Javier Corredor

This article presents a model of consumer behavior that incorporates anchoring and price effects in describing purchase demand. The model, called F-Cap, for Finite Consumption Anchored to Price, offers an alternative to traditional microeconomic models of demand. This model is based on recent findings in psychology and behavioral economics and connects concepts from behavioral and traditional economics to the language and findings of behavior analysis. In particular, the model incorporates the idea of maximum consumption and reinforcement power developed in the exponential and exponentiated models of demand, and adds the possibility to estimate reference prices using a new, simpler estimation method. These elements are organized in a model based on the sigmoid function. A function estimation algorithm is proposed. This algorithm linearizes the function and estimates the parameters using ordinary least squares regressions. A core feature of the algorithm is that it allows the identification of reference prices, which is not possible in prior models. First, this article illustrates how the parameters of F-Cap modify the maximum level of consumption, the anchor point, and the decrease in consumption after that point, as proposed in the model. Next, using simulated data, the article shows that the algorithm estimates these parameters correctly both in standard and in mixed models. Third, the article presents evidence that F-Cap describes the behavior of human subjects in the hypothetical purchase task with less unexplained variance than alternative demand models. This function correctly estimates the parameters associated with the good’s contribution to utility, which in behavior analysis language is equivalent to reinforcing power. It also estimates the response to reference prices, which can be interpreted as behavior governed by rules in the tradition of behavior analysis. The F-Cap model overall helps connecting the findings of operant behavioral economics with the practices of mainstream economics.

Purpose: Research shows that teachers’ salaries influence educational and non-educational outcomes. And still, too few studies explore whether teacher compensation patterns correlate with student mental health outcomes. This research attends to this gap and asks: at the state level, does the average K-12 teacher salary predict teen suicide risk? Design/methodology/approach: We use an original panel time-series dataset which includes average teacher salary, teen suicide rate and economic, religious and sociocultural control variables at the state level. We analyze this data using two analytical strategies. First, we build mixed models with teachers’ salaries and the covariates as fixed effects and state and region as random factors. Second, we use the same models after differencing teachers’ salaries and suicide rates, that is, after calculating the year-to-year change in both variables. Findings: Results indicate an association between teachers’ salary and teen suicide rates. Social implications: Social policy implications suggest increased funding for schools, teachers and teacher and staff training may improve student well-being at the aggregate level. Originality/value: The conceptual framework and data provide an innovative approach to the study of a very personal phenomenon; linking the structural variable of teacher pay to the specific indicator of teen suicide risk is novel. Peer review: The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-02-2024-0194

Intuition often guides our thinking effectively, but it can also lead to consequential reasoning errors, underpinning poor decisions and biased judgments. Little is known about how people globally self-correct such intuitive reasoning errors and what enhances their correction. Defying prevailing models of reasoning, recent research suggests that people spontaneously correct only a few errors during deliberation; however, enhancing error monitoring and motivating further effort should increase error correction. Here, we study whether these mechanisms apply to reasoning across individualistic and collectivistic cultures (expected N = 33,000 participants from 67 regions). Participants will solve problems that elicit incorrect intuitions twice: first intuitively and then reflectively, allowing them to correct initial errors, in a 2 (feedback: absent vs present) × 2 (answer justification: absent vs present) between-participants design. The study will shed more light on the nature, generalisability, and promotion of corrective behaviour, crucial for understanding and improving reasoning worldwide.

People are often overconfident about their ability to explain how everyday phenomena and artifacts work (devices, natural processes, historical events, etc.). However, the metacognitive mechanisms involved in this bias have not been fully elucidated. The aim of this study was to establish whether the ability to perform deliberate and analytic processes moderates the effect of informational cues such as the social desirability of knowledge on the Illusion of Explanatory Depth (IOED). To this purpose, the participants’ cognitive load was manipulated as they provided initial estimates of causal understanding of national historical events in the standard IOED paradigm. The results showed that neither the social desirability of specific causal knowledge nor the cognitive load manipulations had direct effects on the IOED. However, subsequent exploratory analyses indicated that high cognitive load was related to lower performance on concurrent memory tasks, which in turn was associated with a higher IOED magnitude. Higher analytical processing was also related to lower IOED. Implications for both dual-process models of metacognition and the design of task environments that help to reduce this bias are discussed.

Nudges can be an effective strategy to promote vaccination. However, it is necessary to better identify the characteristics of nudges that produce the strongest effects and how they interact with individuals’ attitudes. Here we sequentially test the effectiveness of three nudge characteristics (framing, nudge type, and presentation modality) and the role of participants’ attitudes toward Covid-19 vaccination, social solidarity and authoritarianism in vaccination decisions. In studies 1–4, participants were presented with a nudge manipulating a target characteristic (e.g. positive/negative framing, nudge type) and measuring willingness to vaccinate and related variables compared a control nudge. Study 5 used a single combined nudge reflecting the combination of successful nudges in previous studies. Results over all studies show that nudging has unreliable effects while vaccine attitudes are more reliably linked to all measures of vaccines willingness. These results suggest that attitudes play a more reliable role on effective adoption of vaccinations.

