共查询到20条相似文献,搜索用时 15 毫秒
1.
《The Journal of social psychology》2012,152(3):240-256
ABSTRACT In the current study, we examined the effects of women's suppressing negative gender stereotypes while interacting with a male confederate. Compared with control participants, those who suppressed negative thoughts about women's ability experienced less self-confidence, lower self-esteem, and were more nonverbally submissive during the interaction, particularly if they were high in stigma consciousness (Pinel, 1999). These findings illustrate the negative intra- and interpersonal consequences of stigma suppression. 相似文献
2.
《Quarterly journal of experimental psychology (2006)》2013,66(4):739-759
Hockley, Hemsworth, and Consoli (1999) found that following the study of normal faces, a recognition test of normal faces versus faces wearing sunglasses produced a mirror effect: The sunglasses manipulation decreased hit rates and increased false-alarm rates. The stimuli used by Hockley et al. (1999) consisted of separate poses of models wearing or not wearing sunglasses. In the current experiments, we separately manipulated same versus different depictions of individual faces and whether or not the faces were partially obscured. The results of a simulation and four experiments suggest that the test-based, mirror effect observed by Hockley et al. (1999) is actually two separable effects. 相似文献
3.
Gerardo Ramirez Elizabeth A. Gunderson Susan C. Levine 《Journal of cognition and development》2013,14(2):187-202
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether math anxiety relates to young children's math achievement. One hundred and fifty-four first- and second-grade children (69 boys, 85 girls) were given a measure of math achievement and working memory (WM). Several days later, children's math anxiety was assessed using a newly developed scale. Paralleling work with adults (Beilock, 2008), we found a negative relation between math anxiety and math achievement for children who were higher but not lower in WM. High-WM individuals tend to rely on WM-intensive solution strategies, and these strategies are likely disrupted when WM capacity is co-opted by math anxiety. We argue that early identification and treatment of math anxieties is important because these early anxieties may snowball and eventually lead students with the highest potential (i.e., those with higher WM) to avoid math courses and math-related career choices. 相似文献
4.
Ronald S. Friedman 《创造力研究杂志》2013,25(2-3):258-264
In a pivotal study, Eisenberger and Rhoades (2001) recently put forth evidence that promised reward enhances creativity when the reward is clearly contingent upon creative, as opposed to conventional performance. The present study reinvestigated this finding, additionally examining the role of reward framing (i.e., gain vs. non-gain) as well as that of expected competence information and self-determination. In both experiments, only non-gain framed rewards reliably enhanced creativity, suggesting that that the mental construal of a reward (as either a potential gain or non-gain) is an important moderator of its effects on creative generation. Results also indicated that the facilitative influence of promised reward on creativity is due to the offering of an incentive per se and not the concomitant prospect of receiving normative competence feedback. Finally, although it was influenced by reward framing, perceived self-determination did not mediate the effect of promised reward on creativity. 相似文献
5.
《Quarterly journal of experimental psychology (2006)》2013,66(7):1354-1371
Previous research suggests that there are significant differences in the operation of reference memory for stimuli of different modalities, with visual temporal entries appearing to be more durable than auditory entries (Ogden, Wearden, & Jones, 2008, 2010). Ogden et al. (2008, 2010) demonstrated that when participants were required to store multiple auditory temporal standards over a period of delay there was significant systematic interference to the representation of the standard characterized by shifts in the location of peak responding. No such performance deterioration was observed when multiple visually presented durations were encoded and maintained. The current article explored whether this apparent modality-based difference in reference memory operation is unique to temporal stimuli or whether similar characteristics are also apparent when nontemporal stimuli are encoded and maintained. The modified temporal generalization method developed in Ogden et al. (2008) was employed; however, standards and comparisons varied by pitch (auditory) and physical line length (visual) rather than duration. Pitch and line length generalization results indicated that increasing memory load led to more variable responding and reduced recognition of the standard; however, there was no systematic shift in the location of peak responding. Comparison of the results of this study with those of Ogden et al. (2008, 2010) suggests that although performance deterioration as a consequence of increases in memory load is common to auditory temporal and nontemporal stimuli and visual nontemporal stimuli, systematic interference is unique to auditory temporal processing. 相似文献
6.
