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Ambivalence describes a conflict between contrasting valences, for example, when an image appears bitter but sweet. Such a potential for revealing ever-new facets of an object or situation might trigger interest that has been related to a combination of perceptual challenge with anticipation of coping or new experience. Interest might be even intensified when we heighten our awareness of the potential multiplicity of interpretations. We present two studies with artistic photographs examining the relationship between ambivalence and interest. The first study utilized explicit evaluations and revealed a positive relationship between estimated ambivalence and interest as well as an increase in interest after exploring positive and negative semantic facets of an image. The second study utilized a forced-choice paradigm that was captured by a high-speed eyetracker. It defined dwell time and choice-ratio as alternative measures of interest. When we asked participants which of two images they wanted to learn more about, they chose ambivalent photos more often and looked slightly longer at them. We discuss these findings and further examine the potential role of artistic context for interest in ambivalence. [ABSTRACT FROM AUTHOR]

Many animals, including humans, must make decisions when outcomes involve risk and/or ambiguity. To explore the evolutionary roots of decision making when outcomes are unknown, we modified the Balloon Analogue Risk Task (BART) for use with tufted capuchin monkeys (Sapajus [Cebus] apella), creating the Primate Analogue Risk Task (PART). Using both the BART and the PART, we first compared human performance across the two tasks using analogous parameters. Humans' performance on the two tasks was positively correlated. Next, we tested capuchin monkeys' performance on the PART to assess their decision-making strategies in the context of ambiguity. Secondarily, although it was not the main goal of the study, this allowed us to look at species differences between capuchins' and humans' performance. Finally, we investigated the influence of prior experience on human and capuchin decision-making behavior. Neither capuchins nor humans behaved differently following an unsuccessful trial compared to a successful trial. We found individual differences in capuchin monkeys' choice behavior, though as a whole they demonstrated a pattern of reward maximization over time. Finally, as a species, capuchins had lower PART risk scores than humans. This paradigm presents a useful way to assess behavior in a context with uncertain outcomes using a comparative approach. [ABSTRACT FROM AUTHOR]

Most words have multiple meanings, but there are foundationally distinct accounts for this. Categorical theories posit that humans maintain discrete entries for distinct word meanings, as in a dictionary. Continuous ones eschew discrete sense representations, arguing that word meanings are best characterized as trajectories through a continuous state space. Both kinds of approach face empirical challenges. In response, we introduce two novel "hybrid" theories, which reconcile discrete sense representations with a continuous view of word meaning. We then report on two behavioral experiments, pairing them with an analytical approach relying on neural language models to test these competing accounts. The experimental results are best explained by one of the novel hybrid accounts, which posits both distinct sense representations and a continuous meaning space. This hybrid account accommodates both the dynamic, context-dependent nature of word meaning, as well as the behavioral evidence for category-like structure in human lexical knowledge. We further develop and quantify the predictive power of several computational implementations of this hybrid account. These results raise questions for future research on lexical ambiguity, such as why and when discrete sense representations might emerge in the first place. They also connect to more general questions about the role of discrete versus gradient representations in cognitive processes and suggest that at least in this case, the best explanation is one that integrates both factors: Word meaning is both categorical and continuous. [ABSTRACT FROM AUTHOR]

Negative interpretation bias, the tendency to appraise ambiguous stimuli as threatening, shapes our emotional lives. Various laboratory tasks, which differ in stimuli features and task procedures, can quantify negative interpretation bias. However, it is unknown whether these tasks globally predict individual differences in real-world negative (NA) and positive (PA) affect. Across two studies, we tested whether different labbased negative interpretation bias tasks predict daily NA and PA, measured via mobile phone across months. To quantify negative interpretation bias, Study 1 (N = 69) used a verbal, self-referential task whereas Study 2 (N = 110) used a perceptual, emotional image task with faces and scenes. Across tasks, negative interpretation bias was linked to heightened daily NA. However, only negative interpretation bias in response to ambiguous faces was related to decreased daily PA. These results illustrate the ecological validity of negative interpretation bias tasks and highlight converging and unique relationships between distinct tasks and naturalistic emotion. [ABSTRACT FROM AUTHOR]

Sexual harassment is pervasive and has adverse effects on its victims, yet perceiving sexual harassment is wrought with ambiguity, making harassment difficult to identify and understand. Eleven preregistered, multimethod experiments (total N = 4,065 participants) investigated the nature of perceiving sexual harassment by testing whether perceptions of sexual harassment and its impact are facilitated when harassing behaviors target those who fit with the prototype of women (e.g., those who have feminine features, interests, and characteristics) relative to those who fit less well with this prototype. Studies A1–A5 demonstrate that participants' mental representation of sexual harassment targets overlapped with the prototypes of women as assessed through participant-generated drawings, face selection tasks, reverse correlation, and self-report measures. In Studies B1–B4, participants were less likely to label incidents as sexual harassment when they targeted nonprototypical women compared with prototypical women. In Studies C1 and C2, participants perceived sexual harassment claims to be less credible and the harassment itself to be less psychologically harmful when the victims were nonprototypical women rather than prototypical women. This research offers theoretical and methodological advances to the study of sexual harassment through social cognition and prototypicality perspectives, and it has implications for harassment reporting and litigation as well as the realization of fundamental civil rights. For materials, data, and preregistrations of all studies, see https://osf.io/xehu9/. [ABSTRACT FROM AUTHOR]

Objective: Trust is fundamental to successful educational relationships. Yet, numerous barriers inhibit the development of trust between students of color (SOC) and White instructors. The current research examined a metacognitive obstacle to the development of cross-race classroomtrust: Primarily ExternalRaceMotives (PERM). PERM was defined as the experience that instructors were more concerned with avoiding the appearance of prejudice than having self-directed egalitarian motives. Method: Using within-subjects vignettes (n = 313; 74.8% female), between-subjects cross-sectional designs (n = 386; 70.5% female), and longitudinal methods (n = 135; 45.2% female), the current work tested the primary hypothesis that PERM would undermine instructor trust and classroom belonging. Hypotheses were tested with Black adults (Study 1) and college students (Studies 2 and 3). Results and Conclusions:Whetherwith hypothetical, past, or present White educators, feeling that instructors have primarily external race-based motives undermined instructor trust and classroom belonging. In all studies, the relationship between PERM and classroom belonging was mediated by instructor (mis)trust. The results provide evidence that motives viewed to be primarily external undermine instructional relationships for SOC. [ABSTRACT FROM AUTHOR]