创业动机研究：概念结构、影响因素和理论模型

创业动机是驱动个体创业的心理倾向或动力, 它是个体创业行为发生的有效预测变量。在介绍完创业动机的概念、结构和测量工具的基础上, 文章综述了影响创业动机的因素, 包括大五人格特质、自我效能感、目标和环境因素等。接着着重阐述了经典创业动机理论, 包括拉动和推动理论、简单和复杂理论, 以及新近提出的解放理论。最后对未来研究进行了评价和展望。     

调节性匹配理论述评

在决策、动机领域,Higgins（2000）提出了一种新的理论——调节性匹配理论。所谓调节性匹配（regulatoryfit）,指的是个体的自我调节定向与其行为策略之间的匹配。该理论认为,调节性匹配能增强个体在目标追求过程中的动机强度、主观评价和情绪体验,从而对个体的行为决策产生重要影响。文章围绕调节性匹配的概念、产生、效应及应用价值等问题对相关研究进行综述,并在此基础上提出了现有研究存在的问题及未来的研究方向     

师范生未来时间洞察力、学习倦怠与学业自我效能感的关系研究

采用大学生未来时间洞察力量表、学习倦怠量表、学业自我效能感量表,对219名师范生进行施测,考察未来时间洞察力、学习倦怠对学业自我效能感的作用及三者的关系。结果表明:(1)远目标定向、学业行为自我效能、情绪低落和行为不当存在显著差异;(2)未来时间洞察力对学业自我效能感有显著的正向影响,学习倦怠对学业自我效能感有显著的负向影响;未来时间洞察力和学习倦怠分别对学业自我效能感有显著的预测作用。(3)未来时间洞察力在学习倦怠和学业自我效能感间起部分中介作用。结论:师范生未来时间洞察力和学习倦怠对学业自我效能感有显著影响。     

传承动机对金融冒险行为的影响:未来自我连续性的中介

人们普遍拥有“期待不朽、被人铭记”的传承动机, 文章通过4个实验探讨了该动机如何通过未来自我连续性的影响作用于个体的金融冒险行为。实验1发现传承动机能够提升个体对未来自我的连续性感知。实验2在此基础上发现传承动机会弱化个体金融冒险行为(2a), 并且该效应被自我连续性感知中介(2b)。实验3进一步考察个体社会经济地位对上述中介效应的调节, 结果发现上述中介效应只出现在社会经济地位相对较高(vs.较低)的个体身上。     

信息时代的“数字占有”——数字囤积及其相关研究

数字囤积是指数字文件的积累致使个体降低目标检索能力,最终导致个体的压力和混乱,与实物囤积有联系但有所不同。数字囤积者的认知表现、情感特点、行为动机可分别从自我损耗、禀赋效应、进化的视角进行理解。未来研究应完善测量工具,并考虑文化背景,针对不同数字囤积人群,考察其行为的潜在动机和前因后果,同时应采用不同的研究方法,加强该领域的量化研究。     

内在动机及其前因变量

该文比较系统地介绍了目前国内外关于内在动机的概念和具体影响因素诸方面的研究进展,并对未来的研究发展方向进行了展望。内在动机主要是由于活动过程本身特性或个体内发性精神需要所引发的一种活动或工作动力。相关影响因素主要涉及个体需要兴趣情感因素、工作任务本身特性、个体成就目标设置、自我效能感、组织授权与交换以及外在激励方式等方面。未来研究的方向主要在于内在动机具体结构的深入探讨以及不同影响因素的中介变量、调节变量以及诸因素交互作用综合模型的建立等方面     

