A New Approach for Fairness Increment of Consensus-driven Group Recommender Systems Based on Choquet Integral

It has been witnessed in recent years for the rising of Group recommender systems (GRSs) in most e-commerce and tourism applications like Booking.com, Traveloka.com, Amazon, etc. One of the most concerned problems in GRSs is to guarantee the fairness between users in a group so-called the consensus-driven group recommender system. This paper proposes a new flexible alternative that embeds a fuzzy measure to aggregation operators of consensus process to improve fairness of group recommendation and deals with group member interaction. Choquet integral is used to build a fuzzy measure based on group member interactions and to seek a better fairness recommendation. The empirical results on the benchmark datasets show the incremental advances of the proposal for dealing with group member interactions and the issue of fairness in Consensus-driven GRS.

Stage 2 Registered Report: How responsibility attributions to self and others relate to outcome ownership in group decisions

Background: Responsibility judgements have important consequences in human society. Previous research focused on how someone's responsibility determines the outcome they deserve, for example, whether they are rewarded or punished. Here, in a pre-registered study (Stage 1 Registered Report: https://doi.org/10.12688/wellcomeopenres.16480.2), we investigate the opposite link: How outcome ownership influences responsibility attributions in a social context. Methods: In an online study, participants in a group of three perform a majority vote decision-making task between gambles that can lead to a reward or no reward. Only one group member receives the outcome and participants evaluate their and the other players' responsibility for the obtained outcome. Results: We found that outcome ownership increases responsibility attributions even when the control over an outcome is similar. Moreover, ownership had an effect on the valence bias: participants’ higher responsibility attributions for positive vs negative outcomes was stronger for players who received the outcome. Finally, this effect was more pronounced when people rated their own responsibility as compared to when they were rating another’s player responsibility. Conclusions: The findings of this study reveal how credit attributions can be biased toward particular individuals who receive outcomes as a result of collective work, both when people judge their own and someone else’s responsibility.

Intuitive Sociology: Children recognize decision-making structures and prefer groups with less concentrated power

From an early age, children recognize that people belong to social groups. However, not all groups are structured in the same way. The current study asked whether children recognize and distinguish among different decision-making structures. If so, do they prefer some decision-making structures over others? In two studies, 6-to-8-year-old children in the United States distinguished between two decision-making patterns, but 4- and 5-year-old children did not. In these studies, children were told stories about two groups that went camping. In the hierarchical group, one character made all the decisions; in the egalitarian group, each group member made one decision. Without being given explicit information about the group’s structures, 6 to 8-year-old children recognized that the two groups had different decision-making structures and the children preferred to interact with the group where decision making was shared. Crucially, children also inferred that a new member of the egalitarian group would be more generous than a new member of the hierarchical group. Thus, from an early age, children’s social reasoning includes the ability to compare social structures, which may be foundational for later complex political and moral reasoning.

Familial Guilt: Judgments of Collective Family Responsibility in the United States and South Korea

When a group member commits wrongdoing, people sometimes assign responsibility and blame not only to the wrongdoer but also to other members of the same group. We examined such assignment of collective responsibility in the context of exploitation of one family by another. Participants were recruited from an individualistic society (United States) and a more collectivistic society (South Korea) to assess differences in assignment of collective responsibility. Participants in both countries rated the degree to which an agent (grandson) should be held responsible for his grandfather’s exploitation of a victimized family, while varying the closeness of familial connection. Participants’ responsibility judgments showed sensitivity to whether the grandson received financial benefit from the wrongdoer and to the perceived closeness between the grandson and the wrongdoer. Korean participants imposed greater responsibility on the agent than did American participants. Implications for understanding the influence of social norms on moral judgments are discussed.

Gender-Specific Impact of Self-Monitoring and Social Norm Information on Walking Behavior Among Chinese College Students Assessed Using WeChat: Longitudinal Tracking Study

