自我欺骗:为了调节个体心理状态

本研究旨在探索自我欺骗的研究方法、产生的原因和认知机制,以及这一领域中有待解决的新问题。近期研究发现:基于自我欺骗产生的动机特点,主要存在三类不同的定义方式,大多数心理学家是基于第三类定义来研究自我欺骗。研究方法上,适用性较强的自欺问卷是自欺性提升量表(SDE),操作性较强的经典实验范式是点追踪任务。在认知过程的任一阶段中,调节心理状态是个体产生自我欺骗的直接动机,改变个体的心理状态或对事物的模糊感知可能阻止个体自我欺骗的产生。未来应从如何调节个体心理状态的角度探讨和研究自我欺骗,能够利用点追踪任务,结合ERPs或fMRI技术为之后研究自欺产生的具体阶段、认知机制以及神经机制提供实证研究基础。     

儿童心理时间之旅的发展

人类在心理上把自我投射到过去以重新经历过去事件以及把自我投射到未来以预先经历未来事件的能力被称为心理时间之旅。心理时间之旅是认知心理学、认知神经科学、进化心理学、比较心理学、发展心理学等多个学科共同关注的研究领域。目前有关个体心理时间之旅的发展研究表明,心理时间之旅大约出现在儿童3~5岁时。未来有关个体心理时间之旅的发展性研究应从研究范式、研究技术、认知机制、文化差异等方面加以改进。     

攻击行为社会信息加工模型与道德领域理论的整合

儿童攻击行为研究中Dodge等人提出的社会信息加工模型,强调社会交互作用情境下个体的信息加工过程与后来的社会行为之间的联系,对于信息加工所依据的数据库则缺乏系统的阐述。领域理论源于对道德认知的思考,将个体的社会知识分为道德、常规和个人三个领域,强调个体在领域认同标准和领域混合事件推理上的差异。Arsenio和Lemerise在情绪与社会信息加工模型整合的基础上,提出借鉴领域理论来说明数据库的内部结构以及其中的社会知识对于信息加工的影响。这些整合体现了认知和情绪在社会行为加工和决策过程中的交互作用,有利于说明存储在长时记忆中的社会知识之间的联系及作用,引发了对各种形式的内部心理成分的理论思考和多个实证研究方向,也为心理研究其他方面的整合工作提供了值得借鉴的研究思路     

儿童自我控制心理机制的理论述评

自我控制是个体抑制和调节自身冲动的能力,是个体适应社会的主要标志。对自我控制心理机制的探讨在此领域的研究中居于核心地位。在精神分析理论、认知发展理论和行为主义理论早期观点的基础上,A.Gifford、W.Mischel和J.kuhl等人在近期研究中分别强调了情绪、认知和注意过程以及自我调节策略在个体自我控制过程中的作用,在此基础上,该文总结了关于自我控制心理机制研究中较为一致的结论和仍然存在的分歧。     

数字效应对消费者行为的影响及其心理机制

经济学理性人假说判定, 个体对同一个事物的认知和需求不会随事物表征方式以及个体信息处理方式的改变而改变。同时, 消费者旨在运用最低成本获得最大收益, 实现经济效用最大化。然而消费者行为领域的学者对此提出了相反的主张。他们指出, 当个体解读刺激物数量化属性时, 不仅会对用不同数字和单位表征的同一数量判断出现偏差, 还会受到数字启动的影响, 对用不同数字表示的同一商品产生不同的需求, 甚至做出违反经济效用最大化的决策, 产生了数字效应。不同的心理机制对数字效应如何导致消费者非理性行为进行了解释。在此基础上, 对数字效应在消费者行为领域的未来研究方向进行了展望。     

老年人汉语阅读中预测误差成本的产生机制

阅读的认知加工机制随年龄变老只发生了量变还是也产生了质变, 是毕生发展研究领域的重要问题。要进行有效的语言处理, 读者必须结合已有的经验知识和当前语境对即将出现的信息进行预测加工。因此, 要解决上述问题就要回答老年人阅读中预测加工机制发生了怎样变化, 即预测误差成本是如何产生的。研究拟采用眼动脑电同步记录技术, 在自然阅读过程中实时获取语言处理的行为和神经指标, 聚焦老年人预测误差成本的产生机制, 主要从副中央凹视觉、工作记忆负荷及语言能力三方面解释预测误差成本产生的原因。研究成果对构建汉语阅读的毕生发展模型有重要意义。     

自然联结的概念、功能与促进

自然联结包含个体对人与自然一体化关系的认同,以及与自然之间的情感联结,反映了人与自然之间关系的质量。它与个体的身心健康、认知功能和环保态度及行为显著相关。根据对已有研究结果的分析,自然联结可能通过认知和情感两条路径形成和发展。未来研究需继续探讨自然联结的内涵和结构,深入研究其形成和发展的心理机制,以及在自然影响人过程中的作用。还可与教育实践相结合,进行系统的干预和追踪研究。此外,建议将这一概念引入心理学其他领域的研究,以获得更多理论与应用价值。     

儿童和青少年的应对发展研究新进展

本文从发展心理学的视角,综合有关儿童和青少年应对的研究,对应对的理论发展,儿童和青少年应对发展的特点和趋势以及影响因素等问题进行了梳理,并概述了该领域的研究动向。应对的理论发展体现出从静态到动态,从单因素向多因素,从单维度向多水平的特点。儿童和青少年的应对发展需要某些认知能力的支持,并和调节过程具有密切的联系。作为心理学重要研究领域的应对,对其本身结构、相关研究方法以及应对对个体心理发展的作用机制等问题的探索还有待进一步的深入。     

童年贫困与晚年认知老化：加速还是延缓?