Joris Van de Cavey Els Severens Robert J. Hartsuiker 《Quarterly journal of experimental psychology (2006)》2017,70(8):1633-1645
Many studies have reported evidence suggesting that resources involved in linguistic structural processing might be domain-general by demonstrating interference from simultaneously presented non-linguistic stimuli on the processing of sentences (Slevc, Rosenberg, & Patel, 2009). However, the complexity of the analysed linguistic processes often precludes the interpretation of such interference as being based on structural—rather than more general—processing resources (Perruchet & Poulin-Charronnat, 2013). We therefore used linguistic structure as a source of interference for another structural processing task, by asking participants to read sentences while processing experimentally manipulated pitch sequences. Half of the sentences contained a segment with either an “out-of-context” sentential violation or a “garden path” unexpectancy. Furthermore, the pitch sequences contained a cluster shift, which did or did not align with the sentential unexpectancies. A two-tone recognition task followed each pitch sequence, providing an index of the strength with which this structural boundary was processed. When a “garden path” unexpectancy (requiring structural reintegration) accompanied the cluster shift, the structural boundary induced by this shift was processed more shallowly. No such effect occurred with non-reintegratable “out-of-context” sentential violations. Furthermore, the discussed interference effect can be isolated from general pitch recognition performance, supporting the interpretation of such interference as being based on overlapping structural processing resources (Kljajevic, 2010; Patel, 2003). 相似文献
7.
Philippa Eve 《Humanistic Psychologist》2015,43(4):354-370
Over the past two decades, there has been an exponential increase in studies investigating posttraumatic growth (PTG) in samples exposed to various traumatic experiences. The prevalence of PTG following trauma has been variable, and mixed findings have emerged pertaining to factors associated with PTG. To date, however, there has been a notable paucity of research that has considered the PTG phenomenon in relation to lifespan developmental, cognitive, and humanistic theories. The objective of this review is to evaluate the prominent theory of PTG proposed by Tedeschi and Calhoun (1996) in context of the theories of Erikson and Maslow, as well as Frankl's theory of meaning-making postadversity. Methodological issues are also considered to inform the advancement of future research in this field. 相似文献
8.
《Quarterly journal of experimental psychology (2006)》2013,66(6):1201-1217
Keysar et al. (Keysar, Barr, Balin, & Brauner, 2000; Keysar, Lin, & Barr, 2003) report that adults frequently failed to use their conceptual competence for theory of mind (ToM) in an online communication game where they needed to take account of a speaker's perspective. The current research reports 3 experiments investigating the cognitive processes contributing to adults' errors. In Experiments 1 and 2 the frequency of adults' failure to use ToM was unaffected by perspective switching. In Experiment 3 adults made more errors when interpreting instructions according to the speaker's perspective than according to an arbitrary rule. We suggest that adults are efficient at switching perspectives, but that actually using what another person knows to interpret what they say is relatively inefficient, giving rise to egocentric errors during communication. 相似文献
9.
10.
《European Journal of Developmental Psychology》2013,10(6):653-673
The aim of this study was to examine coping with loneliness during early, middle, and late childhood, which is a highly neglected research issue. Children's perceptions of coping with loneliness and coping with real loneliness experiences in the past were investigated. Interviews were conducted with 180 second, fourth, and sixth graders from Athens, Greece. Qualitative analyses of children's responses were done on the basis of a recent conceptualization of coping with stress in childhood and adolescence (Skinner & Zimmer-Gembeck, 2007), which was supported by the data. Statistically significant age and gender differences were found. Results are discussed from the viewpoint of the two literatures—coping and loneliness—that this study attempted to bring together, and suggestions for future research are made. 相似文献
11.
