非流畅性对定向遗忘元认知判断的影响

目的:研究拟探讨知觉改变引起的难度和材料意义引起的真实难度导致的非流畅体验对元认知判断的影响;同时对比记住判断和遗忘判断的不同。方法:引入定向遗忘程序,让被试在"记住"条件下作学习判断,在"忘记"条件下作遗忘判断,考察两种不同难度对人们有意遗忘和识记能力的影响。结果:两种材料难度对预测判断和学习成绩有不同的影响,而且两个实验均表明学习判断值显著高于遗忘判断值。结论:知觉属性导致的表面难度引起的非流畅性不同于材料的真实难度引起的非流畅性体验,由真实难度引发的加工可能促使记忆更加深刻,同时,记住判断的准确性高于遗忘判断。     

Overconfidence in Initial Self-Efficacy Judgments: Effects on Decision Processes and Performance

Judgments of task-specific, expected performance (i.e., self-efficacy) can affect the activities one chooses to pursue and the extent of effort devoted to these activities. However, relatively little is known about the accuracy of self-efficacy judgments or their effects on behavior, performance, and perceptions of performance in complex cognitive tasks. The results of a pilot study and experiment indicate that initial, "first-impression" self-efficacy judgments made in cognitively complex tasks are biased toward overestimates of personal ability (i.e., "overconfidence"). The experiment manipulated performance expectations to illuminate how overestimates of initial self-efficacy affect decision making. Inducing positive expectations produced overconfidence in choice accuracy, but did not increase effort, attention to strategy, or performance relative to mildly negative and strongly negative expectations. In contrast, inducing mildly negative expectations increased effort, attention to strategy, and performance relative to strongly negative expectations. The results suggest that the demotivational effects of initial negative expectations are more robust than the motivational effects of initial positive expectations. ln addition, inducing mildly negative expectations may improve performance more than positive expectations in at least some tasks and settings.     

Identifying the Effects of Unjustified Confidence versus Overconfidence: Lessons Learned from Two Analytic Methods

One of the most common findings in behavioral decision research is that people have unrealistic beliefs about how much they know. However, demonstrating that misplaced confidence exists does not necessarily mean that there are costs to it. This paper contrasts two approaches toward answering whether misplaced confidence is good or bad, which we have labeled the overconfidence and unjustified confidence approach. We first consider conceptual and analytic issues distinguishing these approaches. Then, we provide findings from a set of simulations designed to determine when the approaches produce different conclusions across a range of possible confidence–knowledge–outcome relationships. Finally, we illustrate the main findings from the simulations with three empirical examples drawn from our own data. We conclude that the unjustified confidence approach is typically the preferred approach, both because it is appropriate for testing a larger set of psychological mechanisms as well as for methodological reasons. Copyright © 2013 John Wiley & Sons, Ltd.     

如何削弱产品来源国效应*—— 产品信息呈现方式的影响研究

以元认知和双系统模式的心理学理论为背景, 研究了分析式系统对来源国效应的削弱, 检验了产品信息呈现方式对来源国效应的调节作用。三个研究说明, 分析式系统的启动可以有效削弱来源国效应; 特定的产品信息呈现方式所引起的消费者信息处理不流畅性感知会激发消费者的元认知困难, 从而使他们在产品评价过程中主要依赖分析式系统, 达到削弱来源国效应的目的; 并不是所有能引起信息处理不流畅性的产品信息呈现方式都能削弱来源国效应, 过于复杂的呈现方式由于给消费者带来过多认知负荷, 反而不能成功启动分析系统, 从而无法削弱产品来源国形象对消费者产品评价的影响。     

Effects of Role Assignment and Verbal Interaction on Accuracy and Overconfidence in Interpersonal Judgment1

In an experiment designed to test the effects of role assignment and verbal interaction on accuracy and overconfidence in interpersonal judgment, subjects estimated the questionnaire responses of a randomly assigned partner and assessed their confidence in each estimate. Ninety-five subjects were assigned to one of four conditions in a 2 (role vs. no-role) by 2 (verbal interaction vs. no-interaction) design. Results indicated that accuracy was positively related to the weight subjects gave to their own responses in estimating the other person's responses, and both role assignment and verbal interaction caused subjects to give less weight to their own responses. Because they gave less weight to their own responses, subjects in the role conditions were less accurate than those in the no-role conditions, and this reduction in accuracy resulted in greater overconfidence and worse calibration. Practical implications of these results are discussed.     

Excellent Performance: The Role of Communication and Cooperation Processes

This paper summarises recent research on excellent performance in the domains of software development and engineering. The paper focuses on differences between excellent and moderate performers with respect to communication and cooperation activities. When excellent performers' peers were asked to describe an excellent performer, they frequently mentioned competencies referring to cooperation and communication. Compared to moderate performers, excellent performers more often regarded cooperation as a useful strategy. Excellent performers generally participated more in work-related communication and cooperation processes than did moderate performers. Moreover, they were found to be more engaged in specific cooperation-related activities, such as helping coworkers and asking them for feedback.     