童年贫困与晚年认知老化的关系尚存争议。有的研究表明, 童年贫困会加速个体的认知老化, 但是也有研究发现童年贫困会延缓个体的认知老化, 这与社会流动性起到的调节作用有关。对于童年贫困个体, 低稳定或者社会经济地位的向下流动(即长期贫困)会使逆境产生的消极影响不断累积, 从而加速个体的认知老化; 而心理韧性高的童年贫困个体, 可能会促使社会经济地位向上流动, 这会增加个体的认知储备, 并提升特定认知能力, 进而延缓认知老化。今后该领域的研究应该探讨童年主观贫困与认知老化之间的关系以及童年贫困对不同认知能力老化的影响, 也应关注童年贫困与晚年认知老化关系研究中的幸存者偏差效应。     

一般心理能力(GMA)预测绩效:现状、机制及趋势

一般心理能力(General Mental Ability,GMA)是人事选拔领域应用最为普遍的预测源,百年来的研究证实,GMA不仅直接影响工作知识的获得与技能习得,还通过学习和问题解决间接影响个体的工作绩效,是工作绩效的最佳预测源。未来对GMA本质以及GMA与绩效关系的探讨,除了经典测量学视角外,还应借鉴认知神经研究范式,深入揭示GMA预测工作绩效的脑认知机制,同时进一步收集GMA的预测效度以及中国情境下的概化效度证据。     

Interesting Things and Curious People: Exploration and Engagement as Transient States and Enduring Strengths

Curiosity, interest, and intrinsic motivation are critical to the development of competence, knowledge, and expertise. Without a mechanism of intrinsic motivation, people would rarely explore new things, learn for its own sake, or engage with uncertain tasks despite feelings of confusion and anxiety. This article explores two sides of interest: momentary feelings (the emotion of interest) and enduring traits (the character strength of curiosity). Recent theories in emotion psychology can explain why and when people experience feelings of interest; recent research has illuminated the role of curiosity in cultivating knowledge, meaning in life, close relationships, and physical and mental resilience. The problem for future research – and for social and personality psychology more generally – is how to bridge the dynamics of everyday experience with stable, lifespan aspects of personality.     

Curiosity and exploration: facilitating positive subjective experiences and personal growth opportunities

In an effort to expand research on curiosity, we elaborate on a theoretical model that informs research on the design of a new measure and the nomological network of curiosity. Curiosity was conceptualized as a positive emotional-motivational system associated with the recognition, pursuit, and self-regulation of novelty and challenge. Using 5 independent samples, we developed the Curiosity and Exploration Inventory (CEI) comprising 2 dimensions: exploration (appetitive strivings for novelty and challenge) and absorption (full engagement in specific activities). The CEI has good psychometric properties, is relatively unaffected by socially desirable responding, is relatively independent from positive affect, and has a nomological network consistent with our theoretical framework. Predicated on our personal growth facilitation model, we discuss the potential role of curiosity in advancing understanding of various psychological phenomena.     

The latent structure of trait curiosity: evidence for interest and deprivation curiosity dimensions

To evaluate Litman and Jimerson's (2004) Interest/Deprivation (I/D) model of curiosity, 355 students (269 women, 86 men) responded to 6 trait curiosity measures including the Curiosity/Interest in the World scale (C/IW; Peterson & Seligman, 2004), the Curiosity and Exploration Inventory (CEI; Kashdan, Rose, & Fincham, 2004), the Perceptual Curiosity scale (PC; Collins, Litman, & Spielberger, 2004), the Epistemic Curiosity scale (EC; Litman & Spielberger, 2003), and the Curiosity as a Feeling-of-Deprivation scales (CFD; Litman & Jimerson, 2004). Consistent with expectations, the results of confirmatory factor analyses demonstrated that the C/IW, CEI, PC, EC scales defined an Interest (I) curiosity factor, whereas the CFD scales formed a Deprivation (D) curiosity factor. However, as compared to the other interest-based curiosity measures, one of the EC subscales was found to be less differentiated from the CFD scales, presumably because these instruments assess overlapping aspects of Berlyne's (1954) concept of epistemic curiosity. The results of this study indicated that I and D curiosity are related but differentiated curiosity dimensions, providing evidence for the validity of the I/D model.     

