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Music is commonly regarded as one of the fine arts, but aesthetic responses to music are still poorly understood. The aim of this study was thus to shed light on the psychological process through ...

Coaches are essentially in the business of facilitating change in others. Yet little is known about the changes that trainee coaches themselves go through as they learn coaching skills and theory. ...

Significance People readily categorize things as good or bad, a welcome adaptation that enables action and reduces information overload. The present research reveals an unforeseen consequence: People do not fully appreciate this immediacy of judgment, instead assuming that they and others will consider more information before forming conclusions than they and others actually do. This discrepancy in perceived versus actual information use reveals a general psychological bias that bears particular relevance in today’s information age. Presumably, one hopes that easy access to abundant information fosters uniformly more-informed opinions and perspectives. The present research suggests mere access is not enough: Even after paying costs to acquire and share ever-more information, people then stop short and do not incorporate it into their judgments., A world where information is abundant promises unprecedented opportunities for information exchange. Seven studies suggest these opportunities work better in theory than in practice: People fail to anticipate how quickly minds change, believing that they and others will evaluate more evidence before making up their minds than they and others actually do. From evaluating peers, marriage prospects, and political candidates to evaluating novel foods, goods, and services, people consume far less information than expected before deeming things good or bad. Accordingly, people acquire and share too much information in impression-formation contexts: People overvalue long-term trials, overpay for decision aids, and overwork to impress others, neglecting the speed at which conclusions will form. In today’s information age, people may intuitively believe that exchanging ever-more information will foster better-informed opinions and perspectives—but much of this information may be lost on minds long made up.

Self-insight or clarity of understanding of one’s thoughts, feelings, and behaviors is suggested to play a key role in psychological treatments of depression. Mindfulness is considered as a promising factor to enhance self-insight since it is a prerequisite to gaining clearer self-understanding. Regardless of the theoretical/hypothetical links between self-insight, mindfulness, and depressive symptoms, their temporal or causal associations have not been examined thoroughly. Furthermore, as mindfulness is a five-factor construct, it is important to clarify which factor(s) of mindfulness is/are especially associated with increased self-insight. In the present study, we conducted a three-wave longitudinal survey on Japanese undergraduate students (n = 148, men = 106, women = 42, mean age = 19.24 years, SD = 1.67 years) to examine the prospective effect of mindfulness on self-insight and that of self-insight on depressive symptoms. The results of structural equation modeling revealed a significant indirect effect of mindfulness, leading to decreased depressive symptoms via increased self-insight. A follow-up multiple regression analysis identified two of the five factors of mindfulness (i.e., describe and act with awareness) as significant predictors of future increase in self-insight. The findings of the present study indicated that self-insight could be improved through mindfulness, leading to a reduction in depressive symptoms.

IntroductionFormal training in team leadership is not taught in biomedical research graduate training programs or medical schools.MethodsWe piloted a Leadership Training Workshop for graduate biomedical and medical students enrolled in our Interprofessional Research Design Course.ResultsThe Kane–Baltes self-efficacy survey demonstrated improved leadership skills (median scores pretraining and post-training were 71 and 76.6; paired t-test, p=0.04).ConclusionsMost students demonstrated significant improvement in self-awareness pertaining to their own innate leadership styles.

Past research has suggested that self-insight functions as a genuine factor to enhance psychological adjustment. However, because most of the previous studies had used a cross-sectional design, a prospective study was warranted to establish the temporal and causal relationship between self-insight and depressive symptoms. Another important issue was that there seems to be a moderator that influences the adaptive function of self-insight. Stein and Grant (2014) suggested that positive self-evaluation mediates the association between self-insight and well-being. This result could imply that self-insight does not lead to well-being with negative self-evaluation. In this study, therefore, we conducted a longitudinal questionnaire survey to examine the prospective effect of self-insight on future depressive symptoms with self-complexity as a putative moderator. A complete dataset of 93 Japanese undergraduates was analyzed. The prospective analysis showed a significant moderating role of negative self-complexity in the associations among self-insight, depressive symptoms, and stress; people with high self-insight and low negative self-complexity were less likely to be influenced by stressors, whereas those with high self-insight and high negative self-complexity showed significant increases in depressive symptoms after stressful experiences. These findings implicate that the adaptive effect of self-insight can be conditional depending on the extent of negative self-complexity.

