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Preferential access to emotion under attentional blink: evidence for threshold phenomenon

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Szczepanowski R., Traczyk J., Fan Z., Harvey L. O.
Polish Psychological Bulletin
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2015
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vol. 46
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issue 1
127-132
EN
The present study provides evidence that the activation strength produced by emotional stimuli must pass a threshold level in order to be consciously perceived, contrary to the assumption of continuous quality of representation. An analysis of receiver operating characteristics (ROC) for attentional blink performance was used to distinguish between two (continuous vs. threshold) models of emotion perception by inspecting two different ROC’s shapes. Across all conditions, the results showed that performance in the attentional blink task was better described by the two-limbs ROC predicted by the Krantz threshold model than by the curvilinear ROC implied by the signal-detection theory.
2

Kwestionariusz Potrzeby Poznania – konstrukcja i weryfikacja empiryczna narzędzia mierzącego motywację poznawczą

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Matusz P. J., Traczyk J., Gąsiorowska A.
Psychologia Społeczna
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2011
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vol. 6
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issue 2(17)
113-128
EN
Four studies were conducted to create a Polish adaptation of the Need for Cognition Scale (Cacioppo i Petty, 1982) – a scale measuring need for cognition, defined as a tendency to engage in and enjoy effortful cognitive tasks. Kwestionariusz Potrzeby Poznania (KPP) was constructed as an experimental tool – designed to use in experimental studies to effectively control the need for cognition in a population in which its average level is elevated, i.e. in students. A single-factor structure was shown by confirmatory factorial analysis carried out on data from two different samples (Study 1b and 1c). Further studies confirmed the reliability (Study 2) and the validity of KPP. Specifically, students scored lower on KPP than academic workers. Moreover, there was a positive relation between need for cognition and openness, conscientiousness, and decisiveness. A negative relation with close-mindedness and no relation with social desirability were also observed (Study 3). Most importantly, Study 4 showed that the constructed scale is effective in predicting behaviour in an anagram solving task (average time spent solving the task), based on the KPP score.
3
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Algorithm aversion: Sensitivity to interventions and the relationship with numeracy

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Dzieżyk M., Hetmańczuk W., Traczyk J.
Decyzje
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2020
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issue 34
67-90
EN
The main goal of this research was to investigate whether people exhibit algorithm aversion-a tendency to avoid using an imperfect algorithm even if it outperforms human judgments-in the case of estimating students’ percentile scores on a standardized math test. We also explored the relationships between numeracy and algorithm aversion and tested two interventions aimed at reducing algorithm aversion. In two studies, we asked participants to estimate the percentiles of 46 real 15-year-old Polish students on a standardized math test. Participants were offered the opportunity to compare their estimates with the forecasts of an algorithm - a statistical model that predicted real percentile scores based on fi ve explanatory variables (i.e., gender, repeating a class, the number of pages read before the exam, the frequency of playing online games, socioeconomic status). Across two studies, we demonstrated that even though the predictions of the statistical model were closer to students’ percentile scores, participants were less likely to rely on the statistical model predictions in making forecasts. We also found that higher statistical numeracy was related to a higher reluctance to use the algorithm. In Study 2, we introduced two interventions to reduce algorithm aversion. Depending on the experimental condition, participants either received feedback on statistical model predictions or were provided with a detailed description of the statistical model. We found that people, especially those with higher statistical numeracy, avoided using the imperfect algorithm even though it outperformed human judgments. Interestingly, a simple intervention that explained how the statistical model works led to better performance in an estimation task.
4
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ZDOLNOŚCI NUMERYCZNE JAKO KLUCZOWE ZDOLNOŚCI POZNAWCZE W PROCESIE PODEJMOWANIA DECYZJI