Patrick D. Converse Stephanie A. Miloslavic Christen N. Lockamy Mary Margaret Sudduth Katrina Piccone Jaya Pathak 《人类行为》2013,26(5):374-389
Several studies have examined goal fluctuation over time, focusing on variability in goal level. This study investigated within-person variation in goal content and goal frame. Drawing from Motivated Action Theory (DeShon & Gillespie, 2005) we examined variability in goal orientation over time in terms of amount, patterns, antecedents, and consequences. Participants completed a dispositional goal orientation measure and then daily surveys assessing perceptions, behavior, and goal orientation prior to a single performance episode. Results indicated there was substantial within-person variability, there were patterns in this variability involving goal-related behaviors and dispositional goal orientation, and certain patterns predicted exam performance. These findings suggest it may be useful to focus on not only goal level but also goal content and goal frames in future goal regulation research. 相似文献
12.
John M. Tauer Corey L. Guenther Christopher Rozek 《Journal of Applied Sport Psychology》2013,25(2):148-162
Previous studies (Baumeister & Steinhilber, 1984; Schlenker, Phillips, Boniecki, & Schlenker (1995a) have found conflicting results regarding whether home teams have an advantage or not in athletic performance. We conducted two studies to explore the effects of basketball teams playing at home in playoff competition. We archived more than fifty years of National Basketball Association (NBA) playoff data, extending previous research to include a longer range of time and broader sample of NBA playoff games. We also extended previous studies by archiving a unique sample of college playoff basketball competition. Results are discussed in terms of both theoretical and applied implications. In sum, we found virtually no evidence of a home choke and strong evidence in favor of a home court advantage. 相似文献
13.
Nelmarie Boshoff Johan C. Potgieter Esme van Rensburg Suria Ellis 《Journal of Psychology in Africa》2013,23(2):125-130
This study explored levels of occupational stress and mental well-being of a cohort of Black South African teachers. 200 secondary school teachers completed the Teacher Stress Inventory (TSI: Boyle, Borg, Falzon, & Baglion, 1995), General Health Questionnaire (GHQ-28: Goldberg & Hillier, 1979) and Mental Health Continuum-Short Form (MHC-SF: Keyes, 2006). Correlations and Structural Equation Modelling (SEM) were used to determine the levels of occupational stress and well-being of participants, and to establish the relation between these variables. A significant majority of the teachers reported high levels of mental health (flourishing) despite high levels of teacher stress. These results show teachers’ ability to withstand and cope with stress whilst maintaining their mental health. This suggests the presence of protective factors that mediate the effect of work-related stressors and, in so doing, contribute to the teachers’ levels of resilience. 相似文献
14.
Melanie C. Green Sheryl Kass Jana Carrey Benjamin Herzig Ryan Feeney John Sabini 《Media Psychology》2013,16(4):512-539
“Transportation into a narrative world” is a state of immersion into a story (Green & Brock, 2000). Transportation entails imagery, emotional response, and attentional focus. Two studies investigated whether transportation was affected by the medium of story presentation, especially when the narrative was experienced for a second time (e.g., watching the movie version of a previously read story). Study 1 (N = 88) showed that people who read a novel before viewing the film version were more transported into the film compared to nonreaders. In Study 2 (N = 71) participants came to the lab on two separate occasions to either read a passage or watch a movie clip. Reading followed by watching provided the greatest transportation. Furthermore, high need for cognition individuals were more transported when reading, whereas low need for cognition individuals were more transported when watching a narrative. 相似文献
15.
《Quarterly journal of experimental psychology (2006)》2013,66(1):17-23
Children recognize children's faces more accurately than adult faces, and adults recognize adult faces more accurately than children's faces (e.g., Anastasi & Rhodes, 2005). This is the own-age bias. Research has shown that this bias is at least partially based on experience since trainee teachers show less of an own-age bias than do other adults (Harrison & Hole, 2009). The present research tested the own-age bias in three groups of children (age 4–6, 7–9, 10–12 years) and a group of adults in the recognition of three age groups of faces (age 7–9, 20–22, and 65–90 years). Results showed an own-age bias for 7- to 9-year-old children and adults. Specifically, children could recognize faces more accurately if they were less than two years different from their own age than if they were more than two years older or younger. These results are discussed in terms of short-term experience with faces creating biases, and this rapidly changes with age. 相似文献
16.