Personal Informatics (PI) systems allow users to collect and review personally relevant information. The purpose commonly envisioned for these systems is that they provide users with actionable, data-driven self-insight to help them change their behavioral patterns for the better. Here, we review relevant theory as well as empirical evidence for this ‘Self-Improvement Hypothesis’. From a corpus of 6568 only 24 studies met the selection criteria of being a peer-reviewed empirical study reporting on actionable, data-driven insights from PI data, using a ‘clean’ PI system with no other intervention techniques (e.g. additional coaching) on a non-clinical population. First results are promising—many of the selected articles report users gaining actionable insights—but we do note a number of methodological issues that make these results difficult to interpret. We conclude that more work is needed to investigate the Self-Improvement Hypothesis and provide a set of recommendations for future work.

We investigated the relationships among the self-reflection and self-insight components of self-awareness, and resilience and stress in competitive South African tennis players. A sample of 175 male and 158 female athletes (Mage = 29.09 years, SD = 14.00) completed the Self-Reflection and Insight Scale, the Resilience Scale for Adults, and the stress items from the Recovery-Stress Questionnaire for Athletes. The results indicated that both self-reflection and self-insight were positively correlated with resilience, and that self-insight, but not selfreflection, was negatively correlated with stress. Multivariate regression analysis revealed that self-insight was the single significant predictor of both resilience and stress. Our findings provide support for the importance of self-awareness, particularly self-insight, in mitigating stress and promoting resilience among tennis athletes. The implications of engaging in selfreflective practices and attaining self-insight in terms of improved athletic performance outcomes are discussed.

We use the method of policy capturing to address three open-ended questions regarding how people judge the fairness of events. First, do people differ in how they judge whether a situation is fair or unfair; second, are fairness judgments stable within-person; and, third, how much insight do people have into how they make fairness judgments? To investigate these questions, we used the method of policy capturing and a representative design that samples situations as well as participants. Forty-nine employees rated the global fairness of 56 performance appraisals sampled from their own organization (N = 2,744 situations), and regression methods were used to infer their judgment policy from their choices. We found that people differed greatly in how they judged fairness but used quite consistent policies across similar situations. Participants also provided self-reports of their judgment policies, and comparisons of these self-reports with actual policies revealed limited levels of self-insight.

Knowing what we don't yet know is critical for learning. Nonetheless, people typically overestimate their prowess—but is this true of everyone? Three studies examined who shows overconfidence and why. Study 1 demonstrated that participants with an entity (fixed) theory of intelligence, those known to avoid negative information, showed significantly more overconfidence than those with more incremental (malleable) theories. In Study 2, participants who were taught an entity theory of intelligence allocated less attention to difficult problems than those taught an incremental theory. Participants in this entity condition also displayed more overconfidence than those in the incremental condition, and this difference in overconfidence was mediated by the observed bias in attention to difficult problems. Finally, in Study 3, directing participants' attention to difficult aspects of the task reduced the overconfidence of those with more entity views of intelligence. Implications for reducing biased self-assessments that can interfere with learning were discussed.

People quickly assess the honesty of others but how honest are they with themselves and does it matter for their success and happiness? Our understanding of the advantages and disadvantages of self-insight is currently clouded by a number of measurement issues in the existing literature on self-evaluation and related constructs such as authenticity. Most studies do not use independent sources to evaluate self-concept, objectivity of the self-concept, and the consequence of their discrepancy. Additionally, daily diary studies indicate that research on related constructs such as authenticity may fail to capture accurate self-insight as intended. Furthermore, research drawing on neuropsychological populations, fMRI with healthy populations, and computational modeling has shown that not all self-insight failures are alike even if they appear the same at the level of behavioral measurement. For example, the neural profiles of overly positive self-evaluations that are driven by the desire to defend self-esteem are predictable and distinguishable from neural profiles of positive self-evaluation arising from limited cognitive engagement. Therefore, future research must aim for more rigorous measurement to understand the underlying cause of self-insight failure (rather than just identifying a shortcoming) to meaningfully understand the benefits and costs of different types of self-insight failure. The current research does not allow us to confidently conclude that self-insight has advantages over some types of self-insight failure (or vice versa) and we conclude by calling for more systematic investigation of why, when, where, and for whom self-insight is costly or beneficial.

