Integración de Inputs Positivos y Negativos en Juicios Psicofísicos de Equidad / Integration of Positive and Negative Inputs in Equity Psychophysical Judgements

Resumen Los modelos de equidad han predicho adecuadamente las ganancias monetarias entre dos empleados hipotéticos que difieren en méritos, sin embargo, han sido incapaces de predecir pérdidas monetarias y condiciones de n>2; se propone la Ecuación General de Distribución de Recursos En Equidad (Función de Equidad) para superar dichas limitantes por lo que el objetivo de la presente investigación consistió en evaluar la generalidad de la Función de Equidad en contextos de pérdidas y ganancias. Participaron voluntariamente 30 estudiantes universitarios de los cuales el 65% fueron mujeres tenían 19.87 años (DE=1.23). En 18 escenarios hipotéticos de acuerdo con un diseño de medidas repetidas (3 niveles de mérito de A) X 3 (niveles de mérito de B) x 2 (Ganancias y Pérdidas) los participantes asignaron montos en ganancias y pérdidas monetarias. Se encontraron reglas de integración aditiva en el campo de las ganancias e indicios de reglas de integración multiplicativa en el campo de las pérdidas. La Ecuación General de Distribución de Recursos en Equidad predice adecuadamente los montos en ganancias y pérdidas. Los datos se discuten a la luz de la Teoría de Integración de Información y las Ciencias Cognitivas y del Comportamiento.

Abstract Equity models properly predict monetary outcomes between two hypothetical employees who differ in inputs; however, they have been unable to predict monetary losses and conditions of n> 2; General Equation of Equity Resource Allocation (Equity Function) is proposed to overcome these limitations, so the aim of this work was to evaluate the generality of the Equity Function in gains and losses contexts. A non-probabilistic factorial design with convenience sampling was used. Sample size was calculated from the desired effect size, the final sample was made up of 30 university students of which 65% were women who were 19.87 years old (SD = 1.23). A hypothetical task of resource allocation was proposed to employees who differ in their levels of merits, in which throughout 18 scenarios according to a repeated measures design (3 levels of merits of A) X 3 (levels of merits of B) x 2 (Gains and Losses) the participants assigned amounts in monetary gains and losses. Data was analyzed using Repeated Measures ANOVA, the effect size calculation using the Partial Square Eta parameter and the simple linear regression analysis of each curve were performed to obtain the slope of each line. In the context of gains, main effects of employee A and B were found, no interaction effects were found. In the context of losses, main effects of employee A and B were contrasted, as well as interaction effects. Robust effect sizes were found for all factors. Analysis of regression equations slopes shows that the loss amounts were larger than the gains amounts. Additive integration rules were found in the field of gains and indications of multiplicative integration rules in the field of losses. The General Equation of Equity Resource Allocation adequately predicts the amounts of gains and losses, being more precise in the field of gains compared to losses. According from these results, it is proposed that cognitive process of assigning a gain is different from those of assigning a loss. Limitations and alternative courses of action were raised.

When combined spatial polarities activated through spatio-temporal asynchrony lead to better mathematical reasoning for addition.

Several recent studies have supported the existence of a link between spatial processing and some aspects of mathematical reasoning, including mental arithmetic. Some of these studies suggested that people are more accurate when performing arithmetic operations for which the operands appeared in the lower-left and upper-right spaces than in the upper-left and lower-right spaces. However, this cross-over Horizontality × Verticality interaction effect on arithmetic accuracy was only apparent for multiplication, not for addition. In these studies, the authors used a spatio-temporal synchronous operand presentation in which all the operands appeared simultaneously in the same part of space along the horizontal and vertical dimensions. In the present paper, we report studies designed to investigate whether these results can be generalized to mental arithmetic tasks using a spatio-temporal asynchronous operand presentation. We present three studies in which participants had to solve addition (Study 1a), subtraction (Study 1b), and multiplication (Study 2) in which the operands appeared successively at different locations along the horizontal and vertical dimensions. We found that the cross-over Horizontality × Verticality interaction effect on arithmetic accuracy emerged for addition but not for subtraction and multiplication. These results are consistent with our predictions derived from the spatial polarity correspondence account and suggest interesting directions for the study of the link between spatial processing and mental arithmetic performances.

The weight of light / El peso de la luz

The study explored whether the knowledge of Archimedes' law of the lever can be used to measure subjective intensities. Participants were presented with two achromatic rectangles on a horizontal line-drawn lever, one on the left and one on the right of the fulcrum. The left rectangle had a fixed low luminance. For different combinations of luminance and distance from the fulcrum of the right rectangle, participants were asked to position the left rectangle at a distance from the fulcrum such that the weight of the light emitted by the left rectangle kept the lever horizontal given the weight of the light emitted by the right rectangle. Most of the participants solved the task in accordance with their knowledge of Archimedes' law. This finding is interpreted to imply that the perceived distance of the left rectangle from the fulcrum was proportional to the perceived brightness of the right rectangle. It suggests that people's explicit or implicit knowledge of ratios and proportions in Archimedes' law of the lever, and perhaps in other physical laws, could potentially be used to measure any subjective intensity on a ratio scale.

Este estudio explora si el conocimiento de las leyes de Arquímedes de las palancas puede ser usado para la medición subjetiva de las intensidades. Se les presentaron a los participantes dos rectángulos en escala de grises, ubicados sobre una palanca dibujada como una línea horizontal, uno a la derecha y uno a la izquierda del fulcro. El rectángulo de la izquierda fue fijado con una iluminación baja. Para las diferentes combinaciones de iluminación y distancia del fulcro se usó el rectángulo de la derecha. Los participantes fueron interrogados sobre la posición y la distancia del rectángulo de la izquierda con respecto al fulcro, tanto como sobre el peso y la luz emitida por el rectángulo de la derecha. La mayoría de los participantes solucionaron la tarea de acuerdo con su conocimiento de las leyes de Arquímedes. Este hallazgo es interpretado como una implicación de que la distancia percibida del rectángulo de la izquierda con respecto al fulcro fue proporcional al brillo percibido de la distancia del rectángulo de la derecha. Esto sugiere que el conocimiento implícito o explícito de las personas y las tasas de sus proporciones en la ley de Arquímedes de las palancas, y quizá en otras leyes de la física, podrían potencialmente ser usadas para medir la fuerza subjetiva en una escala de proporción.