未来时间距离对自我行为表征的影响：评价内容效价的作用

先前研究表明,对于自我行为,相对于近期过去,个体对远期过去正性行为的表征更倾向于特质性和抽象性,但对负性行为的表征未获得明确的类似效应（申之美等,2010）。本研究以特质性和行动性行为描述句子为实验材料,通过两个实验考察了未来时间距离对自我正性行为和负性行为的表征特征的影响,以进一步探讨评价内容的效价特性对于建构水平的心理距离效应的调节作用。实验结果发现,相对于近期未来,被试对远期未来自我的正性行为更倾向于抽象的特质性表征,但在负性行为上未获得类似效应。个体对未来自我行为的正性期待和负性回避倾向可能是自我行为表征缺乏距离效应的心理机制。     

未来自我连续性及其对个体心理和行为的影响

一个人将现在自我和未来自我联系在一起的紧密程度反映了他/她在时间维度上自我连续性的强度, 即未来自我连续性。个体如何看待其现在自我与未来自我之间的连续和一致程度对个体的心理和行为有重要的影响, 特别是在跨期决策、储蓄和消费、学业成就领域、社会行为和健康领域等方面。未来研究可深入探讨未来自我连续性的神经基础及其影响因素, 并进一步拓展未来自我连续性相关的应用研究。     

时间距离和自我解释对调节焦点的影响

调节焦点理论提出,自我调节过程中存在着提升焦点和预防焦点这两种不同的目标追求策略。基于以往研究,本研究提出,自我解释和时间距离会交互影响着人们的调节焦点。研究结果发现,自我解释能够显著地预测调节焦点;独立自我解释更可能激活个体的提升焦点倾向,而依赖自我解释更可能激活个体的预防焦点倾向。此外,近期时间距离启动条件下,独立和依赖自我解释使得个体的调节焦点的差异倾向性更为明显,但是对远期时间距离的知觉则使得依赖自我解释的个体更加偏离预防焦点倾向,趋向于提升性焦点,并与独立自我解释差异不大。     

自我调节学习:策略型学习者实现自我效能的超越

自我调节学习与自我效能感是当今教育心理学和教学心理学的两个重要概念。自我调节学习是学习者为了保证学习的成功、提高学习的效果、达到学习的目标主动地运用与调控元认知、动机与行为的过程。自我效能感是个体对自己是否能够成功地进行某一成就行为的主观判断,它是直接影响个体自我调控的关键变量。文章在分析策略型学习者与自我调节学习的基础上,认为增强策略型学习者的自我调节学习能力,是实现教育目标的手段,也是策略型学习者实现自我效能超越的重要内容。自我调节学习也是促进学生全面发展,具备适应未来社会生活的终身学习和可持续发展的意识和能力的必然要求。     

Flexible learning and use of multiple-landmark information by pigeons (Columba livia) in a touch screen-based goal searching task

Three touch screen-based experiments were conducted to investigate whether pigeons would learn to use configural information about a goal's location in relation to a multiple-landmark array. In Experiment 1, 4 pigeons (Columba livia) were trained to peck a computer monitor at a location that constituted the third vertex of a hypothetical triangle defined by 2 different landmarks. The landmarks appeared in 3 orientations during the training, and the pigeons' goal-searching ability easily transferred to the landmarks presented in 3 novel orientations. Each landmark was asymmetric, so we next examined whether the pigeons used (a) the small-scale, local orientation information that could be inferred from each landmark individually, or (b) the large-scale, configural information that could be inferred from the spatial arrangement of multiple landmarks taken as a whole. Even when each single landmark appeared by itself, the pigeons were able to locate the goal accurately, suggesting that the large-scale, configural information was not essential. However, when 1 landmark locally pointed to a location that was consistent with the triangular configuration and the other landmark locally pointed to a different location, the pigeons predominantly pecked at the configurally array-consistent location. These results suggest that the pigeons redundantly learned both the large-scale, configural strategy and the local, single-landmark strategy, but they mainly used the latter information, and used the former information solely to disambiguate conflicts when the 2 landmarks pointed toward different targets. Such flexible learning and use of redundant information may reflect the pigeons' adaptation to unstable wild environments during their evolutionary history.     