Despite the popularity of the Ancient Greek maxim 'know thyself', the importance of self-insight for adjustment, or effective psychological functioning, remains unclear. Here we examined four perspectives about how cognitive and emotional abilities and self-views about these abilities relate to adjustment. We administered tests of cognitive and emotional abilities and assessed self-views about these abilities. Participants then completed daily diaries for a week to report multiple self-reported indicators of adjustment. We analysed data using polynomial regression and response surface analysis. We found no support for benefits of self-insight. The conditions to infer support for linear or curvilinear associations between abilities or self-views about these abilities and adjustment were also not met. The findings suggest that giving employees and students feedback about their cognitive and emotional abilities in organizations and in schools may not enhance their adjustment. We discuss the limitations of our study and offer suggestions for future research. PROTOCOL REGISTRATION: The stage 1 protocol for this Registered Report was accepted in principle on 21 June 2018. The protocol, as accepted by the journal, can be found at https://doi.org/10.6084/m9.figshare.c.4283567.v1 .

Annak ellenére, hogy a pszichológia egy népszerű fogalma, az önbelátás nem vált középponti szervező témakörré az empirikus pszichológiában (Wilson és Dunn, 2004). A fogalom tanulmányozása során tapasztalható nehézségek az önmegismerésre irányuló törekvés és a tükröződő én kettőssége miatt merülnek fel. A szerző az alábbi kapcsolódó témák szisztematikus áttekintésére vállalkozik: a megismerő folyamatok közvetlen elérhetetlensége (Nisbett és Wilson, 1977), az önmegismerés paradoxona, az önreflexív cselekedetek motivációs és egyéb komponensei, illetve a szelfről szerzett információ szerveződésének módozatai. Ezen összefüggés mentén az önmegismerés folytatása fontosabb motivációs tényezőnek tekintendő az önmagunkról való tudáselemek egyszerű összegzésénél. Az önmegismerés tanulmányozásának lehetőségei a pszichológiában ennélfogva közvetlenül kapcsolódnak a tudományág egészének eredményeihez.„Mindaddig, amíg a kutatók nem veszik birtokukba mindazon pszichológiai folyamatoknak teljesebb áttekintését, amelyek elvezetnek az önmegítélés pontosságának és melléfogásainak megértéséhez, meglehet, korai lenne átfogó elméletek megfogalmazásához hozzálátni.“ (Dunning, 2005)Hangsúlyozván egyaránt a pszichológiai tudásunk integrálásának és a tudományterület következetességének fontosságát, a szerző kiemeli a megválaszolatlan kérdések időszerűségét.

BACKGROUND/AIM: Obtaining valid accounts of professionals' thinking is dependent upon experts' capacity for self-insight. Self-insight has implications for developing professional decision making, facilitating education and promoting agreement among therapists. The aim of this study was to examine occupational therapists' self-insight into their referral prioritisation policies. METHODS: A total of 40 occupational therapists individually rated the importance that differing types of referral content had on their prioritisation of referrals. These subjective policies were then correlated with their objective referral prioritisation policies that had been previously statistically derived. RESULTS: Self-insight was found to be moderate but with wide variation across individuals and across referral information used. Self-insight on cues that were important to the decision was found to be better than on those cues not so important to the decision. CONCLUSIONS: Occupational therapists have similar levels of self-insight to other professional groups. The 'attention hypothesis' may explain why self-insight varied across referral information used.

Most previous studies on recommendation agents have been restricted to the problems of uncovering customer preferences during the process of understanding customers. However, studies on consumer psychology have indicated that customer preferences are often unstable and developed over time. Therefore, we assert that it is necessary to observe the degree to which customer preferences are developed since effectiveness of recommendations is affected by customers' preference development. This study presents a scheme to identify the status of customers' preference development and analyzes the influences of customer preference development on the effectiveness of various recommendation strategies.

This study records a process of heightening self-awareness within a semi-structured ‘life design counselling’ process. The research was conducted on the basis of a case study designed to facilitate co-constructive conversation with a purposefully selected youth. The participant was enabled to reconstruct a preferred and meaningful future that could change as different experiences, challenges and needs arose. The study suggested that the postmodern techniques that were implemented enhanced the involvement of the participant in the study. The participant revealed heightened self-insight into his personal experiences, a ‘changed’ attitude to certain aspects of his life context and pro-active behaviour with regard to the challenges he was facing. We (the researchers) concluded that life design counselling could be a promising strategy that could have a lasting effect on adolescents.

