Abstract This research investigated the extent to which taking notes influenced the quality of mock jurors’ decisions. High quality decisions were defined in this research as those which did not reflect the influence of the offender stereotype. The impact of note taking on the quality of jurors’ decisions is central to the judicial community’s concerns about note taking as a jury aid and their willingness to offer it in trial contexts. Previous research has argued that note takers make better quality decisions than non-note takers because note takers recall more trial content and make judgements that better reflect the evidence presented. However, according to dual process models of persuasion, high quality decisions should show evidence of both effortful processing of information and no influence of peripheral cues, such as stereotypes. To date, the existing literature has neglected to consider the extent to which note takers, as compared to non-note takers, are influenced by peripheral cues. The current research sought to address this by investigating the extent to which note taking and non-note taking mock jurors were influenced by stereotypes when making decisions in a mock criminal trial. In particular, note taking and non-note taking mock jurors were presented with a criminal trial in which either a male or female defendant had been charged with a stereotypically masculine crime (e.g., aggravated robbery or murder). The extent to which mock jurors were more likely to convict the male defendant and acquit the female defendant was used as a marker of the extent that stereotypes about offenders influenced participants in these studies. Across studies, note takers’ perceptions of guilt, evaluation of the defendant, and, in some instances, recall of trial content, reflected stereotype-based processing while the corresponding measures for non-note takers did not. This research then went on to investigate why note takers were more vulnerable to the influence of stereotypes than non-note takers. It was proposed that one reason might be the requirement that note takers simultaneously record and evaluate trial content. Previous research has shown that persons engaged in dual tasks rely on stereotypes to increase information processing efficiency and are therefore able to re-direct cognitive resources to the additional task. Consistent with previous studies, the current research found that both note takers and mock jurors engaged in an additional task during the trial were more vulnerable to the influence of stereotypes than non-note takers. Furthermore, whilst investigating interventions designed to reduce the influence of stereotypes on note takers’ decisions, results revealed that such interventions were less successful in improving decision quality than interventions that removed the requirement to engage in dual tasks. In particular, the influence of stereotypes was reduced when note takers were encouraged to elaborate on the content of their notes during designated review periods. Whilst methodological features of this research program--namely a reliance on student samples and the relative brevity of mock trials used--may have led to an underestimation of the reliance on stereotypes for note takers, the research has implications for the instructions given to jurors about note taking in judicial contexts. Specifically, the central conclusion of the thesis is that it would seem prudent to amend instructions to direct note takers to engage in the effortful review of their notes prior to coming together to reach a verdict.

In this thesis the development of the discipline of academic psychology in New Zealand is explored both as a history and as an intellectual framework. The key tasks of this thesis are outlined, and the problems associated with writing a history are discussed. The methodology is explained as consisting of archival research, surveying and face-to-face interviewing. There follows an examination of the intellectual development of psychology, from the time of the Ancient Greeks to the present day, where the analytical focus is the fundamental dichotomy of mind-body and, as a subset, human consciousness. This focus is important to this thesis because the researcher regards consciousness as the major variable in the evolution of psychology. Chapter three deals more specifically with the mind-body issue and consciousness, and provides an intellectual framework within which the historical developments of psychology on these shores can be considered. Chapter four deals with academic psychology in New Zealand, from its earliest times when Otago University was founded, where it was taught as a subset of philosophy, to the point at which psychology gained autonomy as an independent discipline. This exposition includes the creation and development of the University of New Zealand. In this chapter, it is shown that while psychology was first taught at Otago in 1875, it gained its freedom last of all at that university. Other factors highlighted in this chapter include the involvement of the Presbyterian Church in the development of philosophy (hence psychology) at Otago, and the turbulence of those early years there, where no less than eight professors of philosophy came and went, by comparison with only the one at Victoria College. Chapter five begins at the point at which psychology gained its independence from philosophy, which varied in time across the then four university colleges. The first department to break free was at Victoria College (1950) and the last, Otago (1964). The roles of key personalities are explored, where these are supplemented by extracts from personal interviews. The way in which courses and programmes within each department of psychology developed is also examined. In particular, the output of graduate theses (Doctoral and Masterate) are analysed, across the decades of existence of each department, in terms of subdisciplines and gender. Of interest is the finding of a marked gender reversal effect, which occurred around the late 1970s to the early 1980s, in which theses produced by female graduates outstripped those produced by males. This chapter also reports the findings of a survey of New Zealand psychology academics conducted by the researcher, using a mailed-out questionnaire. The findings include a participant profile and views on a variety of variables such as philosophical stance and theoretical orientation. The final chapter includes comparisons across the six university departments of psychology with attempts at explaining some of the key findings, a brief look at the non-university providers of psychology at the degree level, a consideration of some new directions for academic psychology in this country and, finally, a revisiting of the topic of consciousness which ran as a thread through the thesis.

