Maggie Gale

University of Derby · Department of Psychology

Many students struggle with group-based assessments. The pedagogic approach of the 'compassionate micro skills of communication' (CMSC) aims to equip students with the skills necessary to work effectively in group settings. To this end, students studying on a core psychology module involving group-work, received structured CMSC learning in seminars...

To systematically examine the role of anticipatory skin conductance responses (aSCRs) in predicting Iowa Gambling Task (IGT) performance. Secondly, to assess the quality of aSCR evidence for the Somatic Marker Hypothesis (SMH) during the IGT. Finally, to evaluate the reliability of current psychophysiological measurements on the IGT. Electronic dat...

Stress pervades everyday life and impedes risky decision making. The following experiment is the first to examine effects of stress on risky decision making in the Iowa Gambling Task (IGT), while measuring inspection time and conscious awareness of deck contingencies. This was original as it allowed a fine grained rigorous analysis of the way that...

and emotional factors. As the primary test-bed for the Somatic Marker Hypothesis (SMH), the Iowa Gambling Task (IGT) was devised to examine these factors. Skin conductance evidence has shown anticipatory physiological responses to the deck contingencies which supports SMH. However, skin conductance is not without limitations and pupil dilation is a...

Stressful situations hinder judgement. Effects of stress induced by anticipated public speaking on the Iowa Gambling Task (IGT) were examined. The Cognitive Reflection Test (CRT) was used to examine the relationship between reflective thinking and IGT performance. The stress manipulation increased blood pressure and was associated with poorer IGT a...

Hypothesis-testing performance on Wason's (Quarterly Journal of Experimental Psychology 12:129-140, 1960) 2-4-6 task is typically poor, with only around 20% of participants announcing the to-be-discovered "ascending numbers" rule on their first attempt. Enhanced solution rates can, however, readily be observed with dual-goal (DG) task variants requ...

Wason's standard 2-4-6 task requires discovery of a single rule and leads to around 20% solutions, whereas the dual goal (DG) version requires discovery of two rules and elevates solutions to over 60%. We report an experiment that aimed to discriminate between competing accounts of DG facilitation by manipulating the degree of complementarity betwe...

The standard 2-4-6 task requires discovery of a single rule and produces success rates of about 20%, whereas the dual-goal (DG) version requests discovery of two complementary rules and elevates success to over 60%. The experiment examined two explanations of DG superiority: Evans' (1989) positivity-bias account, and Wharton, Cheng, and Wickens' (1...

In the standard form of Wason's (1960) 2-4-6 task, participants must discover a rule that governs the production of sequences of three numbers. Studies typically show success rates of approximately 20%, which Wason attributed to a cognitive deficit that he labeled 'confirmation bias'. In Tweney et al.'s (1980) formally equivalent Dual Goal (DG) for...

One key paradigm that has been used to investigate hypothesis-testing behaviour is Wason's (1960) 2-4-6 task. This exists in two main forms: The standard version requires participants to induce a single rule, whilst the logically identical Dual Goal (DG) version, introduced by Tweney et al. (1980), asks participants to discover two related rules. I...

Successful performance on Wason's (1960) 2-4-6 task is typically poor at approximately 20%. One reliable way to enhance solution rates is to use Tweney, Doherty, Worner, Pliske, Mynatt, Gross, and Arkkelin's (1980) logically-identical Dual Goal (DG) version of the task, where participants are requested to discover two complementary rules, one label...