This study provides experimental evidence on several important measures for evaluating the performance of auditor judgement in an analytical review (AR) context. The results of the study suggest that UK auditors demonstrated only moderate level of judgement performance, as measured by consensus, consistency, and self-insight. Contrary to what might be expected, the study did not find that auditors from larger firms exhibited relatively greater consensus. In order to identify experience effects the paper employs the ‘expertise paradigm’ [Accounting, Organizations and Society 18 (1993) 425]. Significant experience effects were identified implying that auditor judgement performance might be improved if less straightforward judgements were to be made by more senior auditors than is currently the case. The results of the study may have implications for both the cost structures and staffing policies of audit firms.

The current article reviews the narcissism–self-enhancement literature using a multilevel meta-analytic technique. Specifically, we focus on self-insight self-enhancement (i.e., whether narcissists perceive themselves more positively than they are perceived by others); thus, we only include studies that compare narcissists’ self-reports to observer reports or objective measures. Results from 171 correlations reported in 36 empirical studies ( N = 6,423) revealed that the narcissism–self-enhancement relationship corrected for unreliability in narcissism was .21 (95% confidence interval [CI] = [.17, .25]), and that narcissists tend to self-enhance their agentic characteristics more than their communal characteristics. The average corrected relationship between narcissism and self-enhancement for agentic characteristics was .29 (95% CI = [.25, .33]), whereas for communal characteristics it was .05 (95% CI = [−.01, .10]). In addition, we individually summarized narcissists’ self-enhancement for 10 different constructs (i.e., the Big Five, task performance, intelligence, leadership, attractiveness, and likeability).

Self-insight is an important aspect of self-regulation. If we do not know what we are like, then how can we act to ensure that we are meeting our ideals? This chapter explores the neural basis of self-insight, that is, how we evaluate and represent self-relevant information. Historically, the frontal lobes became associated with self-insight through observations of deficits associated with brain injury. Empirical efforts have only begun to emerge and have refined our understanding of how different aspects of self-insight are supported by subregions within the frontal lobes. Most of these empirical efforts address one of two broad questions: At the neural level, what is the relation between evaluating the self and evaluating other people? And what neural regions support the motivational factors known to bias self-insight? After reviewing the current research, we propose a new neural model of self-insight that extends past previous models exclusively focused on the medial prefrontal cortex (MPFC). Specifically, we agree with previous models that MPFC supports representations of self-knowledge but show that the evidence suggests this region is not exclusively associated with self-knowledge and includes knowledge of other people. Furthermore, we propose that orbitofrontal cortex (OFC) supports top-down influences on self-evaluation whereas ventral anterior cingulate cortex (vACC) supports relatively more bottom-up influences on self-evaluation. The chapter concludes with future directions needed to expand investigation into the neural basis of self-insight.

The Weather Prediction (WP) task is one of the most extensively used Probabilistic Category Learning tasks. Although it has been usually treated as an implicit task, its implicit nature has been questioned with focus on the structural knowledge of the acquired information. The goal of the current studies is to test if participants acquire explicit knowledge on the WP task. Experiment 1 addresses this question directly with the help of a subjective measure on self-insight in two groups: an experimental group facing the WP task and a control group with a task lacking predictive structure. Participants in the experimental group produced more explicit reports than the control group, and only on trials with explicit knowledge was their performance higher. Experiment 2 provided further evidence against the implicitness of the task by showing that decreasing stimulus presentation times extends the learning process, but does not result in more implicit processes.

The Weather Prediction (WP) task is a probabilistic category learning task that was designed to be implicit/procedural. In line with this claim, early results showed that patients with amnesia perform comparably to healthy participants. On the other hand, later research on healthy adult participants drew attention to the fact that the WP task is not necessarily implicit. There have been results showing that participants can access structural information acquired during the task. Participants also report that their responses are based on memories and rule knowledge. The contradictory results may be reconciled by assuming that while explicit learning occurs on the WP task in case of adults, in children the learning process is implicit. The present study aims at testing this hypothesis. Primary school children completed the WP task; the experimental group performed the original task, whereas in the control group cues and outcomes were associated on a random basis, hence their version of the WP task lacked a predictive structure. After each item, participants were asked whether they relied on guessing, intuition, ‘I think I know the answer’ type of knowledge, memories of previous items, or knowledge of rules. Self-insight reports of the experimental group were compared to a control group. Results showed that children learn similarly to adults: they mostly (but not completely) rely on explicit, and not on implicit processes.