The study explored the relationship between retirement and marital status and objective and subjective measures of social support. A secondary analysis was conducted on a sample of 6,662 men and women aged 55-70 years of age. Results of a series of 2-way ANOVAs revealed greater interaction with friends amongst retired individuals than those who were employed. Marital status was shown to be associated with interaction with family and levels of perceived social support. An interaction between retirement and marital status was also shown to influence levels of perceived social support. The results reveal that retirement and marital status have an individual and interaction effect on various measures of social support and indicate the importance of considering marital status when researching, educating and working with issues regarding retirement and social support.

There are many idiosyncrasies in the emotion of regret that we do not fully comprehend and our traditional reliance on economic theories of human decision-making, which view regret as stemming from illogical and explicit decision-making processes, may be the cause. This thesis explores the development and testing of the Dual Process Theory of Regret (DPTR) which claims that individuals use both implicit ‘orientation’ and explicit ‘justification’ systems of thought to guide their daily decision-making and the differential use of these systems should be reflected in the intensity of regret felt for a poor outcome. To assess its utility in predicting variation in regret intensity the DPTR was tested in conjunction with two popular theories of regret; one focussing on the distinction between actions and inaction, and the other focussing on decision justification. Three thousand adults were randomly selected from the New Zealand electoral roll and invited to participate in a postal survey of short and long-term life regrets. Of this initial sample 653 participants returned questionnaires with usable data, a response rate of approximately 23% which, while a relatively low response rate, was expected given the sensitive topic and provided more than enough respondents for the present analysis. Results showed that the DPTR had greater utility in predicting trends in short and long-term regret intensity than either of the current regret theories. Results also illustrated that changes in justification strength had little effect on regret intensity and that explicit justifications only influenced regret in the long-term. In contrast results supported the conceptualisation of the implicit orientation and showed that it was a key source of influence on regret intensity in both the short and long-term. This research concludes that the DPTR’s focus on both implicit and explicit cognitive systems provides greater insight into the nature of regret than the reliance on explicit cognitive analysis alone. Implicit feelings of right and wrong are a better indicator of eventual regret than our ability to justify our decision. These results help resolve past anomalies in regret research, clarify conflicting trends in regret highlighted in the current media, and have application for understanding criminal recidivism.

There are many idiosyncrasies in the emotion of regret that we do not fully comprehend and our traditional reliance on economic theories of human decision-making, which view regret as stemming from illogical and explicit decision-making processes, may be the cause. This thesis explores the development and testing of the Dual Process Theory of Regret (DPTR) which claims that individuals use both implicit ‘orientation’ and explicit ‘justification’ systems of thought to guide their daily decision-making and the differential use of these systems should be reflected in the intensity of regret felt for a poor outcome. To assess its utility in predicting variation in regret intensity the DPTR was tested in conjunction with two popular theories of regret; one focussing on the distinction between actions and inaction, and the other focussing on decision justification. Three thousand adults were randomly selected from the New Zealand electoral roll and invited to participate in a postal survey of short and long-term life regrets. Of this initial sample 653 participants returned questionnaires with usable data, a response rate of approximately 23% which, while a relatively low response rate, was expected given the sensitive topic and provided more than enough respondents for the present analysis. Results showed that the DPTR had greater utility in predicting trends in short and long-term regret intensity than either of the current regret theories. Results also illustrated that changes in justification strength had little effect on regret intensity and that explicit justifications only influenced regret in the long-term. In contrast results supported the conceptualisation of the implicit orientation and showed that it was a key source of influence on regret intensity in both the short and long-term. This research concludes that the DPTR’s focus on both implicit and explicit cognitive systems provides greater insight into the nature of regret than the reliance on explicit cognitive analysis alone. Implicit feelings of right and wrong are a better indicator of eventual regret than our ability to justify our decision. These results help resolve past anomalies in regret research, clarify conflicting trends in regret highlighted in the current media, and have application for understanding criminal recidivism.

