problematic texting behaviors, and future applications for empirical, survey, meta-analytic, and health research are discussed.

Texting as a multidimensional behavior: Individual differences and measurement of texting behaviors.

The current study used scenarios of animal cruelty based on actual events to explore what factors predict perceptions of punishments for animal cruelty. Five hundred thirty-eight university undergraduates participated in the study. Participants read scenarios based on an actual event of animal cruelty and with information on statutes addressing animal cruelty in their state. Participants were then asked to give ratings for punishment of the animal cruelty perpetrator. A canonical correlation analysis was used to test the multivariate shared relationship between the set of eight predictor variables and the criterion variable set of 15 punishment ratings. The response distributions were highly skewed for seven of the 15 criterion variables, highlighting the strong sentiments participants expressed against animal cruelty. The canonical correlation analysis identified significant criterion variables that were predicted by two of the empirically manipulated predictor variables (Perpetrator Age and Loca...

Predictors of Views about Punishing Animal Abuse

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