小学教师的创造力培养观与创造性教学行为的关系:教学监控能力的中介作用

用创造力培养观、教学监控能力和创造性教学行为问卷对430名小学教师进行调查,考察三者之间的关系,并着重对教学监控能力在其中的中介作用进行分析。结果表明:(1)创造力培养观、教学监控能力及其各个维度对创造性教学行为都有正向预测作用;(2)教学监控能力的计划准备性、控制调节性、评价反馈性、课后反省性及作为一个整体在创造力培养观与创造性教学行为之间均具有显著的中介效应。这一发现提示教师培训工作应重视教师教学监控能力的实际增长,这样才能使教师已经接受的创造教育理念落实到创造性教学行为上。     

Fostering Mutual Understanding Among Muslims and Non-Muslims Through Counterstereotypical Information: An Educational versus Metacognitive Approach

Fostering interfaith tolerance may help to reduce religious tensions. The authors examined the attitudes of Christians, Muslims, and people with no religious affiliation toward different religions and explored whether their negative attitudes toward other faiths could be ameliorated. Participants (N = 298) were asked about their attitudes toward Judaism, Christianity, and Islam before they were randomly assigned to either a metacognitive intervention or an educational intervention. Information was conveyed in a simple narrative form in the educational condition. In the metacognitive condition, participants were first asked apparently simple questions that frequently elicited incorrect responses. This was followed by corrective information. Both Christian and Muslim participants appraised their own religion as the most peaceful and tolerant. The educational approach was more effective in reducing stereotypes about Islam among non-Muslims, whereas the metacognitive approach was more successful in lessening prejudice about Christianity among Muslims. Muslims displayed overconfidence in their responses related to religious topics.     

Problematic Identity Processes: The Role of Identity Distress

This special issue of Identity: An International Journal of Theory and Research explores some of the anxiety, distress, and difficulties that may be encountered in the identity development process. Despite findings documenting the presence of identity distress in samples from a variety of settings and cultures, it has been slowly moving out of direct attention within the world of clinical psychology and psychiatry. This special issue expands on our understanding of identity distress in a number of ways. It adds to our knowledge of prevalence and severity, as well as its psychological correlates. It examines identity distress under the contexts of traumatic exposure and the refugee experience, and it offers some cross-national comparisons. Also offered is a developmental psychopathology perspective as a way to lay the groundwork for increased prevention and intervention work, and an example of such an intervention program for emerging adults. It is hoped that this special issue on identity distress will shine more light on this important, and possibly growing, yet understudied phenomenon, and will contribute toward expanding and enhancing efforts to foster positive youth development.     

Alcohol Intoxication and Metamemory: Little Evidence that Moderate Intoxication Impairs Metacognitive Monitoring Processes

There is minimal research on metacognition in alcohol‐intoxicated participants. Study 1 examined metacognition across sober, intoxicated, and placebo groups, with the intoxicated group's breath alcohol concentration reaching 0.074 g/210 L on average immediately prior to the metacognition task. Participants answered cued recall general knowledge questions and provided confidence ratings and feeling‐of‐knowing judgments. They then completed a recognition (i.e., multiple choice) version of the same task, indicating an answer and a confidence rating for each question. Findings suggest that metacognitive accuracy generally did not vary across intoxication levels, although the control group's retrospective confidence judgments better discriminated between accurate and inaccurate responses than the alcohol groups in the recognition task. Study 2 surveyed academic psychologists about their expectations regarding the relation between alcohol and metacognition. Study 1's results were counter to their expectations, as respondents generally predicted a relation would be present. We discuss the implications for alcohol and memory.Copyright © 2017 John Wiley & Sons, Ltd.     

The Effects of the Intergenerational Transmission of Family Emotional Processes on Conflict Styles: The Moderating Role of Attachment

This study of 203 emerging adults investigated the moderating role of attachment on the intergenerational transmission of the effects of family emotional processes (enmeshment and disengagement) on adult offspring's conflict management. Results indicated that higher levels of perceived disengagement led to more use of hostile and volatile and lower use of validating conflict styles. Results further indicated that attachment moderated the effects of disengagement on hostile and volatile but not validating styles. High levels of anxiety exacerbated the effects of disengagement while low levels of avoidance buffered the effects of disengagement. Clinical and research implications are discussed.     

Category-Based and Feature-Based Cognitive Processes: The Role of Unfavorable Information1

Recent research on selection decisions suggests that favorable features (e.g., attractive physical features or positively-evaluated personality traits) can enhance ratings of applicant suitability, but little research has examined the impact of unfavorable features. Theories of person perception distinguish between two information processing strategies: category-based and feature-based. We predicted that unfavorable features would influence selection decisions only when raters used feature-based processing strategies. Results suggest that applicant features' prototypicality and favorability can compensate for one another, with applicants' negative features resulting in a disadvantage only when the applicant is perceived as nonprototypical.     

