刻板印象与特质建构关系的实验研究

根据平行-约束-满足模型的基本主张,利用情境模拟法探讨了特质激活与刻板印象的建构关系以及刻板化信息与个体化信息经由特质激活所表现出的交互影响。实验结果表明：(1)刻板印象影响特质的含义,特质会自动化地激活刻板印象,并且由特质及其具体的描述性内容所形成的个体化信息在具体的情景中联合起来影响刻板印象效应;(2)刻板印象与其他信息在加工通路上是相对独立或平行的;(3)刻板印象是兼具自动化加工与控制加工的混合体。     

刻板印象与内隐推理的实验研究

采用间接测量方法,探讨刻板印象与内隐推理效应。实验结果表明：91）刻板印象启动的内隐推理直接影响到不同句式的记忆;（2）内隐推理不受意识水平高低以及具体的记忆任务的影响。     

幼儿心理状态术语的运用与心理理论的发展

本研究目的在于探讨幼儿在假装游戏中心理状态术语的应用,以及与错误信念的理解是否存在相关并具有一定的发展特征。57名3—5岁的幼儿参加了实验。研究程序包括两类标准错误信念任务及假装游戏的拍摄、麦卡锡幼儿言语智力测验。结果发现：(1)幼儿的一般言语能力与错误信念的理解存在显著相关;(2)幼儿心理状态术语的使用存在情境差异,且随年龄的增长具有“指向愿望一指向信念”的维度特征;(3)在控制相关因素之后,幼儿错误信念的理解与心理状态术语的应用及其特定范畴(习惯用语)之间仍然存在显著相关;与“真正涉及心理状态”之间的相关不再显著。     

内隐与外显学习的交互关系——基于复杂系统控制的实验研究

作为两种截然不同的学习方式,内隐与外显学习的区别性研究引起了诸多关注,而两者的关联及协同作用研究较少.本研究使用复杂系统控制范式来考察内隐与外显学习的相瓦关系.实验发现:内隐与外显学习可以共同存在、协同作用;任务复杂程度的增加对内隐和外显学习都有损害作用;随着任务难度的增加,内隐学习的贡献率上升;内隐与外显学习在练习过程中都存在高原现象;随着练习的增加,中等难度任务中内隐学习与外显学习表现出分离趋势.     

An Experimental Study of Faculty Advising

This study examined the effect on a group of college freshmen of releasing faculty members from part of their teaching assignment to devote more time to academic advising. 60 men and 60 women were randomly selected from the Macalester College freshman class and were randomly assigned to 6 faculty members, each of whom was released from 1 of the 3 courses he would ordinarily have taught. The remaining 400 freshmen, whose faculty advisers had a full teaching load, were the control group. Data indicated that the students in the experimental group were more likely to discuss course planning, career planning, and study problems with their advisers. There was a slightly higher retention rate among women in the experimental group, and there were significant differences on two scales of the College and University Environment Scales between experimental and control group women. No differences were found between the 2 groups in grade-point average.     

内隐推理的实验研究

采用加工分离程序和多重分离程序,以瑞文高级推理测验为实验材料,对内隐推理进行了实验研究。实验1对包含测验与排除测验中正确猜测的期望概率进行了估计;实验2采用公式P1=Pc∪PA∪R1和PE=PC^－∩(PA∪RE)对外显推理和内隐推理的贡献进行了计算。结果发现存在显著的外显推理和内隐推理效应。     

An Experimental Study of Black-White Negotiations1

One hundred and forty variables tapping aspects of the subjective culture (characteristic way or perceiving the social environment) of 300 white male students were subjected to two-mode factor analysis. Five subject types emerged from the similarities in the responses of the students to these variables. In the next phase of the study, 88 representatives of these subject types participated in experimental negotiations. Before the negotiations, caucus groups, consisting of six students homogeneous in their pretest scores, decided what positions should be upheld during the negotiations. Following the caucuses, three two-member teams were formed, from each caucus group. The teams negotiated with two-member black teams of confederates of the experimenters. Negotiations focused on three issues, each of which was represented by 10 Thurstone successive-interval method scaled positions. Negotiation outcomes were predicted from the subjective culture measures (r= .42; p < .005). The negotiation outcomes tended to be more predictable from the reference group (caucuses) preferred positions (r= .65) than from individual preferences (r= .36). Negotiators tended to overconform to caucus positions. Behavioral differential scale ratings of black negotiators predicted the outcomes better than semantic differential ratings of these stimuli. The more specific the attitude measured the more predictive it was of negotiation outcomes. Discussion focused on implications for understanding the relationship between attitudes and behavior and the process of black/white negotiations.     

