scholarly journals Hyper-altruistic behavior vanishes with high stakes

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255668
Author(s):  
Pablo Brañas-Garza ◽  
Diego Jorrat ◽  
Jaromír Kovářík ◽  
María C. López
Keyword(s):  
Charitable Giving ◽  
Statistical Power ◽  
Altruistic Behavior ◽  
High Stakes ◽  
Environmentally Friendly Behaviors ◽  
Modal Behavior ◽  
Human Feature ◽  
Psychological Experiments ◽  
Average Monthly Salary

Using an incentivized experiment with statistical power, this paper explores the role of stakes in charitable giving of lottery prizes, where subjects commit to donate a fraction of the prize before they learn the outcome of the lottery. We study three stake levels: 5€ (n = 177), 100€ (n = 168), and 1,000€ (n = 171). Although the donations increase in absolute terms as the stakes increase, subjects decrease the donated fraction of the pie. However, people still share roughly 20% of 1,000€, an amount as high as the average monthly salary of people at the age of our subjects. The number of people sharing 50% of the pie is remarkably stable across stakes, but donating the the whole pie–the modal behavior in charity-donation experiments–disappears with stakes. Such hyper-altruistic behavior thus seems to be an artifact of the stakes typically employed in economic and psychological experiments. Our findings point out that sharing with others is a prevalent human feature, but stakes are an important determinant of sharing. Policies promoted via prosocial frames (e.g., stressing the effects of mask-wearing or social distancing on others during the Covid-19 pandemic or environmentally-friendly behaviors on future generations) may thus be miscalibrated if they disregard the stakes at play.

scholarly journals Hyper-altruistic behavior vanishes with high stakes

2021 ◽  
Author(s):  
Pablo Branas-Garza ◽  
Diego Andrés Jorrat ◽  
Jaromir Kovarik ◽  
Maria C Lopez
Keyword(s):  
Charitable Giving ◽  
Altruistic Behavior ◽  
High Stakes ◽  
Environmentally Friendly Behaviors ◽  
Modal Behavior ◽  
Human Feature ◽  
Psychological Experiments ◽  
Average Monthly Salary ◽  
Monthly Salary

Using a powered and incentivized experiment, this paper explores the role of stakes in charitable giving of lottery prizes, where subjects commit to donate a fraction of the prize before they learn the outcome of the lottery. We study three stake levels: 5€ (n = 177), 100€ (n = 168), and 1,000€ (n = 171). We find that individuals decrease the donated fraction of the pie as the stakes increase. However, people still share roughly 20% of 1,000€, an amount as high as the average monthly salary of people at the age of our subjects. We further report that the number of people sharing 50% of the pie is remarkably stable across stakes but donating the whole pie -the modal behavior in charity-donation experiments- disappears with stakes. Such hyper-altruistic behavior thus seems to be an artifact of the stakes typically employed in economic and psychological experiments. Our findings point out that sharing with others is a prevalent human feature, but stakes are an important determinant of sharing and policies frequently promoted via prosocial frames (such as stressing the effects of mask-wearing or social distancing on others during the ongoing Covid-19 pandemic or environmentally-friendly behaviors on future generations) may thus be miscalibrated if they disregard the stakes at play.

Do Writing Directions Influence How People Map Space onto Time?

2018 ◽  
Vol 77 (4) ◽  
pp. 173-184
Author(s):  
Wenxing Yang ◽  
Ying Sun
Keyword(s):  
Mental Representations ◽  
Space Time ◽  
Horizontal Axis ◽  
Causal Role ◽  
Writing Systems ◽  
Temporal Cognition ◽  
Japanese Speakers ◽  
Psychological Experiments ◽  
Vertical Up

Abstract. The causal role of a unidirectional orthography in shaping speakers’ mental representations of time seems to be well established by many psychological experiments. However, the question of whether bidirectional writing systems in some languages can also produce such an impact on temporal cognition remains unresolved. To address this issue, the present study focused on Japanese and Taiwanese, both of which have a similar mix of texts written horizontally from left to right (HLR) and vertically from top to bottom (VTB). Two experiments were performed which recruited Japanese and Taiwanese speakers as participants. Experiment 1 used an explicit temporal arrangement design, and Experiment 2 measured implicit space-time associations in participants along the horizontal (left/right) and the vertical (up/down) axis. Converging evidence gathered from the two experiments demonstrate that neither Japanese speakers nor Taiwanese speakers aligned their vertical representations of time with the VTB writing orientation. Along the horizontal axis, only Japanese speakers encoded elapsing time into a left-to-right linear layout, which was commensurate with the HLR writing direction. Therefore, two distinct writing orientations of a language could not bring about two coexisting mental time lines. Possible theoretical implications underlying the findings are discussed.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Exploring power in response inhibition tasks using the bootstrap: The impact of number of participants, number of trials, effect magnitude, and study design

2019 ◽  
Author(s):  
Curtis David Von Gunten ◽  
Bruce D Bartholow
Keyword(s):  
Study Design ◽  
Effect Size ◽  
Statistical Power ◽  
Bootstrap Sampling ◽  
Reliable Measure ◽  
Internal Reliability ◽  
The Impact ◽  
Power Analyses ◽  
Effect Magnitude

A primary psychometric concern with laboratory-based inhibition tasks has been their reliability. However, a reliable measure may not be necessary or sufficient for reliably detecting effects (statistical power). The current study used a bootstrap sampling approach to systematically examine how the number of participants, the number of trials, the magnitude of an effect, and study design (between- vs. within-subject) jointly contribute to power in five commonly used inhibition tasks. The results demonstrate the shortcomings of relying solely on measurement reliability when determining the number of trials to use in an inhibition task: high internal reliability can be accompanied with low power and low reliability can be accompanied with high power. For instance, adding additional trials once sufficient reliability has been reached can result in large gains in power. The dissociation between reliability and power was particularly apparent in between-subject designs where the number of participants contributed greatly to power but little to reliability, and where the number of trials contributed greatly to reliability but only modestly (depending on the task) to power. For between-subject designs, the probability of detecting small-to-medium-sized effects with 150 participants (total) was generally less than 55%. However, effect size was positively associated with number of trials. Thus, researchers have some control over effect size and this needs to be considered when conducting power analyses using analytic methods that take such effect sizes as an argument. Results are discussed in the context of recent claims regarding the role of inhibition tasks in experimental and individual difference designs.

