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12:30pm, Academic Commons
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12:30pm, Academic Commons
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Quantitative lunch -- Andrew Lampi.Quantitative lunch -- Andrew Lampi.
12:30pm, Mill 123 and Zoom
Item response theory (IRT) is a way of modelling participant’s responses to items that are presumed to tap into a given construct. IRT can model either participants trait levels (on a given trait) and predict their performance on an assessment, or it can model the extent to which a selection of items measures a given trait. Traditionally, IRT is used to understand performance on standardized assessments—such as college admission exams—or to assess the efficacy of psychological measurements—such as mental health inventories. There are other applications for IRT though, beyond these traditional uses. For example, in cognitive and social psychology, research into categorical perception (the study of how we perceive continuous stimuli discreetly) may also yield interesting information when approached from an IRT perspective. In this talk, I outline why approaching categorical perception tasks from an IRT perspective is intuitive and I provide a practical example of how we might accomplish this. In sum, IRT analysis of performance on psychophysical tasks such as categorical perception paradigms is effective, and has several applications for future studies.
12:30pm, Mill 123 and Zoom
12:30pm, Academic Commons
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12:00-1:00pm, Zoom, Millmont Cottage Conference Room
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Social lunch -- Dr. Jonathan Kunstman, (Auburn University).Social lunch -- Dr. Jonathan Kunstman, (Auburn University).
12:30pm, Zoom, CDW 2539
Social pain, operationalized as the distress and negative affect caused by aversive interpersonal experiences (e.g., exclusion, disrespect, unfairness) damages both mind and body (e.g., Jackson et al., 2006) and these hurtful experiences occur to members of culturally stigmatized groups more than culturally dominant groups (e.g., Williams & Mohammed, 2009). However, despite this asymmetry in social pain experiences, there is reason to predict that people will paradoxically believe that socially painful events hurt Black individuals less than White individuals. Specifically, beliefs that hardship has toughened Black individuals making them insensitive to physical pain may generalize to judgments of social pain (Hoffman & Trawalter, 2016). The current talk examines this primary hypothesis and presents evidence for antecedents, consequences, and boundary conditions for race-based biases in social pain (Studies 1-13). The talk will also highlight how race-based stereotypes related to toughness and pain insensitivity can contribute to feelings of social pain minimization and invalidation among Black Americans and the downstream negative mental health consequences of these experiences (Studies 14-15).
12:30pm, Zoom and 138 Millmont
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12:30pm, Academic Commons
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12:30pm, Academic Commons
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12:30pm, Mill 123 and Zoom
12:30pm, Academic Commons
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12:00-1:00pm, Zoom, Millmont Cottage Conference Room
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12:30pm, Zoom and 138 Millmont
Social lunch -- Andres Pinedo, (University of Michigan).Social lunch -- Andres Pinedo, (University of Michigan).
12:30pm, Zoom, CDW 2539
Anti-Black racism remains rampant in the United States (US) as is evidenced by persistent disparities between Black and White Americans in terms of wealth, health, incarceration, and education. Given persistent anti-Blackness, it is critical to uncover the factors that promote solidarity with Black people among non-Black people–particularly among other racially marginalized groups in the US because most research on solidarity focuses on White allies (Craig & Richeson, 2016). To date, the literature on stigma-based solidarity suggests that among People of Color, perceptions of injustice against one’s group can elicit solidarity with other racially marginalized groups, but at other times can elicit negative feelings toward racial outgroups. Recent theorizing suggests that critical consciousness, or more specifically a structural-historical understanding of inequality, is a key factor for promoting solidarity across racial groups (Burson & Godfrey, 2020). Further, models of collective action which incorporate ethnic-racial identity, egalitarianism, sociopolitical efficacy, and anger at injustice as predictors of collective action can be fruitful in understanding stigma-based solidarity (van Zomeran, 2013; Ho & Kteily, 2020). To integrate and extend theories of stigma-based solidarity and collective action, I employ latent profile analyses to examine how critical consciousness, sociopolitical efficacy, ethnic-racial identity centrality, egalitarianism, and anger at injustice pattern together in a sample of 459 Latinx and Native high school students. These analyses revealed 3 profiles (Approaching Critical but Unengaged; Engaged but Uncritical; Critical and Engaged) of students differentiated primarily by their critical reflection, and these profiles differed in their solidarity with Black people. The implications of these findings for stigma-based solidarity and collective action will be discussed.
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12:30pm, Academic Commons
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12:30pm, Academic Commons
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12:30pm, Academic Commons
Quantitative lunch -- Ian Becker.Quantitative lunch -- Ian Becker.
12:30pm, Mill 123 and Zoom
Many tasks that students are asked to do as part of their learning are cognitively demanding and require considerable concentration. As such, the ability to concentrate is critical for school readiness as early as preschool. However, concentration is not a well-defined concept in the psychology literature. In this talk, I will briefly discuss the definition of concentration as a composite state that is comprised of many cognitive functions, namely sustained attention, selective attention, appropriate cognitive load, and self-regulation in a state of activity. I will describe the development of a scale to observe preschool children’s concentration and the preliminary results from a study using this scale in Montessori classrooms. I will discuss a variety of ways that this scale can be used to capture different aspects of children’s concentration as it occurs naturally in classrooms.
12:30pm, Mill 123 and Zoom
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12:00-1:00pm, Zoom, Millmont Cottage Conference Room
2021-22 Department of Psychology Colloquium Series and Brown College -- Peter Sterling (University of Pennsylvania)2021-22 Department of Psychology Colloquium Series and Brown College -- Peter Sterling (University of Pennsylvania)
3:30pm, 125 Minor Hall
Human design is constrained by natural selection to maximize performance for a given energy cost. The brain predicts
what will be needed and controls metabolism, physiology, and behavior to deliver just enough, just in time (allostasis).
By preventing errors rather than correcting them energy is saved. Predictive control requires learning. The process is
governed by an optimal rule that rewards each positive surprise with a pulse of dopamine, which we experience as a
pulse of satisfaction. That signal induces learning and encourages us to repeat the behavior.
But now we obtain food and comfort without surprise and are thus deprived of the dopamine pulses upon which rest
the whole edifice of behavioral regulation and mood. Lacking frequent pulses, we grow restless and seek new sources of
dopamine. One route is through consumption: more food and more drugs that produce great surges of dopamine. But
then the next surprise must be still more.
Meanwhile, our systems adapt to more by reducing their sensitivities, which drives them into spiraling addictions.
Standard medicine promotes drugs to treat addictions by blocking the reward circuit. But this is a strategy to prevent
satisfaction and it cannot work. Standard economics promotes “growth” for more “jobs”. But “jobs” devoid of challenge
are what now drive us to despair. To restore mental and bodily health, we must re-expand opportunities for small
satisfactions via challenging activities and thereby rescue the reward system from its pathological
regime.
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