Fairness, forgiveness and grudge-holding are concepts which underlie many aspects of our interpersonal relationships. Fairness is the foundation of our day-to-day communication with others and forgiveness is concerned with a positive strategy used to manage negative emotional experiences of underserved [i.e. undeserved] unfair treatment. Grudge-holding results as an accumulation of negative feelings, which are associated with the original experience of unfairness. Two experimental studies investigated children’s perceptions of, feelings about, and reactions towards the unfair behaviour of a mother and a friend, by individually inviting the children to scenario-based interview sessions, which included three imaginary tasks. The children were asked to judge the fairness of a mother and a best friend’s treatment towards a child protagonist and to report their associated feelings, after listening to a scenario that described an interaction between a child and a mother and an interaction between a child and a friend. They further responded to three scenario-based experimental tasks, regarding their willingness to grant forgiveness, as opposed to expressions of hostility. In the first study, the children’s willingness to forgive, as a result of unfairness, was explored with 82 local primary school children in Palmerston North, New Zealand, whose ages ranged from 8- to 11-years-old, in addition to 50 parents of these participating children. The parents also completed a questionnaire about their approaches to their children’s common misbehaviours. The study found that the children were typically willing to grant forgiveness to a mother, even though she had been unfair. Their forgiveness tendencies were not related to aspects of parental disciplinary behaviour. However, an examination of the children’s verbatim responses through the use of thematic analysis revealed the complex nature of the relationship between parent and child concerning tolerance for mistakes. In the second study, I explored on whether the children’s repeated exposure to unfairness would contribute to their display of grudge-holding against a mother or a best friend in the scenarios and this investigation involved 55 local primary children, whose ages ranged from 8- to 12-years-old, in Wellington, New Zealand. The children participated in individual scenario-based interview sessions, which included three imaginary tasks over the two time periods, one week apart from each other. The children’s levels of grudge-holding was measured by analysing the possible increase in hostility, which the children expressed from Time 1 to Time 2. The study showed that a repeated experience of unfairness had a noticeable effect on the children’s level of hostility towards the person who was unfair and especially towards the best friend. The children’s verbatim comments also suggested some evidence of accumulated negativity in their responses to an unfairness experience. Thus, this study proved to be a suitable paradigm for operationalising grudge-holding in children.

Fairness, forgiveness and grudge-holding are concepts which underlie many aspects of our interpersonal relationships. Fairness is the foundation of our day-to-day communication with others and forgiveness is concerned with a positive strategy used to manage negative emotional experiences of underserved [i.e. undeserved] unfair treatment. Grudge-holding results as an accumulation of negative feelings, which are associated with the original experience of unfairness. Two experimental studies investigated children’s perceptions of, feelings about, and reactions towards the unfair behaviour of a mother and a friend, by individually inviting the children to scenario-based interview sessions, which included three imaginary tasks. The children were asked to judge the fairness of a mother and a best friend’s treatment towards a child protagonist and to report their associated feelings, after listening to a scenario that described an interaction between a child and a mother and an interaction between a child and a friend. They further responded to three scenario-based experimental tasks, regarding their willingness to grant forgiveness, as opposed to expressions of hostility. In the first study, the children’s willingness to forgive, as a result of unfairness, was explored with 82 local primary school children in Palmerston North, New Zealand, whose ages ranged from 8- to 11-years-old, in addition to 50 parents of these participating children. The parents also completed a questionnaire about their approaches to their children’s common misbehaviours. The study found that the children were typically willing to grant forgiveness to a mother, even though she had been unfair. Their forgiveness tendencies were not related to aspects of parental disciplinary behaviour. However, an examination of the children’s verbatim responses through the use of thematic analysis revealed the complex nature of the relationship between parent and child concerning tolerance for mistakes. In the second study, I explored on whether the children’s repeated exposure to unfairness would contribute to their display of grudge-holding against a mother or a best friend in the scenarios and this investigation involved 55 local primary children, whose ages ranged from 8- to 12-years-old, in Wellington, New Zealand. The children participated in individual scenario-based interview sessions, which included three imaginary tasks over the two time periods, one week apart from each other. The children’s levels of grudge-holding was measured by analysing the possible increase in hostility, which the children expressed from Time 1 to Time 2. The study showed that a repeated experience of unfairness had a noticeable effect on the children’s level of hostility towards the person who was unfair and especially towards the best friend. The children’s verbatim comments also suggested some evidence of accumulated negativity in their responses to an unfairness experience. Thus, this study proved to be a suitable paradigm for operationalising grudge-holding in children.