The Potential Role of the Physical Environment in Fostering Creativity

ABSTRACT: Two studies investigated the role of specific interior design elements on creativity. In Study 1, a photographic structured Q sort was used to determine where participants would feel most creative and least creative. Content analysis of the photographs by independent raters scaled each setting according to size, shape, light, internal organization of objects, and characteristics of bounding surfaces. Analyses identified 5 environmental characteristics that independently predicted greater perceived creativity: (a) complexity of visual detail, (b) view of natural environment, (c) use of natural materials, (d) with fewer cool colors used, and (e) less use of manufactured or composite surface materials. In Study 2, tests of actual creative performance were administered in 2 different settings. One setting had been rated relatively high in creativity potential, and the other setting was rated relatively low in creativity potential by the original participants in Study 1. Creative performance of an independent sample was greater in the setting that had been rated higher in creativity potential by participants in Study 1.     

The Role of Comprehension Processes in Communication and Persuasion

The impact of media communications on attitude formation and change clearly depends on how the messages are comprehended. Although the role of comprehension processes in communication and persuasion has a long history in social psychology (cf. Hovland, Janis, & Kelley, 1953 Hovland, C. I., Janis, I., & Kelley, H. H. (1953). Communication and persuasion. New Haven, CT: Yale University Press. [Google Scholar]; McGuire, 1964 McGuire, W. J. (1964). Inducing resistance to persuasion. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 1, pp. 191–229). New York, NY: Academic Press. [Google Scholar], 1968 McGuire, W. J. (1968). Personality and susceptibility to social influence. In E. F. Borgatta & W. W. Lambert (Eds.), Handbook of personality theory and research (pp. 1130–1187). Chicago, IL: Rand McNally. [Google Scholar], 1972 McGuire, W. J. (1972). Attitude change: An information processing paradigm. In C. G. McClintock (Ed.), Experimental social psychology (pp. 108–141). New York, NY: Holt, Rinehart, and Winston. [Google Scholar]; Wyer, 1974 Wyer, R. S. (1974). Cognitive organization and change: An information-processing approach. Hillsdale, NJ: Erlbaum. [Google Scholar]), it has received little attention in media research. In this article, we discuss both theory and research that have implications for how the comprehension of communication at early stages of processing can impact attitudinal responses to media communications, including print and broadcast advertising, narrative television programming, newspaper articles, political messages, and donation appeals.     

The Enhancing Effect of Overconfidence on Subsequent Learning Performance: Potential Mediation Effects of Dissatisfaction and Effort

Three studies were conducted to investigate whether individuals whose performance on a learning task fell short of their previous overconfident self‐assessment would apply more effort on a subsequent task to resolve their dissatisfaction and thereby achieve better subsequent performance than individuals who made accurate or underconfident self‐assessments. Specifically, Study 1 and Study 2 used overestimation, and Study 3 used overplacement to predict subsequent performance by measuring students' self‐assessments before the first task, their level of dissatisfaction with their actual performance on that task, the effort they applied in learning, and their performance on the subsequent task. Furthermore, Study 3 divided the participants randomly into a false feedback group (the control group) and a real feedback group (the experimental group). The results showed that when controlling for prior performance, participants who were more overconfident tended to express greater dissatisfaction and increase more effort to achieve their desired outcomes when they perceived a gap between their desired performance and their actual performance. Notably, they achieved better subsequent performance, whereas those in the control group who were overconfident neither applied more effort in subsequent learning nor increased their subsequent performance when they received “unbiased feedback.” The implications of these findings for education are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

学习不良儿童的元认知偏差：内部线索的影响

通过改变实验材料内部线索,旨在考察内部线索在学习不良儿童元认知偏差形成过程中的影响。实验1发现,学习不良儿童低关联字对的元认知偏差显著高于一般儿童,关联强度对学习判断的影响显著小于对测试成绩的影响;实验2发现,学习不良儿童反向方向字对的元认知偏差显著高于一般儿童,关联方向对学习判断的影响显著小于对测试成绩的影响。综合以上研究发现,相对一般儿童,学习不良儿童存在更大的元认知偏差,内部线索对学习判断和测试成绩的影响不一致模式适用于两组儿童。     

The Secularization of Confessional Protests: The Role of Religious Processes of Rationalization and Differentiation

In the 1830s, a series of single-issue protests mobilized hundreds of thousands of Americans across the nation. In these protests against social problems like slavery and drinking, men and women gathered together to bear witness against what they viewed as sins, and to demand that their fellow Americans join them in confession. These confessional protests launched and linked a national wave of social movements. The origins of these movements were religious and evangelical. However, for many activists, the outcome of these protests led to a repudiation of this religious source. The development of these confessional protests reveals keys to the processes of secularization. Drawing on the letters and diaries of six white leading anti-slavery activists, we demonstrate how religious processes of rationalization and differentiation led to secularization. We present this development as a reminder to social theorists that processes immanent to religion have been fateful forces driving secularization.