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Sobków A., Figol J., Traczyk J.
Decyzje
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2020
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issue 33
EN
The goal of the present paper is to review recent theoretical models and empirical studies on the role of numeracy (i.e., cognitive ability in processing numerical information) in decision making under risk and uncertainty. The research conducted in the last decade points that numeracy is the most robust predictor of making good decisions, which predictions are independent of other psychological constructs or cognitive abilities (such as fluid intelligence or cognitive reflection). The pivotal role of numeracy has been described in at least three theoretical models: Fuzzy-Trace Theory, Skilled Decision Theory, and Multiple Numeric Competencies model. Furthermore, the results of numerous research indicate that better decisions made by people with high numeracy are underpinned by various psychological mechanisms of the cognitive, motivational, and affective nature. Findings related to the performance of people with high and low numeracy served to develop both immediate (e.g., visual aids or an experience-based format of risk communication) and long-term (e.g., cognitive training) methods of improving the decision-making process. Based on these decision aids, we can effectively support people with low numeracy in an accurate risk assessment, risk comprehension, and making better decisions
PL
Celem artykułu jest dokonanie przeglądu modeli teoretycznych oraz badań empirycznych nad rolą zdolności numerycznych (tj. zdolności umysłowych w przetwarzaniu informacji numerycznych) w podejmowaniu decyzji w warunkach ryzyka i niepewności. Badania prowadzone w ostatniej dekadzie wskazują, że zdolności numeryczne są jednym z najważniejszych predyktorów podejmowania dobrych decyzji, którego przewidywania są niezależne od innych konstruktów psychologicznych oraz zdolności umysłowych (takich jak inteligencja płynna czy refleksyjność poznawcza). Kluczowa rola zdolności numerycznych jest opisywana w co najmniej trzech modelach teoretycznych: teorii śladu rozmytego, teorii umiejętnego podejmowania decyzji oraz koncepcji wielorakich zdolności numerycznych. Wyniki licznych badań empirycznych wskazują na to, że u podłoża podejmowania lepszych decyzji przez osoby z wysokim poziomem zdolności numerycznych leżą mechanizmy psychologiczne natury poznawczej, motywacyjnej i afektywnej. Odkrycia dotyczące funkcjonowania osób z wysokim i niskim poziomem zdolności numerycznych posłużyły do opracowania zarówno doraźnych (np. pomoce wizualne lub komunikowanie ryzyka w formacie doświadczeniowym), jak i długofalowych (np. treningi poznawcze) metod wspierania procesu podejmowania decyzji. Dzięki tym pomocom decyzyjnym opracowano skuteczne sposoby wspierania osób z niskim poziomem zdolności numerycznych w trafnej ocenie i rozumieniu ryzyka oraz podejmowaniu dobrych decyzji.
5
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Attention-driven bias for threat-related stimuli in implicit memory. Preliminary results from the Posner cueing paradigm

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Traczyk J., Matusz P. J., Sobków A.
Polish Psychological Bulletin
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2010
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vol. 41
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issue 4
163-171
EN
An implicit memory advantage for angry faces was investigated in this experiment by means of an additional cueing task. Participants were to assess the orientation of a triangle's peak, which side of presentation was cued informatively by angry and neutral face stimuli, after which they immediately completed an unexpected “old-new” task on a set of the previously presented faces and new, distractor-faces. Surprisingly, the RTs were similarly long on the invalid trials for angry and neutral facial cues in the Posner task. However, performance on the “old-new” task was better for angry than neutral faces. A strong correlation between RTs in angry-invalid trials and confidence ratings for these angry faces was observed only in highly reactive participants. These results suggest that presentation of threatening material can induce enhanced incidental encoding which can result in stronger familiarity for such material, and this effect is driven by attentional bias in highly reactive individuals.
6
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Polska Adaptacja Skali Lęku Przed Testami Online (OTAI-PL)

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Schoepp P., Góra P., Hrymchak Y., Mazur J., Surowski M., Traczyk J., Sobków A.
Kultura i Edukacja
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2023
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issue 1(139)
131-148
PL
Lęk przed testami jest przeszkodą, która może utrudniać osiąganie pozytywnych wyników w nauce – zarówno w procesie kształcenia, jak i w życiu zawodowym. Wobec upowszechnienia się w ostatnim czasie zdalnej formy nauczania może się pojawić potrzeba pomiaru lęku przed testami online z wykorzystaniem odpowiedniego narzędzia. W niniejszym badaniu dokonano adaptacji skali mierzącej lęk przed testami w formie online (OTAI) do warunków polskich. W badaniu wzięło udział 339 studentów. Na podstawie istotnych statystycznie korelacji wyniku w teście OTAI-PL z samooceną i lękiem przed matematyką, istotnymi statystycznie różnicami międzypłciowymi oraz rezultatami konfirmacyjnej analizy czynnikowej wykazano, że utworzone narzędzie było trafne. Podobnie jak w oryginalnym badaniu (Alibak i in., 2019) polska wersja narzędzia miała trójczynnikową strukturę. Kwestionariusz składa się z trzech skal: psychologicznej, fizjologicznej i związanej z edukacją zdalną. Rzetelność skali potwierdzają wysokie wartości spójności wewnętrznej oraz stabilności bezwzględnej. Na podstawie otrzymanych rezultatów można uznać OTAI-PL za trafne i rzetelne narzędzie umożliwiające pomiar lęku przed testami online wśród polskich studentów. Opracowane narzędzie może być szczególnie przydatne w czasach pandemii i nacisku na zdalną formę nauczania.
EN
Test anxiety is an obstacle that may influence education and professional life. Currently, the remote form of learning is widespread. Thus, a need for measuring test anxiety in an online setting appeared. The paper describes a validation process of a Polish adaptation of the Online Test Anxiety Inventory (OTAI). Three hundred thirty-nine students participated in the study. The confirmatory factor analysis showed a similar structure to the original study (Alibak et al., 2019). The inventory consists of three scales: psychological, physiological, and online. Results of a study indicated the validity of the Polish version of OTAI: we found gender differences and statistically significant correlations with self-esteem as well as with math anxiety. Moreover, we observed high internal consistency of scales and their high test-retest reliability. Based on these results, we argue that OTAI-PL can be considered a valid and reliable inventory, which allows online test anxiety measurement and can be particularly useful in times of pandemic and the pressure on the online form of education.
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