The Effect of a Standard to Improve Person Descriptions by Children

This study examines whether or not using a person as a standard/comparison improves the ability of a child witness to provide more accurate detail about a previously observed person. Study participants included 135 children who observed a male stranger and were then later asked to describe and answer various questions about that person using a third-person standard/comparison. Despite the fact that one-half of participants were exposed to a standard/comparison, neither participants’ gender or exposure to the standard/comparison improved recollection outcomes. However, the gender of the standard/comparisons - especially where female - did have a significant effect on the recall ability of male participants.     

Artificial Intelligence and Technology in Teaching Negotiation

Artificial intelligence (AI), machine learning (ML), affective computing, and big‐data techniques are improving the ways that humans negotiate and learn to negotiate. These technologies, long deployed in industry and academic research, are now being adopted for educational use. We describe several systems that help human negotiators evaluate and learn from role‐play simulations as well as applications that help human instructors teach negotiators at the individual, team, and organizational levels. AI can enable the personalization of negotiation instruction, taking into consideration factors such as culture and bias. These tools will enable improvements not only in the teaching of negotiation, but also in teaching humans how to program and collaborate with technology‐based negotiation systems, including avatars and computer‐controlled negotiation agents. These advances will provide theoretical and practical insights, require serious consideration of ethical issues, and revolutionize the way we practice and teach negotiation.     

More Choice,Higher Turnout? The Impact of Consideration Set Size and Homogeneity on Political Participation

Central to the emerging scholarship on how political supply influences electoral behavior is the claim that more choice leads to higher turnout. However, empirical tests of this proposition have been limited to the aggregate level. This article examines the relationship between the properties of electoral choice sets, as perceived by the voters, and electoral participation. Following recent advances in choice research, the article distinguishes between an awareness set, consisting of all choice options known to the voter, and a consideration set which includes only those alternatives that are seriously considered by the voter. We hypothesize that the cardinality, ideological homogeneity and distinctiveness of individual consideration sets are positively associated with electoral participation. The expectation is tested with individual-level data from three waves of the European Elections Study. Our results suggest that the relationship between the structure of political supply and participation is complex: while the number of choice alternatives in the consideration set is positively associated with turnout, the ideological diversity of choice options suppresses electoral participation.