Two approaches to policy-capturing research--mathematical and verbal--were compared to determine if flight instructors, psychology professors, and college football coaches evaluating "paper students" in profile booklets had self-insight into their judgment policies. Contrary to a widely accepted view that people lack self-insight, results suggest that many of the judges, particularly among the flight instructors, demonstrated self-insight; fewer professors and coaches showed self-insight as defined for this study. Possible biasing factors in the study, implications for training, and probable reasons for the findings are given.

We report two studies here. Both focus on the nature and measurement of self-knowledge in judgement making. In the first study we asked 32 British family physicians (GPs) to identify their own policy from sets of policies describing their own and their contemporaries' prescription behaviour. They were no better at identifying their own stated policies than the policies we had statistically generated to describe their behaviour. In the second study we measured the information 30 GPs selected while making judgements about prescription. Patterns of information selection were similar to the way the GPs rated the influence of the information but dissimilar to the pattern of information use as measured in a judgement analysis. The pattern of results in both studies is consistent with the possibility that the knowledge GPs have is of the extent to which they attend to information. Copyright © 2000 John Wiley & Sons, Ltd.

The objectives of this study were to determine whether (a) students have self-insight into how they make overall evaluations of teaching effectiveness, and (b) there is a reasonably high level of consensus among the student raters in making overall evaluations. A policy-capturing approach was used with 3 different college student groups (94 introductory geology, 82 accounting, and 53 graduate education students) to determine the implicit and explicit weights of the teaching factors students used in arriving at their overall evaluations. The results indicated that the students had self-insight and a reasonably high level of consensus in making their overall evaluations, providing further evidence of the validity of students' overall evaluations of teaching effectiveness.

The pessimistic conclusion that people have relatively poor insight into the weighting schemes they use when they make holistic judgements has been generally accepted among judgement researchers (e.g. Arkes, 1981; Balke, Hammond, & Meyer, 1973, Brehmer, 1984). The empirical research that supported this generalisation rested on indices of self-insight that were produced directly by the subjects. It was often the case that subjects were unable to correctly name even the single most important factor influencing their decisions, as indicated by a mathematical model of their judgement schemes. Using an alternate method of assessing self-insight, however, Reilly and Doherty (1989, 1992) found that subjects have far better self-insight than previously believed possible. The present paper employed the same methodology to investigate insight into the policy of another person as well as into oneself, and examined the relation of self-insight and other-insight to interpersonal conflict. Subjects were 50 dyads of uni...

This study examined the relationship between mental toughness (MT) and self-awareness in a sample of 175 male and 158 female South African tennis athletes (mean age = 29.09 years, s.d. = 14.00). The participants completed the Sport Mental Toughness Questionnaire and the Self-Reflection and Insight Scale to assess MT (confidence, constancy, control) and self-awareness (self-reflection and self-insight) dimensions, respectively. Linear regression indicated that self-insight (β=0.49), but not self-reflection (β=0.02), predicted global MT. Multivariate regression analyses were significant for self-reflection (ηp²=0.11) and self-insight (ηp²=0.24). Self-reflection predicted confidence and constancy (ηp²=0.05 and 0.06, respectively), whereas self-insight predicted all three MT subcomponents (ηp²=0.12 to 0.14). The findings extend prior qualitative research evidence supporting the relevance of self-awareness to the MT of competitive tennis athletes, with self-reflection and insight forming prospective routes through which athletes’ MT may be developed. Significance: Self-awareness attributes were predictive of higher levels of mental toughness among competitive tennis players. Dimensions of self-awareness may offer routes for developing athletes’ mental toughness.

This chapter is designed to review the multiple ways that one can improve the capacity to seek or generate self-relevant information (self-knowledge) and ways to promote regular self-awareness and (occasional) self-insight. Self-insight generally implies the level of understanding that exists relative to the nature of one’s self-system (self-definition, needs, goals, attributes), while self-knowledge relates to the accuracy of introspection about these internal states and capacities (Wilson, 2009). These are thought to be at the core of interpersonal competence, a capability absolutely essential in today’s work organization. While the “voice” of the chapter is that aimed at informing the human resources (HR) professional or practitioner, the material covered would be useful to individuals who are personally motivated to know more about how they might become more effective interpersonally through efforts at improving self-knowledge and self-insight.