Spatial and temporal episodic memory retrieval recruit dissociable functional networks in the human brain

Imaging, electrophysiological studies, and lesion work have shown that the medial temporal lobe (MTL) is important for episodic memory; however, it is unclear whether different MTL regions support the spatial, temporal, and item elements of episodic memory. In this study we used fMRI to examine retrieval performance emphasizing different aspects of episodic memory in the context of a spatial navigation paradigm. Subjects played a taxi-driver game ("yellowcab"), in which they freely searched for passengers and delivered them to specific landmark stores. Subjects then underwent fMRI scanning as they retrieved landmarks, spatial, and temporal associations from their navigational experience in three separate runs. Consistent with previous findings on item memory, perirhinal cortex activated most strongly during landmark retrieval compared with spatial or temporal source information retrieval. Both hippocampus and parahippocampal cortex activated significantly during retrieval of landmarks, spatial associations, and temporal order. We found, however, a significant dissociation between hippocampal and parahippocampal cortex activations, with spatial retrieval leading to greater parahippocampal activation compared with hippocampus and temporal order retrieval leading to greater hippocampal activation compared with parahippocampal cortex. Our results, coupled with previous findings, demonstrate that the hippocampus and parahippocampal cortex are preferentially recruited during temporal order and spatial association retrieval--key components of episodic "source" memory.     

Landmark-based spatial search in honeybees. I.

Honeybees were trained to find sugar water in the middle of an array of two landmarks of different colours. Unrewarded tests compared searching on the training array with searching on rotated arrays. On rotated tests, a system using the angles between landmarks would continue to search in the middle. A system using vectors to individual elements would search at locations outside the rotated array at which the distances and compass directions to a subset of landmarks matched. Results indicated that bees used both elements and interlandmark angles, but they relied most on one favourite landmark element. Results support the template model of landmark use in honeybees, with the minor parametric modification that weights given to different elements may be unequal. Received:6 July 1998 / Accepted after revision:7 December 1998     

Solving small spaces: investigating the use of landmark cues in brown capuchins (Cebus apella)

Some researchers have recently argued that humans may be unusual among primates in preferring to use landmark information when reasoning about some kinds of spatial problems. Some have explained this phenomenon by positing that our species’ tendency to prefer landmarks stems from a human-unique trait: language. Here, we test this hypothesis—that preferring to use landmarks to solve such tasks is related to language ability—by exploring landmark use in a spatial task in one non-human primate, the brown capuchin monkey (Cebus apella). We presented our subjects with the rotational displacement task, in which subjects attempt to relocate a reward hidden within an array of hiding locations which are subsequently rotated to a new position. Over several experiments, we varied the availability and the salience of a landmark cue within the array. Specifically, we varied (1) visual access to the array during rotation, (2) the type of landmark, (3) the consistency of the landmark qualities, and (4) the amount of exposure to the landmark. Across Experiments 1 through 4, capuchins did not successfully use landmarks cues, suggesting that non-linguistic primates may not spontaneously use landmarks to solve some spatial problems, as in this case of a small-scale dynamic spatial task. Importantly, we also observed that capuchins demonstrated some capacity to learn to use landmarks in Experiment 4, suggesting that non-linguistic creatures may be able to use some landmarks cues in similar spatial tasks with extensive training.     

Multiple-landmark piloting in pigeons (Columba livia): landmark configuration as a discriminative cue

Using the landmark-transformation technique, researchers have shown that pigeons (Columba livia) tend to encode a goal location relative to 1 landmark, even when multiple landmarks are in the vicinity of the goal. The current experiments examined pigeons' ability to use configural information from a set of landmarks by making the arrangement of 4 landmarks a discriminative cue to the location of buried seeds. Results showed that pigeons used information from the 3 consistently placed landmarks to search accurately when 1 landmark was displaced. Findings indicate that pigeons are able to search for a goal using information from multiple landmarks instead of just 1 and that landmark use by these birds may be more flexible than previously theorized.     