Curiosity about people: the development of a social curiosity measure in adults

Curiosity refers to the desire for acquiring new information. The aim of this study was to develop a questionnaire to assess social curiosity, that is, interest in how other people think, feel, and behave. The questionnaire was administered to 312 participants. Factor analyses of the 10-item Social Curiosity Scale (SCS) yielded 2 factors: General Social Curiosity and Covert Social Curiosity. Evidence of convergent validity was provided by moderately high correlations of the SCS with other measures of curiosity and self-perceived curiosity, whereas discriminant validity was demonstrated by low correlations of the SCS with other personality traits, such as neuroticism and agreeableness. Of interest, social interaction anxiety was observed to facilitate covert social curiosity while inhibiting general social curiosity.     

The Trait of Curiosity as a Predictor of Emotional Intelligence

This study examined the relationship between curiosity and emotional intelligence (EI) in a sample of graduate and undergraduate business administration students. Curiosity was assessed using the Melbourne Curiosity Inventory ( Naylor, 1981 ) and the Curiosity and Exploration Inventory ( Kashdan, Rose, & Fincham, 2004 ), and EI was measured using the Trait Meta-Mood Scale (TMMS; Salovey, Mayer, Goldman, Turvey, & Palfai, 1995 ). Results indicate a significant relationship between trait curiosity and EI. Relationships between the subscales of the 3 measures are also reported. Stepwise regression analysis indicates that trait curiosity and absorption curiosity were the best predictors of total EI; while absorption curiosity was the best predictor of attention to emotions, clarity of emotions, and repair of emotions.

Curiosity [has been] conceptualized as a positive emotional-motivation system associated with the recognition, pursuit, and self-regulation of novelty and challenge. ( Kashdan, Rose, & Fincham, 2004 , p. 291)

     

The Wick in the Candle of Learning: Epistemic Curiosity Activates Reward Circuitry and Enhances Memory

ABSTRACT— Curiosity has been described as a desire for learning and knowledge, but its underlying mechanisms are not well understood. We scanned subjects with functional magnetic resonance imaging while they read trivia questions. The level of curiosity when reading questions was correlated with activity in caudate regions previously suggested to be involved in anticipated reward. This finding led to a behavioral study, which showed that subjects spent more scarce resources (either limited tokens or waiting time) to find out answers when they were more curious. The functional imaging also showed that curiosity increased activity in memory areas when subjects guessed incorrectly, which suggests that curiosity may enhance memory for surprising new information. This prediction about memory enhancement was confirmed in a behavioral study: Higher curiosity in an initial session was correlated with better recall of surprising answers 1 to 2 weeks later.     

幼儿好奇心结构的探索性因素分析

幼儿好奇心结构的研究是幼儿好奇心发展研究的基础。根据已有的研究文献和对教师的开放式问卷调查,编制了幼儿好奇心发展教师问卷,对3-5岁幼儿的教师进行问卷调查,在此基础上进行探索性因素分析,结果表明,幼儿好奇心主要由敏感、观察、兴趣、探索、提问、解决问题、幻想、专注等8个因素构成。     

The Trait of Curiosity as a Predictor of Emotional Intelligence1

This study examined the relationship between curiosity and emotional intelligence (EI) in a sample of graduate and undergraduate students in business administration courses (N = 312). To determine the nature of this relationship, curiosity was assessed using the Melbourne Curiosity Index (MCI; Naylor, 1981 ) and the Curiosity and Exploration Inventory (CEI; Kashdan, Rose, & Fincham, 2004 ). Emotional intelligence was measured using the Trait Meta‐Mood Scale (TMMS; Salovey, Mayer, Goldman, Turvey, & Palfai, 1995 ). The results indicate that there is a significant relationship between trait curiosity and emotional intelligence. Curiosity [has been] conceptualized as a positive emotional‐motivation system associated with the recognition, pursuit, and self‐regulation of novelty and challenge. ( Kashdan, Rose, & Fincham, 2004 , p. 291)     

Painting with broad strokes: Happiness and the malleability of event memory

The present study investigated how knowledge-gaps, measured by feeling-of-knowing, and individual differences in epistemic curiosity contribute to the arousal of state curiosity and exploratory behaviour for 265 (210 women, 55 men) university students. Participants read 12 general knowledge questions, reported the answer was either known (“I Know”), on the tip-of-the-tongue (“TOT”), or unknown (“Don't Know”), and indicated how curious they were to see each answer, after which they could view any answers they wanted. Participants also responded to the Epistemic Curiosity (EC) and Curiosity as a Feeling-of-Deprivation (CFD) scales. “TOT” was associated with the smallest knowledge-gap, most curiosity and exploration, and feelings of uncertainty and tension as measured by the CFD scale. “Don't Know” corresponded with the largest knowledge-gap, less curiosity and exploration, and positive feelings of interest as measured by the EC scale. “I Know” states, which reflected the absence of a knowledge-gap, involved the least curiosity and exploration.     

Toward a theory of intrinsically motivating instruction

First, a number of previous theories of intrinsic motivation are reviewed. Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background, a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity. Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness. Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.