Background Walking is a simple but beneficial form of physical activity (PA). Self-monitoring and providing information about social norms are the 2 most widely used “mobile health (mHealth)” strategies to promote walking behavior. However, previous studies have failed to discriminate the effect of self-monitoring from the combination of the 2 strategies, and provide practical evidence within Chinese culture. Some essential moderators, such as gender and group identity, were also overlooked. Objective We aimed to investigate the effectiveness of social norm and self-monitoring interventions for walking behavior and assess the moderating effects of gender and group identity, which could guide optimal mHealth intervention projects in China. Methods In 2 longitudinal tracking studies (study 1, 22 days; study 2, 31 days), Chinese college students wore trackers for at least 8 hours per day (MASAI 3D Pedometer and Xiaomi Wristband 2) to record their daily step counts in baseline, intervention, and follow-up stages. In each study, participants (study 1: n=117, 54% female, mean age 25.60 years; study 2: n=180, 51% female, mean age 22.60 years) were randomly allocated to 1 of the following 3 groups: a self-monitoring group and 2 social norm intervention groups. In the 2 intervention groups and during the intervention stage, participants received different social norm information regarding group member step rankings corresponding to their grouping type of social norm information. In study 1, participants were grouped by within-group member PA levels (PA consistent vs PA inconsistent), and in study 2, participants were grouped by their received gender-specific social norm information (gender consistent vs gender inconsistent). Piece-wise linear mixed models were used to compare the difference in walking steps between groups. Results In study 1, for males in the self-monitoring group, walking steps significantly decreased from the baseline stage to the intervention stage (change in slope=−1422.16; P=.02). However, additional social norm information regardless of group consistency kept their walking unchanged. For females, social norm information did not provide any extra benefit beyond self-monitoring. Females exposed to PA-inconsistent social norm information even walked less (slope during the intervention=−122.18; P=.03). In study 2, for males, a similar pattern was observed, with a decrease in walking steps in the self-monitoring group (change in slope=−151.33; P=.08), but there was no decrease in the 2 social norm intervention groups. However, for females, gender-consistent social norm information decreased walking steps (slope during the intervention=−143.68; P=.03). Conclusions Both gender and group identity moderated the effect of social norm information on walking. Among females, social norm information showed no benefit for walking behavior and may have exerted a backfire effect. Among males, while walking behavior decreased with self-monitoring only, the inclusion of social norm information held the level of walking behavior steady.

Organic Food in the Diet of Residents of the Visegrad Group (V4) Countries—Reasons for and Barriers to Its Purchasing

This study aimed to determine the differences in the frequency of, reasons for, and barriers to purchasing organic food among the inhabitants of the Visegrád Group member states. The selection of the countries for the study was dictated by the fact that the countries of Central and Eastern Europe play the role of a niche market in the European organic food market. This research employed the method of a diagnostic survey and the discriminant function. A chi-squared test, ANOVA, and Fisher’s Post Hoc LSD test were also used to present differences in individual groups. This research shows that respondents from Poland, the Czech Republic, Hungary and Slovakia were guided by similar behaviors regarding the purchase of organic food. However, the attitudes of the respondents slightly differed between countries. In the case of the reasons for choosing organic food, the most important thing was that it is non-genetically modified food, especially for Polish consumers. The following were also mentioned: lack of chemical compounds (Slovaks and Czechs), high health value of such food (Czechs and Slovaks), and excellent taste (Hungarians). The most critical barriers against purchasing are the price (Poles and Hungarians), difficult access (Poles and Hungarians), and the short expiry time of such products (Slovaks).

‘Time to Be an Academic Influencer’

This paper explores how Peer-to-Peer learning can level-up students' understanding of computer-aided design (CAD) with Autodesk Auto- CAD programme for Interior Design Year 1 students. As students come from different knowledge backgrounds, they approach the module with different understanding levels, with the weaker students unable to follow the live demonstration tutorials. A peer tutoring assignment using a student-led peer-to-peer learning pedagogy, was introduced to advance students' understanding and internalise content better by reinforcing their learning. Each group has an equal proportion of students with different levels of knowledge and capabilities, and each group member conducted self-research on a topic segment, shared their knowledge and findings within their group, and thereafter curated a 15-minute lecture and facilitation workshop for peers. Tutors provided consultation and mediation, encouraging students’ participation. The assignment’s results showed that the peer-to-peer learning approach efficaciously empowered students and motivated learning, enabling them to be self-directed learners.

MENINGKATKAN MOTIVASI BERPRESTASI SISWA MELALUI LAYANAN BIMBINGAN KELOMPOK DENGAN MEDIA FILM

This study aims to improve achievement motivation through community service with filmm media. The research method used the design of one pretest-post group involving 10 students from class VII and VIII with low achievement motivation as group member. The result of this research is the achievement of student achievement motivation and show that the students who get the assistance of counseling service with the film media experience the improvement of the motivation of the perception than before following the group guidance service with the film media. ABSTRAKPenelitian ini bertujuan untuk meningkatkan motivasi berprestasi melalui layanan bimbingan kelompok dengan media film. Metode penelitian eksperimen menggunakan desain one group pretest-post dengan melibatkan 10 siswa dari kelas VII dan VIII yang mempunyai motivasi berprestasi rendah sebagai anggota kelompok. Hasil penelitian ini adalah diperolehnya kondisi motivasi berprestasi siswa dan menunjukkan bahwa siswa yang memperoleh bantuan layanan bimbingan dengan media film mengalamai peningkatan motivasi berpretasinya dibandingkan sebelum mengikuti layanan bimbingan kelompok dengan media film.