Highly sensitive adolescent benefits in positive school transitions: Evidence for vantage sensitivity in Japanese high-schoolers

2020 ◽  
Author(s):  
Shuhei Iimura
Keyword(s):  
High School ◽  
Statistical Power ◽  
Environmental Influences ◽  
Differential Susceptibility ◽  
School Transition ◽  
Well Being ◽  
Crossover Point ◽  
Japanese Adolescents ◽  
Highly Sensitive

Some researchers indicate that the transition to high school deflects adolescent developmental trajectories. Others assert it provides a new possibility for the promotion of adolescents’ socioemotional well-being. One critical view missing in such claims is that individual variabilities interact with environmental influences. We employed the framework of Differential Susceptibility Theory, which postulates that individual susceptibilities moderate external influences for better and for worse. In order to clarify the mechanism of adolescents’ differential adjustments, this paper investigated the role of sensory-processing sensitivity using the Japanese version of Highly Sensitive Child Scale for Adolescence (J-HSCS), and tested whether the diathesis-stress model or the differential susceptibility model best describes students’ socioemotional adjustment across their high school transition. The current paper used the two-wave data collected from Japanese adolescents aged from 14 to 15 years (n = 412, 50% girls). In Study 1, we investigated the replicability of psychometric properties of J-HSCS. The results supported previous findings, indicating its validity for the bifactor model. In Study 2, we utilized confirmatory competitive model testing, which maximizes statistical power by parameterizing the crossover point to allow a direct comparison of alternative models. The results indicated that neither the diathesis-stress nor the differential susceptibility models fitted the data. Rather, a strong vantage sensitivity model was revealed, suggesting that highly susceptible adolescents disproportionately benefitted from a positive school transition over their counterparts. This finding signified the role of adolescents’ sensitivity to environmental influences and the importance of considering its moderation under person x environment interactions.

scholarly journals Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

2021 ◽  
Author(s):  
Steven C. Pan ◽  
Timothy C. Rickard ◽  
Robert A. Bjork
Keyword(s):  
Approaches To Teaching ◽  
Traditional Methods ◽  
High Stakes ◽  
Early 21St Century ◽  
Relevant Evidence ◽  
Spelling Instruction ◽  
English Speaking ◽  
The Subject ◽  
Traditional Approaches

AbstractA century ago, spelling skills were highly valued and widely taught in schools using traditional methods, such as weekly lists, drill exercises, and low- and high-stakes spelling tests. That approach was featured in best-selling textbooks such as the Horn-Ashbaugh Speller of 1920. In the early 21st century, however, skepticism as to the importance of spelling has grown, some schools have deemphasized or abandoned spelling instruction altogether, and there has been a proliferation of non-traditional approaches to teaching spelling. These trends invite a reevaluation of the role of spelling in modern English-speaking societies and whether the subject should be explicitly taught (and if so, what are research-supported methods for doing so). In this article, we examine the literature to address whether spelling skills are still important enough to be taught, summarize relevant evidence, and argue that a comparison of common approaches to spelling instruction in the early 20th century versus more recent approaches provides some valuable insights. We also discuss the value of explicit spelling instruction and highlight potentially effective ways to implement such instruction, including the use of spelling tests. Overall, our goals are to better characterize the role of spelling skills in today’s society and to identify several pedagogical approaches—some derived from traditional methods and others that are more recent—that hold promise for developing such skills in efficient and effective ways.

The Return of the New Woman and Other Subjects of Weimar Gender History

2015 ◽  
Vol 24 (1) ◽  
pp. 127-137
Author(s):  
MARTI LYBECK
Keyword(s):  
Twentieth Century ◽  
Weimar Republic ◽  
National Socialism ◽  
Nazi Germany ◽  
Central Question ◽  
Gender History ◽  
High Stakes ◽  
Femininity And Masculinity ◽  
The New Woman

After a drought of more than a decade, a substantial group of recent works has begun revisiting Weimar gender history. The fields of Weimar and Nazi gender history have been closely linked since the field was defined thirty years ago by the appearance of the anthologyWhen Biology Became Destiny: Women in Weimar and Nazi Germany. Following a flurry of pioneering work in the 1980s and early 1990s, few new monographs were dedicated to investigating the questions posed in that formative moment of gender history. Kathleen Canning, the current main commentator on Weimar gender historiography, in an essay first published shortly before the works under review, found that up to that point the ‘gender scholarship on the high-stakes histories of Weimar and Nazi Germany has not fundamentally challenged categories or temporalities’. Weimar gender, meanwhile, has been intensively analysed in the fields of cultural, film, and literary studies. The six books discussed in this essay reverse these trends, picking up on the central question of how gender contributed to the end of the Weimar Republic and the rise to power of National Socialism. In addition, four of the books concentrate solely on reconstructing the dynamics of gender relations during the Weimar period itself in their discussions of prostitution, abortion and representations of femininity and masculinity. Is emerging gender scholarship now shaping larger questions of German early twentieth-century history? How are new scholars revising our view of the role of gender in this tumultuous time?

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