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Research is beginning to reveal negative effects of perceived discrimination on romantic relationship quality among members of devalued groups, yet potential mechanisms driving these effects remain underexplored. In the current work, we examined the mediating role of self‐image. Data from two cross‐sectional studies with samples composed of racial minorities (Study 1) and sexual minorities (Study 2) provided support for a model, whereby the negative association between perceived discrimination and romantic relationship quality is partially mediated by impaired self‐image. As proposed, results from bootstrapping analyses revealed significant indirect effects of perceived discrimination on relationship quality through self‐image. Implications of social identity threats for the romantic relationships and families of members of stigmatized groups are discussed along with other potential mechanisms. 相似文献
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Previous research has demonstrated that, when given feedback, participants are more likely to correct confidently-held errors, as compared with errors held with lower levels of confidence, a finding termed the hypercorrection effect. Accounts of hypercorrection suggest that confidence modifies attention to feedback; alternatively, hypercorrection may reflect prior domain knowledge, with confidence ratings simply correlated with this prior knowledge. In the present experiments, we attempted to adjudicate among these explanations of the hypercorrection effect. In Experiments 1a and 1b, participants answered general knowledge questions, rated their confidence, and received feedback either immediately after rating their confidence or after a delay of several minutes. Although memory for confidence judgments should have been poorer at a delay, the hypercorrection effect was equivalent for both feedback timings. Experiment 2 showed that hypercorrection remained unchanged even when the delay to feedback was increased. In addition, measures of recall for prior confidence judgments showed that memory for confidence was indeed poorer after a delay. Experiment 3 directly compared estimates of domain knowledge with confidence ratings, showing that such prior knowledge was related to error correction, whereas the unique role of confidence was small. Overall, our results suggest that prior knowledge likely plays a primary role in error correction, while confidence may play a small role or merely serve as a proxy for prior knowledge. 相似文献
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Matthew J. Traxler David P. Corina Jill P. Morford Sarah Hafer Liv J. Hoversten 《Memory & cognition》2014,42(1):97-111
This study was designed to determine the feasibility of using self-paced reading methods to study deaf readers and to assess how deaf readers respond to two syntactic manipulations. Three groups of participants read the test sentences: deaf readers, hearing monolingual English readers, and hearing bilingual readers whose second language was English. In Experiment 1, the participants read sentences containing subject-relative or object-relative clauses. The test sentences contained semantic information that would influence online processing outcomes (Traxler, Morris, & Seely Journal of Memory and Language 47: 69–90, 2002; Traxler, Williams, Blozis, & Morris Journal of Memory and Language 53: 204–224, 2005). All of the participant groups had greater difficulty processing sentences containing object-relative clauses. This difficulty was reduced when helpful semantic cues were present. In Experiment 2, participants read active-voice and passive-voice sentences. The sentences were processed similarly by all three groups. Comprehension accuracy was higher in hearing readers than in deaf readers. Within deaf readers, native signers read the sentences faster and comprehended them to a higher degree than did nonnative signers. These results indicate that self-paced reading is a useful method for studying sentence interpretation among deaf readers. 相似文献
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Readers frequently encounter inaccuracies in texts that contradict what they should know to be true. The current project examined readers' moment‐by‐moment processing of inaccuracies and whether any difficulty with such material is reduced when readers are already familiar with accurate versions of that content. In two experiments, participants read stories that either accurately or inaccurately described the outcome of a well‐known historic event. Preceding story contexts supported accurate outcomes or introduced suspense to create uncertainty about outcome likelihoods. During initial readings, participants took longer to read inaccurate than accurate outcomes. But this difficulty was substantially reduced when suspenseful contexts called into question the likelihood of well‐known outcomes. Similar reading patterns emerged when participants read the exact same material after week‐long and 5‐minute delays. These results indicate that biasing contexts can influence readers' processing of inaccuracies for even familiar events. Rereading proves insufficient for encouraging reliance on accurate prior knowledge. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
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Todd S. Braver Marie K. Krug Kimberly S. Chiew Wouter Kool J. Andrew Westbrook Nathan J. Clement R. Alison Adcock Deanna M. Barch Matthew M. Botvinick Charles S. Carver Roshan Cools Ruud Custers Anthony Dickinson Carol S. Dweck Ayelet Fishbach Peter M. Gollwitzer Thomas M. Hess Derek M. Isaacowitz Mara Mather Kou Murayama Luiz Pessoa Gregory R. Samanez-Larkin Leah H. Somerville 《Cognitive, affective & behavioral neuroscience》2014,14(2):443-472
Recent years have seen a rejuvenation of interest in studies of motivation–cognition interactions arising from many different areas of psychology and neuroscience. The present issue of Cognitive, Affective, & Behavioral Neuroscience provides a sampling of some of the latest research from a number of these different areas. In this introductory article, we provide an overview of the current state of the field, in terms of key research developments and candidate neural mechanisms receiving focused investigation as potential sources of motivation–cognition interaction. However, our primary goal is conceptual: to highlight the distinct perspectives taken by different research areas, in terms of how motivation is defined, the relevant dimensions and dissociations that are emphasized, and the theoretical questions being targeted. Together, these distinctions present both challenges and opportunities for efforts aiming toward a more unified and cross-disciplinary approach. We identify a set of pressing research questions calling for this sort of cross-disciplinary approach, with the explicit goal of encouraging integrative and collaborative investigations directed toward them. 相似文献