两种范式下有意遗忘的实验研究

本文以英语词汇为材料,采用自由回忆和再认测验作为外显记忆测验,词干补笔测验作为内隐记忆测验,探讨小学五年级学生在单字范式与字表范式下的有意遗忘效应及其机制。结果发现:(1)单字范式下,三种测验中都存在有意遗忘效应;而字表范式下,只有词干补笔和自由回忆测验中存在有意遗忘效应;(2)三种测验中,单字范式下记忆项与遗忘项的差异显著高于字表范式下二者的差异。这表明,两种范式下有意遗忘效应产生的机制是不一致的,且相较于字表范式,单字范式下有意遗忘效应更显著。     

An Experimental Study of Thorndike's Theory of Learning

Cattell, Raymond B. Personality: A Systematic, Theoretical, and Factual Study. New York: McGraw-Hill, 1950. Pp. 689. Reviewed by Percival M. Symonds.     

刻板印象的自动激活实验研究

本研究应用模糊主次评判方法配合语义启动技术进行实验。结果表明;在年龄刻板印象上存在自动激活,而且没有性别差异;用不同性质的启动词来激活与年龄有关的刻板印象,激活后的刻板印象对年龄的判断有不同的影响,而且被试没有一个人意识到这点,表明内隐刻板印象的存在;人的判断具有模糊性,模糊主次评判方法有助于社会认知领域的量化研究,这是一个全新的尝试。     

大学生知识价值观的实证研究

该研究从理论上界定了知识价值观及其基本成分(即知识价值目标、知识价值评价和知识价值手段)。运用设计的《大学生知识价值观调查表》,对2043名大学生进行了调查。结果显示,大学生在知识价值目标、知识价值评价和知识价值手段三方面都呈现出年级、性别和专业的差异。     

投资行为中的突显、过度自信、高估现象研究

本研究采用知觉突显(物理、熟悉、背景突显)与过度自信及股价估值匹配的测试方法,比较突显是否存在高估及过度自信现象.研究发现物理突显、熟悉、背景突显均存在高估现象、新股民、低学历、女性突显造成的知觉错觉更高;高突显同时具有高过度自信,对熟悉的股票具有高过度自信且估值高,老股民、高学历、男性,过度自信高.     

Homicide-Suicides Between Adult Sexual Intimates: An Australian Study

Little research that focuses upon homicide-suicides between adult sexual intimates has been conducted to date. Yet U.S., U.K., and Australian studies on homicide and homicide-suicide show that a disproportionate number of those that kill and subsequently take their own lives are the husbands or estranged sexual intimates of their victims. This paper provides some retrospective data on the historical, demographic, and situational traits of this type of homicide-suicide in Australia by looking at what, if anything, differentiates homicides between adult sexual intimates that include the suicide of the offender from those that do not. A lack of significant variation was apparent in histories of domestic violence, alcohol involvement, and unemployment between those who committed suicide and those who did not. However, if the offender was a male estranged from his partner, born outside of Australia, who used a gun as the weapon and killed more than one victim, or was older with an ailing wife, he was more apt to commit suicide. Using anecdotal case study material, causation or explanatory variables are also discussed. These appeared to cluster either around a theme of old age and ill-health or control and pathological-type of possessiveness. The author concludes that more research focusing on the differentiation between the two groups of offenders is necessary in order to better identify contributory variables and to develop risk elements and information for criminal justice practitioners and other service providers.     

面向21世纪高师公共心理学教材——简评教育部规划教材《心理学新论》

李铮、姚本先主编的教育部规划的“面向21世纪课程教材”《心理学新论》已由高等教育出版社于2001年4月出版。它是教育部“高等教育面向21世纪教学内容和课程体系改革计划”立项项目“高等师范公共心理学课程整体改革的研究与实践”课题重要研究成果之一。该书作者总结了长期以来我国高师公共课心理学教学和教材建设的经验,适应面向21世纪培养高素质、创新型师范生的需要,从整体上构建了有中国特色的“高师公共心理学”自身独立的体系和内容。     

偏好反转的兼容性假设的实验研究

本文采用一种新的偏好诱导方法——实物交换方法 ,对偏好反转中的兼容性假设进行实验验证。实验结果支持兼容性假设 ,并发现了一种新的现象 ,即偏好反转的倒置现象。偏好反转与偏好反转的倒置相映成趣 ,为解释风险决策中偏好反转的兼容性假设提供了充足的证据 ,也对风险决策中的纯粹理性提出了更多的挑战。     

Awe Enhances Creative Thinking: An Experimental Study

Awe is a complex emotion characterized by feelings of vastness and a need for accommodation. The aim of this study was to investigate whether the experience of awe impacts on peculiar dimensions of creative potential in terms of creative thinking. Fifty-two university students were exposed both to an awe-inducing 3D-video and to a neutral one in a within-subject design. After each video, participants reported the intensity and type of perceived emotion and completed two verbal tasks of the Torrance Tests of Creative Thinking (TTCT; Torrance, 1974). A direct causal relationship between awe and creative thinking was tested using generalized linear model. Results showed that awe affected key creative thinking components—fluency, flexibility and elaboration measured by the product improvement test—compared to the neutral stimulus. Implications of these findings for future research and limitations are discussed.