The present study explored the associations among impulsivity, gambling cognitions, and behavioral adherence to the gambler's fallacy in university students (N = 142). Both impulsivity and gambling cognitions were significant predictors of non-problem and problem gambler categories as defined the Problem Gambling Severity Index. A logistic regression analysis showed that the independent contribution of cognition was statistically significant but that the contribution of impulsivity was not. A behavioral measure of gambling was obtained by asking participants to play an online game of roulette for a maximum of 15 min. Only outside bets were permitted whereby participants were to bet on the color of the winning number. Adherence to the gambler's fallacy was indexed by the likelihood of betting on an alternation in the color of the winning number as the number of consecutive outcomes of the other color increased. Gambling cognitions and gender, but not impulsivity, were associated with adherence to the gambler's fallacy. Tracing the sources of specific influences on gambling behavior may benefit from a framework that distinguishes between "hot" (emotional) and "cold" (non-emotional) mechanisms that promote problem gambling.

Background and aims: The present study tested whether the associations among motivational, cognitive, and personality correlates of problem gambling severity differed across university student gamblers (n = 123) and gamblers in the general adult community (n = 113). Methods: The participants completed a survey that included standardized measures of gambling motivation, gambling related cognitions, and impulsivity. The survey also asked participants to report the forms of gambling in which they engaged to test whether gambling involvement (number of different forms of gambling) was related to problem gambling severity. After completing the survey, participants played roulette online to examine whether betting patterns adhered to the gambler’s fallacy. Results: Gambling involvement was significantly related to problem gambling severity for the community sample but not for the student sample. A logistic regression analysis that tested the involvement, motivation, impulsivity and cognitive correlates showed that money motivation and gambling related cognitions were the only significant independent predictors of gambling severity. Adherence to the gambler’s fallacy was stronger for students than for the community sample, and was associated with gambling related cognitions. Discussion: The motivational, impulsivity and cognitive, and correlates of problem gambling function similarly in university student gamblers and in gamblers from the general adult community. Interventions for both groups should focus on the financial and cognitive supports of problem gambling.

A core question in social categorization research focuses on how children organize social categories. We examined whether 4- and 5-year-olds: (a) identify the social category membership of a person based on relational interactions between that person and a known category member; and (b) use these social categories to guide inferences about certain shared properties. Preschoolers (n = 229) were introduced to 2 novel social categories (comprised of diverse individuals), each possessing a distinct property (e.g., dancing vs. singing). During test trials, children witnessed members from each category direct helpful, harmful, or neutral actions toward ambiguous characters. In Experiment 1, when a member of a category exhibited helpful actions toward an ambiguous character, children inferred that the ambiguous character belonged to the same category as the helper. In contrast, when a group member directed harmful actions toward the ambiguous character, children inferred that ambiguous character belonged to the alternate category. In neither case did children extend category properties to the new member. In Experiment 2, category properties were introduced as mutually exclusive social conventions. Here, children used helpful and harmful actions to identify the social category of an ambiguous character and generalize the property. In Experiment 3, when social categories were introduced using only shared physical location and shared activity as a marker of category membership, children did not use helpful or harmful behavior to predict category membership. Together findings indicate that children can identify social category membership based on observed social interactions when meaningful category information is available.

We examined how naming objects with unique labels influenced infants’ reasoning about the non-obvious properties of novel objects. Seventy 14- to 16-month-olds participated in an imitation-based inductive inference task during which they were presented with target objects possessing a non-obvious sound property, followed by test objects that varied in shape similarity in comparison to the target. Infants were assigned to one of two groups: a No Label group in which objects were introduced with a general attentional phrase (i.e., “Look at this one”) and a Distinct Label group in which target and test objects were labeled with two distinct count nouns (i.e., fep vs. wug). Infants in the Distinct Label group performed significantly fewer target actions on the high-similarity objects than infants in the No Label group but did not differ in performance of actions on the low-similarity object. Within the Distinct Label group, performance on the inductive inference task was related to age, but not to working memory, inhibitory control, or vocabulary. Within the No Label condition, performance on the inductive inference task was related to a measure of inhibitory control. Our findings suggest that between 14- and 16-months, infants begin to use labels to carve out distinct categories, even when objects are highly perceptually similar.