Today, elite higher education appears to be more open to underprivileged students than ever before (Khan, 2011). However, significant access inequalities persist (Chetty et al., 2017). The system o...

Introduction: One of the main barriers to access to vaccination against infectious diseases is vaccine hesitancy, which is usually measured or associated to a low disposition to receive vaccination, anti-vaccine attitudes or the reported probability to receive a vaccine. However, there is no consensus in the way this construct is measured. Objective: The objective of this study it to identify the psychometric properties and the factorial structure of the Scale Dispvac in a Colombian sample. Method: To this goal, a psychometric design was made to identify the psychometric properties of the new scale making use of 1131 participants (male: 37.30%, female: 61.90%, other: 0.79%; age mean: 25.84, age SD: 10.19), through a convenience sampling. We conducted an exploratory factorial analysis, a confirmatory factorial analysis, a reliability analysis, and the convergent validity. Results: Two factors are suggested: Cognitive attitudes towards vaccination and perceived legitimacy of authorities to require vaccination. The Dispvac Scale is negatively correlated with the VAX Scale. Conclusions: The mentioned factors suggest that intention to vaccinate also implies beliefs on the authority in vaccination.

El libro Desarrollo del Pensamiento Histórico en la Escuela de la Colección Salud, Universidad y Sociedad de la Facultad de Ciencias de la Salud- UPTC, es un recurso científico para nutrir las discusiones y debates entre los investigadores y agentes educativos, alrededor de los avances, problemas, retos e innovaciones, en la investigación en el área de la Psicología cognitiva, del desarrollo y de la educación. Las preguntas que orientaron la indagación en este libro de investigación fueron: ¿Cómo se desarrolla el pensamiento histórico en el aula de clase? y ¿Cuáles son los recursos que posibilitan o restringen el desarrollo del pensamiento en los estudiantes de primaria y secundaria? Para contestar estas preguntas, el grupo de investigación Desarrollo Humano, Cognición y Educación reunió cuatro investigaciones para analizar elementos tales como, el tipo de explicaciones que el maestro construye en la clase y con las cuales interactúa con sus estudiantes, la macroestructura narrativa e historiográfica de los textos escolares que usan los estudiantes en sus aulas de clase, la forma en cómo ellos transforman estos elementos para construir su propio conocimiento en contextos de interacción social en el aula y cómo los estudiantes logran desarrollar la comprensión empática. Cada una de las investigaciones desarrolladas permitió mapear y analizar elementos estructurales del desarrollo del pensamiento histórico tales como el uso de la evidencia, la contextualización, la temporalidad y la causalidad histórica. Estos temas fueron evaluados en contextos escolares a partir de diferentes temas históricos tratados en el currículo escolar de las ciencias sociales: la independencia de Colombia, los derechos humanos, la guerra de los supremos y la Violencia en Colombia entre 1946 y 1958. Los métodos y resultados aquí presentados, permitirán al lector analizar qué pasa en el aula de clase, cómo se diseñan y usan los textos escolares, y cómo se puede diseñar una intervención que facilite el desarrollo del pensamiento histórico en los estudiantes. Este libro pretende aportar insumos para reflexionar sobre cómo se enseña y se aprende la historia en los contextos escolares y contribuir a formar ciudadanos capaces de ejercer acciones individuales y colectivas, desde una perspectiva de pensamiento crítico de la sociedad en la que participan. El lector logrará encontrar diferentes elementos para responder cuestionamientos acerca de por qué el conocimiento histórico es una construcción social, cómo se explica el carácter situado del aprendizaje de la historia, cómo el uso de las herramientas culturales disponibles en el aula de clase (e.g., el lenguaje, los textos escolares) posibilitan o restringen las formas de construir el conocimiento, y cómo los psicólogos y educadores pueden generar zonas de desarrollo próximo para el avance en el desarrollo del pensamiento histórico de los estudiantes.

This article explores how historical narratives affect the evaluation of political decisions regarding justice during peace negotiations. Specifically, this study evaluates how different narratives of the Colombian armed conflict relate to the preference for either restorative or retributive justice. Results revealed that a historically accurate narrative that included structural elements correlated with the preference for restorative justice, whereas a schematic narrative that focused on individual greed favoured the preference for retributive justice. These results are explained in terms of the characteristics of expert historical narratives, which include structural elements, such as economic and institutional factors. The presence of these elements in the explanation of conflicts decreases the weight of individual decisions and, in this way, prevent ingroup attributional biases.