Markus A. Maier Michael P. Berner Robin C. Hau Reinhard Pekrun 《Cognition & emotion》2013,27(3):577-595
Recent studies on affective priming with the naming task have revealed an influence of trait anxiety on the direction of affective priming effects (e.g., Berner & Maier, 2004). This moderating role of trait anxiety was further investigated in a study employing a conceptual priming task. After masked presentation of either hostile or neutral primes, participants performed a person judgment task. As expected, the direction of the hostility rating difference score, defined as the difference between hostility ratings of a target person in the hostility priming condition and in the neutral priming condition, changed from positive to negative with increasing levels of self-reported trait anxiety. The findings are interpreted in terms of salience-dependent overcorrection processes (Glaser & Banaji, 1999). Implications for our understanding of the cognitive functioning in high trait anxiety are discussed. 相似文献
17.
《Quarterly journal of experimental psychology (2006)》2013,66(11):1658-1668
Three localized, visual pattern stimuli were trained as predictive signals of auditory outcomes. One signal partially predicted an aversive noise in Experiment 1 and a neutral tone in Experiment 2, whereas the other signals consistently predicted either the occurrence or absence of the noise. The expectation of the noise was measured during each signal presentation, and only participants for whom this expectation demonstrated contingency knowledge showed differential attention to the signals. Importantly, when attention was measured by visual fixations, the contingency-aware group attended more to the partially predictive signal than to the consistent predictors in both experiments. This profile of visual attention supports the Pearce and Hall (1980) theory of the role of attention in associative learning. 相似文献
18.
The role of categorization in visual search was studied in 3 colour search experiments where the target was or was not linearly separable from the distractors. The linear separability effect refers to the difficulty of searching for a target that falls between the distractors in CIE colour space (Bauer, Jolicoeur, & Cowan, 1996b). Observers performed nonlinearly separable searches where the target fell between the two types of distractors in CIE colour space. When the target and distractors fell within the same category, search was difficult. When they fell within three distinct categories, response times and search slopes were significantly reduced. The results suggest that categorical information, when available, facilitates search, reducing the linear separability effect. 相似文献
19.
《Quarterly journal of experimental psychology (2006)》2013,66(10):1479-1486
Macrae and Lewis (2002) showed that repeated reporting of the global dimension of Navon stimuli improved performance in a subsequent face identification task, whilst reporting the features of the Navon stimuli impaired performance. Using a face composite task, which is assumed to require featural processing, Weston and Perfect (2005) showed the complementary pattern: Featural responding to Navon letters speeded performance. However, both studies used Navon stimuli with global precedence, in which the overall configuration is easier to report than the features. Here we replicate the two studies above, whilst manipulating the precedence (global or featural) of the letter stimuli in the orientation task. Both studies replicated the previously reported findings with global precedence stimuli, but showed the reverse pattern with local precedence stimuli. These data raise important questions as to what is transferred between the Navon orientation task and the face-processing tasks that follow. 相似文献
20.
《Quarterly journal of experimental psychology (2006)》2013,66(7):1256-1265
Although interference is a well-established forgetting function in short-term auditory memory, an adequate understanding of its underlying mechanisms and time course has yet to be attained. The present study therefore aimed to explore these issues in memory for timbre. Listeners compared standard and comparison complex tones, having distinct timbres (four components varying in frequency), over a 4.7-s retention interval and made a same–different response. This interval either was silent or included one of 15 distractor tones occurring 0 ms, 100 ms, or 1,200 ms after the standard. These distractors varied in the extent to which the frequencies of their component tones were shared with the standard. Performance in comparing the two tones was significantly impaired by distractors composed of novel frequencies, regardless of the temporal position at which the distractor occurred. These results were fully compatible with the recent timbre memory model (McKeown & Wellsted, 2009) and suggested that interference in auditory memory operates via a feature-overwriting mechanism. 相似文献