A widely accepted finding in research on human judgment is that people have relatively poor insight into the weighting schemes they use when they make holistic judgments. The empirical research supporting this generalization rests on indices of self-insight that are produced directly by subjects. In a recent study ( Reilly & Doherty, 1989 ), the self-insight of accounting students was assessed by asking them to select their own policies, represented by usefulness indices, from an array of other student's policies. They were able to do so at a rate far in excess of chance. In this replication and extension of Reilly and Doherty (1989) , 77 female college students made holistic judgments of the desirability of potential roommates. There were two levels of the number of attributes (6 and 12) and two levels of attribute intercorrelation (orthogonal and representative). Two weeks later a significant number of students in all four groups selected their policies from the set calculated from their and their peers' judgments. Additional analyses revealed that judgment behavior in the representative ecology differed substantially from that in the artificially created, orthogonal ecology.

One of the concerns of a more embodied spirituality involves the ways in which experiences of freedom come to be integrated and lived within one’s everyday life.

People typically provide overly optimistic social comparisons when rating their competence relative to their peers. Previous work has shown that poor performers overestimate their performances the most because their incompetence deprives them of the skills needed to recognize their deficits. Five studies demonstrated that poor performers lack insight into their shortcomings even in real world settings and when given incentives to be accurate. An additional meta-analysis showed that it was lack of insight into their errors (and not mistaken assessments of their peers) that led to overly optimistic social comparison estimates among poor performers. Along the way, these studies ruled out recent alternative accounts that have been proposed to explain why poor performers hold such positive impressions of their performance.

Self-insight assessment compares outcomes from two model-recovery exercises: a statistical exercise to infer a judge's (implicit) policy and an elicitation exercise whereby the judge describes his or her (explicit) policy. When these policies are mismatched, limited self-insight is not necessarily implied: Shortcomings in either exercise could be implicated, whereby Newell & Shanks' (N&S's) relevance or sensitivity criteria for assessing awareness may not be met. Appropriate self-insight assessment requires that both exercises allow the original processes to be captured.

The objective of this study is to verify the effects of collage therapy when applied in the school infirmary, without time restriction, to children with problems such as school refusal. Collage therapy was used with two students who refused to attend school for a period of 1 year and 2 months to 1 year and 7 months. The results showed that both cases were successful in recovering self-insight and starting to pursue a course leading to the establishment of their identity. For students with various mental health problems, the school, as a community of school friends of the same generation, has been suggested to be one of the most important places for the recovery of energy. The performance in the school infirmary of collage therapy without any time restraints makes use of this environment, and appears to foster self-insight and self-understanding, and hence promote recovery from mental health problems.

Subjective descriptions of judgment policies have been found to be imperfect. This could be because subjective weights are obtained on just a single occasion after all judgments have been completed. It could also be because people have tended to state their perception of an ideal way of responding rather than their perception of how they actually responded. Finally, it could be because they experience difficulty in relating variation in stimulus dimensions to variation in quite different response dimensions. In our task, people made sales forecasts on the basis of four pieces of information. They also stated the weight they placed on each one and the weight they should have placed on it. The means of weights stated on each trial were more appropriate than those stated at the end of all trials. Stated actual weights were very similar to stated ideal weights. Weights were more appropriate when forecasts and cues varied along the same dimension than when they did not. Thus, our results are consistent with the view that all three factors affect people's ability to provide subjective descriptions of their judgment policies.

Whenever you want to give someone feedback about how you perceive them or, get feedback about how they perceive you you can use the Repertory Grid Technique (Repgrid). This article will show you how to use the Repgrid to generate feedback amongst the members of a group. This could be useful on many occasions. For example I have used it to surface interpersonal issues amongst project teams of various kinds and with groups where differences of opinion were impairing their performance. In this article I shall concentrate on describing the way I use the Repgrid as a self‐insight exercise halfway through an interactive skills course. The aims of the exercise are • To give each course member feedback about how others perceive them so that they can build on strengths and overcome weaknesses during the second half of the course. • To give each course member some insight into what they notice about other people and how it fits in with the conclusions they reach about them. The idea is to jolt them into being both more observant and careful in reaching conclusions about people. The whole exercise takes about half a day, but that includes some group work as you will see, and could be adapted for use on any programme where issues to do with behaviour, feelings, attitudes and perceptions are high on the agenda.

An experimental setting was formulated where individuals processed financial information and provided estimates of changes in security prices. The ability of subjects to express accurate subjective cue weights was assessed by comparing the subjective weights with objective (statistical) cue weights based on their judgments. The results indicate an encouraging degree of insight, especially when the results are compared with previous studies in psychology, since this group of users of accounting information were able to express indications of relative cue importance which reflected the way they were using the information.