Psychosis typically emerges after a heterogeneous range of premonitory symptoms. This has been labelled the ‘pre-psychotic period’ (PPP). Emotional disturbances are prominent features of this state and have shown to be risk factors for psychosis. The present study had two interrelated aims: to explore in-depth the experiential nature of the emotional changes that occur during the PPP; and to examine whether there are similarities between these pre-psychotic emotional changes and the concept of delusional atmosphere. Twelve men experiencing first-episode psychosis with delusional thought content were recruited for the study. Information regarding their emotional experiences during the PPP was gathered using a semi-structured interview format. Corroborating information about observable changes in the men’s behaviour during the PPP was also gathered from a family member or friend of theirs who had close contact with them during this time. The data was analysed using interpretative phenomenological analysis. A variety of strong emotional changes were reported during the PPP, including depression, anxiety, anger, and guilt, as well as love and happiness. Negative emotions were prominent during this time, but positive emotions were also found to be a feature of this state for some people. Overall, the PPP was characterised by an increase in distress over time. Features of delusional atmosphere that were evident during the PPP included: experiences of derealisation and the environment feeling different; anxiety and confusion and a drive to find and explanation for the changes that were being experienced; and a sense of apprehension that something significant was about to happen. The relevance of these findings to researchers and clinicians working in this area is discussed.

The 'model minority' label given to Chinese populations in New Zealand and other Western countries have made it difficult to truly comprehend the difficulties faced by some Chinese ethnic minorities. Despite comparable rates and types of mental health problems to their European counterparts, identifiable barriers have led to Chinese ethnic minorities underutilising mental health services. The present study investigated the mental health service utilisation in native- and foreign-born Chinese youth in New Zealand, paying particular attention to barriers to service utilisation and viable solutions for these difficulties. It consisted of three individual projects and explored the views of Chinese community and mental health professionals and Chinese university students, comparing their perspectives to university students of other ethnicities. Findings showed that despite a willingness to seek help from their family and mental health professionals (e.g., psychologists, school counsellors), respondents identified a myriad of obstacles to the help seeking of Chinese youth. These included physical barriers (e.g., financial and transport constraints), personal barriers (e.g., stigma, problems accepting their difficulties), service barriers (e.g., paucity of knowledge regarding mental health problems and available services) and family barriers (e.g., obstruction from family members). Family and service barriers distinguished the difficulties faced by Chinese in comparison to European youth, particularly with regards to the adherence of professionals to stereotypes of Chinese youth, a unique finding of this study. In order to reduce such barriers, the Chinese university students and professionals advocated for greater education regarding mental health problems and services in the Chinese community, education for Chinese parents regarding adolescent issues, an increase in the number of practicing Chinese professionals that is coupled with improved cross-cultural training for non-Chinese professionals, as well as individual assessment and treatment approaches with Chinese youth and their families. / Whole document restricted, but available by request, use the feedback form to request access.

This dissertation investigates the management of teams at work. A thorough examination of the literature on small groups, coupled with field research on the implementation of teamwork in the New Zealand operations of a large multinational provides insights about how members of a team think. It is shown that the perception of membership by team members influences their ability to make effective use of resources and make informed decisions, not only within the team, but also with regard to its impact on the organisation. Social identity theory provides a theoretical model for the psychological processes of team membership. The processes of categorisation, self-categorisation and social identification are mapped against the introduction of teamwork over a period of two years to assess whether or not they are relevant. The results from surveys of and interviews with senior staff members support the processes described by social identity theory, where groups can operate as separate cognitive and emotional units as relevant for the management of teams at work. Because of the unique psychological processes, team members at work have to be interacted with (and be given information) differently than individuals in order to behave as a high-performing team. This study develops the implications of social identity theory for the introduction and management of teams at work, leading to high performance for the organisation. Key words: Teamwork, social identity, social cognition