Indirect landmark use at 6 months of age in a spatial orientation task

It was hypothesized that 6-month-old infants may be able to use indirect landmarks to locate a goal if (a) the landmarks are sufficiently distinctive and (b) the goal location is between landmarks, rather than on the opposite side of the space as was used in earlier research. Six-month-old infants were tested in a peekaboo paradigm in which they had to turn to a target location after displacement to a novel position. Infants looked to the goal location significantly more in a beacon and an indirect landmarks condition relative to a control and a single landmark condition. These results are discussed in terms of current theories of spatial development.     

Properties of cognitive maps constructed from texts

Subjects in three experiments read texts describing the locations of landmarks in a fictitious town. Later they drew sketch maps and verified sentences describing the relative locations of the landmarks. We predicted that subjects would develop mental models of the town that were organized around important landmarks (“anchors”), as are cognitive maps constructed through real-world navigation. More specifically, we expected that landmarks used in the text as reference points for describing the locations of some other landmarks would emerge as anchors in the subjects’ cognitive maps and would consequently be recalled more accurately. Results showed that subjects represented such reference-point landmarks more accurately than they did the locations of other landmarks. This effect was independent of: (1) the perspective from which the text was written (route or survey); (2) whether or not a map was present at learning; (3) the order of information in the text (linear or anchors-first), and (4) the amount of information available to the subjects while drawing sketch maps (the full text, the landmark names only, or no information).     

目标预知对路径整合的影响

本研究采用头盔式虚拟现实与返回起点或路标的路径完成任务, 通过指导语来调控被试对于返回位置的预知, 检验目标预知对人类路径整合的影响。实验结果表明, 对于返回起点这一目标的预知可以使被试有效地忽略由于路标出现或路标数量增加而导致的干扰, 而对于返回路标这一目标的预知程度越高, 可以促使被试做出更准确的反应。这样的结果体现了目标预知作为一种非感知觉因素对于人类路径整合的影响, 也体现了人类路径整合的策略性和灵活性。     

Disorientation inhibits landmark use in 12-18-month-old infants

Recent research has indicated that, particularly under conditions of inertial disorientation, mammals may be sensitive to landmark configuration geometry at the expense of individual featural information when locating hidden goals. The current study sought to establish whether landmark use could be demonstrated in 12-18-month-old infants with and without a disorientation procedure, and with geometrically ambiguous landmark configurations. A peekaboo paradigm was employed in which infants learned to anticipate a peekaboo event after a cue from two locations within a circular arena, followed by a test trial from a novel position in which no peekaboo occurred after the cue. In all conditions, an isosceles triangle arrangement of landmarks was used, with peekaboo occurring between the landmarks of one of the two equal "sides", thus being geometrically ambiguous. In two conditions, the landmarks were distinctive, and in two further conditions, they were identical. In one of the distinctive conditions and one of the identical landmark conditions, infants underwent a disorientation procedure in between training and test trials. Only oriented infants with distinctive landmarks were successful in test trials, thus suggesting that infants are able to use the individual features of landmarks to locate a goal, but can only do so if oriented.     

Landmarks as beacons and associative cues: Their role in route learning

Relatively little is known about how people use the landmarks in their environment to learn routes. Landmarks are commonly regarded as associative cues--stimuli that enable recall of directional responses that lead closer to the navigator's goal. We contrast the function of landmark as associative cue with that of a beacon-a landmark near enough to a goal that moving toward it leads the navigator closer to his or her goal. In five experiments, participants learned a route through a simple desktop virtual environment. In the first three experiments, routes were learned better when their landmarks served as beacons than as associative cues. Two additional experiments showed that the acquired route knowledge depends on the function that landmarks serve during learning. Beacon-based route knowledge is less enduring and relatively less likely to involve knowledge of directions in the environment than is the route knowledge formed from landmarks that serve as associative cues.