Using a Prediction and Option Generation Paradigm to Understand Decision Making

In many complex and dynamic domains, the ability to generate and then select the appropriate course of action is based on the decision maker's "reading" of the situation--in other words, their ability to assess the situation and predict how it will evolve over the next few seconds. Current theories regarding option generation during the situation assessment and response phases of decision making offer contrasting views on the cognitive mechanisms that support superior performance. The Recognition-Primed Decision-making model (RPD; Klein, 1989) and Take-The-First heuristic (TTF; Johnson & Raab, 2003) suggest that superior decisions are made by generating few options, and then selecting the first option as the final one. Long-Term Working Memory theory (LTWM; Ericsson & Kintsch, 1995), on the other hand, posits that skilled decision makers construct rich, detailed situation models, and that as a result, skilled performers should have the ability to generate more of the available task-relevant options. The main goal of this dissertation was to use these theories about option generation as a way to further the understanding of how police officers anticipate a perpetrator's actions, and make decisions about how to respond, during dynamic law enforcement situations. An additional goal was to gather information that can be used, in the future, to design training based on the anticipation skills, decision strategies, and processes of experienced officers. Two studies were conducted to achieve these goals. Study 1 identified video-based law enforcement scenarios that could be used to discriminate between experienced and less-experienced police officers, in terms of their ability to anticipate the outcome. The discriminating scenarios were used as the stimuli in Study 2; 23 experienced and 26 less-experienced police officers observed temporally-occluded versions of the scenarios, and then completed assessment and response option-generation tasks. The results provided mixed support for the nature of option generation in these situations. Consistent with RPD and TTF, participants typically selected the first-generated option as their final one, and did so during both the assessment and response phases of decision making. Consistent with LTWM theory, participants--regardless of experience level--generated more task-relevant assessment options than task-irrelevant options. However, an expected interaction between experience level and option-relevance was not observed. Collectively, the two studies provide a deeper understanding of how police officers make decisions in dynamic situations. The methods developed and employed in the studies can be used to investigate anticipation and decision making in other critical domains (e.g., nursing, military). The results are discussed in relation to how they can inform future studies of option-generation performance, and how they could be applied to develop training for law enforcement officers.

Multi- and Transdisciplinarity as a Challenge for Environmental Psychology (Symposium)

Since 2008 the German Federal Ministry of Education and Research (BMBF) has been funding ten transdisciplinary research projects within the thematic focus ‘From Knowledge to Action - New Paths towards Sustainable Consumption’. A particular challenge which is faced with the programm is the task to build a bridge between individual activities and ecological and social framework conditions. Environmental psychologists are involved in half of the ten transdisciplinary projects. The symposium gives an insight into the new thematic focus and the variety of psychological contributions. The presentations will focus on the specific competence of psychology within the broader research focus of the transdisciplinary projects. An invited discussant will reflect on the role of psychology within the field of sustainable consumption and about challenges of transdisciplinary research in general.

“Advertising Psychology – The Blog Seminar”.

The aim of the web-based course “Advertising Psychology – The Blog Seminar” was to offer a contemporary teaching design using typical Web 2.0 characteristics such as comments, discussions and social media integration which covers facebook and Twitter support, as nowadays, this is a common part of students’ everyday life. This weblog (blog)-based seminar for Advertising Psychology was set up in order to make the course accessible to students from different campuses in the Ruhr metropolitan area. The technical aspect of the open-source content management system Drupal 6.0 and the didactical course structure, based on Merrill’s five first principles of instruction, are introduced. To date, this blog seminar has been conducted three times with a total of 84 participants, who were asked to rate the course according to the benefits of different didactical elements and with regard to Kirkpatrick’s levels of evaluation model. This model covers a) reactions such as reported enjoyment, perceived usefulness and perceived difficulty, and b) effects on learning through the subjectively reported increase in knowledge and attitude towards the seminar. Overall, the blog seminar was evaluated very positively and can be considered as providing support for achieving the learning objectives. However, a successful blended learning approach should always be tailored to the learning contents and the environment.