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961.
Karen M. Douglas Jan-Willem van Prooijen Robbie M. Sutton 《British journal of psychology (London, England : 1953)》2022,113(3):575-590
Using the label ‘conspiracy theory’ is widely perceived to be a way of discrediting wild ideas and unsubstantiated claims. However, prior research suggests that labelling statements as conspiracy theories does not reduce people's belief in them. In four studies, we probed this effect further, and tested the alternative hypothesis that the label ‘conspiracy theory’ is a consequence rather than a cause of (dis)belief in conspiracy-related statements. Replicating prior research, Study 1 (N = 170) yielded no evidence that the label ‘conspiracy theory’ affects belief in statements. In Study 2 (N = 199), we discovered that the less people believed in statements, the more they favoured labelling them as ‘conspiracy theories’. In Studies 3 and 4 (Ns = 150 and 151), we manipulated the relative believability of statements and found that participants preferred the label ‘conspiracy theory’ for relatively less believable versus more believable statements. The current research therefore supports the hypothesis that prior (dis)agreement with a statement affects the use of the label ‘conspiracy theory’ more than the other way around. 相似文献
962.
963.
John Sutton Celia B. Harris Paul G. Keil Amanda J. Barnier 《Phenomenology and the Cognitive Sciences》2010,9(4):521-560
This paper introduces a new, expanded range of relevant cognitive psychological research on collaborative recall and social
memory to the philosophical debate on extended and distributed cognition. We start by examining the case for extended cognition
based on the complementarity of inner and outer resources, by which neural, bodily, social, and environmental resources with
disparate but complementary properties are integrated into hybrid cognitive systems, transforming or augmenting the nature
of remembering or decision-making. Adams and Aizawa, noting this distinctive complementarity argument, say that they agree
with it completely: but they describe it as “a non-revolutionary approach” which leaves “the cognitive psychology of memory
as the study of processes that take place, essentially without exception, within nervous systems.” In response, we carve out,
on distinct conceptual and empirical grounds, a rich middle ground between internalist forms of cognitivism and radical anti-cognitivism.
Drawing both on extended cognition literature and on Sterelny’s account of the “scaffolded mind” (this issue), we develop
a multidimensional framework for understanding varying relations between agents and external resources, both technological
and social. On this basis we argue that, independent of any more “revolutionary” metaphysical claims about the partial constitution
of cognitive processes by external resources, a thesis of scaffolded or distributed cognition can substantially influence
or transform explanatory practice in cognitive science. Critics also cite various empirical results as evidence against the
idea that remembering can extend beyond skull and skin. We respond with a more principled, representative survey of the scientific
psychology of memory, focussing in particular on robust recent empirical traditions for the study of collaborative recall
and transactive social memory. We describe our own empirical research on socially distributed remembering, aimed at identifying
conditions for mnemonic emergence in collaborative groups. Philosophical debates about extended, embedded, and distributed
cognition can thus make richer, mutually beneficial contact with independently motivated research programs in the cognitive
psychology of memory. 相似文献
964.
Gail L. McVey Gillian Kirsh Dara Maker Kathryn S. Walker Jennifer Mullane Michelle Laliberte Janis Ellis-Claypool Judy Vorderbrugge Alison Burnett Lydia Cheung Laura Banks 《Body image》2010,7(3):200-204
The purpose of the present study was to pilot a prevention program designed to promote positive body image among university students. Thirty-seven undergraduate students from three Canadian universities were recruited to participate in the study. They were selected from a pool of students enrolled in a peer health education program facilitated by the university-based health promotion staff. Borrowing from the tenets of the non-specific vulnerability stressor model and the disease-specific social cognitive theory, the intervention focused on media literacy, self-esteem enhancement strategies, stress management skills and ways to recognize healthy versus unhealthy relationships. Separate ANOVAs revealed that participants reported significant improvements in body satisfaction and reductions in the internalization of media stereotypes between the baseline and post-program period. The program received a favorable response from the participating students, who appreciated the face-to-face format of the intervention, and from the university staff who expressed interest in embedding the strategies into their routine peer mentoring training activities. Limitations of the study and suggestions for future research are discussed. 相似文献
965.
Amori Yee Mikami Matthew D. Lerner Marissa Swaim Griggs Alison McGrath Casey D. Calhoun 《Journal of abnormal child psychology》2010,38(6):737-749
We report findings from a pilot intervention that trained parents to be “friendship coaches” for their children with Attention-Deficit/Hyperactivity
Disorder (ADHD). Parents of 62 children with ADHD (ages 6–10; 68% male) were randomly assigned to receive the parental friendship
coaching (PFC) intervention, or to be in a no-treatment control group. Families of 62 children without ADHD were included
as normative comparisons. PFC was administered in eight, 90-minute sessions to parents; there was no child treatment component.
Parents were taught to arrange a social context in which their children were optimally likely to develop good peer relationships.
Receipt of PFC predicted improvements in children’s social skills and friendship quality on playdates as reported by parents,
and peer acceptance and rejection as reported by teachers unaware of treatment status. PFC also predicted increases in observed
parental facilitation and corrective feedback, and reductions in criticism during the child’s peer interaction, which mediated
the improvements in children’s peer relationships. However, no effects for PFC were found on the number of playdates hosted
or on teacher report of child social skills. Findings lend initial support to a treatment model that targets parental behaviors
to address children’s peer problems. 相似文献
966.
Students of creativity have long been interested in the relationship between creativity and deviant behaviors such as criminality, mental disease, and unethical behavior. In the present study we wished to examine the relationship between creative thinking skills and ethical decision-making among scientists. Accordingly, 258 doctoral students in the health, biological, and social sciences were asked to complete a measure of creative processing skills (e.g., problem definition, conceptual combination, idea generation) and a measure of ethical decision-making examining four domains, data management, study conduct, professional practices, and business practices. It was found that ethical decision-making in all four of these areas was related to creative problem-solving processes with late cycle processes (e.g., idea generation and solution monitoring) proving particularly important. The implications of these findings for understanding the relationship between creative and deviant thought are discussed. 相似文献
967.
968.
Using interstimulus intervals (ISIs) of 125, 250, and 500 msec in trace conditioning of the rabbit nictitating membrane response, the offset times and durations of conditioned responses (CRs) were collected along with onset and peak latencies. All measures were proportional to the ISI, but only onset and peak latencies conformed to the criterion for scalar timing. Regarding the CR's possible protective overlap of the unconditioned stimulus (US), CR duration increased with ISI, while the peak's alignment with the US declined. Implications for models of timing and CR adaptiveness are discussed. 相似文献
969.
The authors explored whether young children can distinguish potential secrets from nonsecrets by their content, as can older children, adolescents, and adults. Ninety children, 4, 5, and 6 years old, rated the secrecy of items from an adult-validated list of personal information about an age- and gender-appropriate puppet. Two factors of the children's data corresponded to the adult categories of nonsecrets and secrets, and a third factor corresponded to surprises. All ages rated surprises as significantly more secret than nonsecret items; however, the surprise items contained linguistic cues to secrecy. A tendency to rate nonsecrets as secret decreased with age, but only the 6-year-olds rated secrets other than surprises as significantly more secret than nonsecrets. Thus, children acquire the implicit rules defining secret content from a somewhat later age than that reported for the cognitive or behavioral capacities for secrecy. 相似文献
970.