Ainsley Mitchum

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It is well documented that interacting with a mobile phone is associated with poorer performance on concurrently performed tasks because limited attentional resources must be shared between tasks. However, mobile phones generate auditory or tactile notifications to alert users of incoming calls and messages. Although these notifications are generally short(More)
When the side effect of an action involves moral considerations (e.g. when a chairman’s pursuit of profits harms the environment) it tends to influence theory-of-mind judgments. On average, bad side effects are judged intentional whereas good side effects are judged unintentional. In a series of two experiments, we examined the largely uninvestigated roles(More)
Secular gains in intelligence test scores have perplexed researchers since they were documented by Flynn (1984, 1987). Gains are most pronounced on abstract, so-called culture-free tests, prompting Flynn (2007) to attribute them to problem-solving skills availed by scientifically advanced cultures. We propose that recent-born individuals have adopted an(More)
Two experiments tested whether differences in problem-solving strategies influence the ability of people to monitor their problem-solving effectiveness as measured by confidence judgments. On multiple choice problems, people tend to use either a constructive matching strategy, whereby they attempt to solve a problem before looking at the response options,(More)
Article history: Received 23 April 2008 Received in revised form 1 August 2008 Accepted 1 August 2008 Available online 13 September 2008 Elementary cognitive tasks (ECTs) are simple tasks involving basic cognitive processes for which speed of performance typically correlates with IQ. Inspection time (IT) has the strongest IQ correlations and is considered(More)
• Those who view intelligence as fixed account for most of the “overconfidence effect.” • Overconfidence is preserved, in part, by attending to easy more than difficult tasks. • Growth mindsets lead to openness to difficulty and, in turn, greater self-insight. • Teaching a growth mindset makes students open to difficulty and less overconfident. •(More)
Self-report measurements are ubiquitous in psychology, but they carry the potential of altering processes they are meant to measure. We assessed whether a common metamemory measure, judgments of learning, can change the ongoing process of memorizing and subsequent memory performance. Judgments of learning are a form of metamemory monitoring described as(More)
The trend of rising scores on intelligence tests raises important questions about the comparability of variation within and between time periods. Descriptions of the processes that mediate selection of item responses provide meaningful psychological criteria upon which to base such comparisons. In a recent paper, Fox and Mitchum presented and tested a(More)
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