When Aphrodite Called I Listened

No abstract available for this article.     

I Saw It on the Radio: The Allocation of Attention to High-Imagery Radio Advertisements

This study was conducted to explore how the level of imagery in a radio advertisement affects the allocation of cognitive resources to encoding the message into memory. A within-subjects experiment was conducted in which participants listened to 24, 60-second radio advertisements that had been coded as either high- or low-imagery messages. Secondary-task reaction time was obtained during exposure to half of the advertisements, within each level of imagery. Self-reported involvement with the message was also obtained after exposure to each advertisement. Secondary-task reaction time was faster during exposure to the high-imagery advertisements. Self-reported involvement was greater for high-imagery advertisements, compared to low-imagery advertisements. Results of this study indicate that people allocate more controlled cognitive resources to encoding high-imagery radio advertisements than may be required by the message.     

When I Reach the Place I'm Goin', I Will Surely Know My Way

This is a story of love and courage. As the author describes some of her most memorable experiences while traveling on the first all women's raft trip down the Grand Canyon in 1978, we learn how her love for the outdoors inspires and informs her sense of courage. She learns that courage can be gentle and "quiet" or boisterous and "noisy." She describes how the exigencies of river life require that women learn to cooperate and work together despite discord and differences, and how working together results in an increased sense of competency, self-esteem, and power.     

What I Talk About When I Talk About Teaching and Learning

In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas’s and Jacques Rancière’s thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education.     

When I Was Born: Perceived Parental Reactions of Adolescents

A 32-item multiple choice test, When I Was Born, was designed to measure adolescents' perceptions of parental reactions at the time of their births. A total of 372 subjects, ages 11 through 20 years, were administered the test. The population included 140 physically normal subjects, 97 adolescents with acquired physical problems, and 135 subjects with congenital physical anomalies. Factor analyses of test data using 100 normal subjects as the criterion population identified four factors: Parental Emotion, Parental Apprehension, Parental Pride, and Parental Nurturance. On all four factors, normal subjects had the highest scores, and subjects with congenital anomalies had the lowest scores. The findings suggest that the test measures both adolescents' projected feelings about parental reactions at their birth and the current impact of a physical problem on the child.     

When I was born: perceived parental reactions of adolescents

A 32-item multiple choice test, When I Was Born, was designed to measure adolescents' perceptions of parental reactions at the time of their births. A total of 372 subjects, ages 11 through 20 years, were administered the test. The population included 140 physically normal subjects, 97 adolescents with acquired physical problems, and 135 subjects with congenital physical anomalies. Factor analyses of test data using 100 normal subjects as the criterion population identified four factors: Parental Emotion, Parental Apprehension, Parental Pride, and Parental Nurturance. On all four factors, normal subjects had the highest scores, and subjects with congenital anomalies had the lowest scores. The findings suggest that the test measures both adolescents' projected feelings about parental reactions at their birth and the current impact of a physical problem on the child.     

知青时经历过的鬼神仙

鬼 1974年8月,我响应"知识青年到农村去"的号召,满怀激情地到黑龙江省的一个小山村插队,成为"知识青年".开始由于知青点房子没有盖好,知青们都分散住在各个农户家.我和四位同学住在大队的拖拉机房里.只住一天,便被机油味熏得头昏脑胀,苦不堪言.于是,农机站长跟我说:"三队王圣家的房子盖好后住了两天,就因闹鬼而不敢住了,社员们称其为‘鬼屋',你们知青火力旺,能压住鬼,不知道敢不敢住."我和四位同学一商量,决定搬到"鬼屋"去住.     

I'll Know What You're Like When I See How You Feel: How and When Affective Displays Influence Behavior-Based Impressions

ABSTRACT— Accumulating evidence suggests that targets' displays of emotion shape perceivers' impression of those targets. Prior research has highlighted generalization effects, such as an angry display prompting an impression of hostility. In two studies, we went beyond generalization to examine the interaction of displays and behaviors, finding new evidence of augmenting effects (behavior-correspondent inferences are stronger when behavior is accompanied by positive affect) and discounting effects (such inferences are weaker when behavior is accompanied by negative affect). Thus, the same display can have different effects on impressions depending on the behavior it accompanies. We found evidence that these effects are mediated by ascribed intentions and that they have a boundary: When behaviors and affective displays are repeated, the augmenting and discounting power of displays appears to wane.     

When I think of you, I feel more confident about me: The relational self and self-confidence

Although much research has demonstrated the existence of relationship specific relational selves, the effects of those selves on feelings about the overall self-concept are unknown. The current research proposed that level of relational interdependent self-construal moderates the relationship between the activation of close relationship partners and self-confidence. The first study examined self-construal as a naturally occurring personality variable, whereas the second study manipulated self-construal. Both studies supported the hypothesis that those greater in relational interdependence experience greater self-confidence when close others are salient whereas those lower in relational interdependence experience lower self-confidence. The implications of the findings and linkages to past research are discussed.