Systematic information processing style and perseverative worry

2013 ◽  
Vol 33 (8) ◽  
pp. 1041-1056 ◽  
Author(s):  
Suzanne R Dash ◽  
Frances Meeten ◽  
Graham C L Davey
2009 ◽  
Vol 105 (1) ◽  
pp. 11-36 ◽  
Author(s):  
Jaume Masip ◽  
Eugenio Garrido ◽  
Carmen Herrero

Research on nonverbal detection of deception has normally been conducted by asking observers to judge the veracity of a number of videotaped communications. These video clips have typically been very short. Observers have a tendency to judge most of these statements as truthful. An experiment was conducted in which 52 participants (44 women, 8 men; M age = 22.2 yr., SD = 2.2) who were taking a psychology and law course were requested to make judgments of credibility at different points of the senders' statements. A strong truth bias was apparent when judgments were made at the beginning of the statements, suggesting that when exposed to brief communications, the observers make heuristic judgments. Over time, a decrease in the truth bias and an increase in overall accuracy were found, suggesting that later judgments were increasingly based on systematic information processing. These results suggest that the truth bias that has been found in previous deception research may be a result of having used very brief and uninformative behavioral samples as stimuli.


1999 ◽  
Author(s):  
Carsten K. W. de Dreu ◽  
Sander L. Koole ◽  
Frans L. Oldersma

2010 ◽  
Vol 106 (2) ◽  
pp. 641-642 ◽  
Author(s):  
Eitan Elaad

A 2009 study by Masip, et al. contended that the truth bias appears in brief communications. They demonstrated a strong truth bias when truth–lie judgments were made at the beginning of the judged statement. Over time, a decrease in the truth bias and an increase in accuracy were observed. The improvement was explained by systematic information processing. The present paper suggests an alternative explanation, which rests on the phenomenon of regression toward the mean.


1992 ◽  
Vol 19 (4) ◽  
pp. 234-236 ◽  
Author(s):  
Scott T. Allison

This article describes a strategy for sustaining students' attention and systematic information processing. The instructor imbeds an absurdity, called a norm of ridiculosity quotient (NORQ), into the daily presentation for students to detect. The logistics and implications of implementing the NORQ exercise in an advanced seminar class of 18 students are discussed. Pedagogical benefits of the strategy are also considered.


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