共产主义信念对道德认知的影响及认知机制

基于五个实验研究联合使用单类内隐联想范式与概念启动范式,探讨了共产主义信念与道德认知的关系及其认知机制。结果显示:(1)共产主义信念与道德在概念层面具有相容性;(2)在阈上、阈下水平启动共产主义信念均能够显著促进道德概念判断;(3)共产主义信念促进道德判断的启动效应呈现累积趋势,符合证据累积模型,而在词汇决定任务下未出现概念的扩散激活效应,不符合扩散激活模型。系列研究表明,新时代中国特色社会主义背景下,共产主义信念与道德认知产生了显著地关联,共产主义信念启动能够促进道德判断,且共产主义信念促进道德判断的启动效应并不是发生在语义层面,而是知觉层面。     

Mirror Generalization During Early Word Recognition

Journal of Psycholinguistic Research - The “recycling hypothesis” posits that the word recognition system is built upon minimal modifications to the neural architecture used in object...     

Gender Inequality Lowers Educational Aspiration for Adolescent Boys and Girls: A Multi-Level and Longitudinal Study in China

Sex Roles - Adolescent students' educational aspiration is a crucial predictor of both concurrent academic achievement and educational attainment later in life. Past studies on educational...     

Trusting strangers: The benefits of reciprocal self-disclosure during online computer-mediated communication and mediating role of interpersonal liking

Reciprocal self-disclosure has reportedly been associated with increased interpersonal trust. However, existing research mainly focuses on online disclosure between acquaintances and overlooks the types of reciprocal disclosure, especially in the initial interactions between strangers communicating online. This study aimed to investigate how three types of reciprocal self-disclosure (turn-taking reciprocity, extended reciprocity and non-reciprocity) contribute to trust and the mechanism of positive interpersonal liking, and whether any effect was instant and stable or increased across two interactions during computer-mediated communication (CMC). Participants were assigned to one of the three reciprocal disclosure conditions and engaged in online interactions. Self-reported and behavioural results demonstrated higher levels of interpersonal trust and liking in the second interaction phase than in the first across all conditions. The turn-taking reciprocity condition showed higher interpersonal trust than did the extended condition, and higher interpersonal liking than did the extended and non-reciprocity conditions; this effect was apparent in both interactions. These findings help us understand the relationship between online self-disclosure and interpersonal trust, suggesting that certain patterns of communication with strangers (e.g., turn-taking reciprocity) may foster more positive social outcomes during CMC over time, while demonstrating the importance of immediacy in synchronous conversations.     

艾森克人格问卷的项目分析

本文共测试643人(男368,女275)。前90条为艾森克原问卷,后9条为补充备用的问题。对全部项目与量表做了信度与效度的分析,最后存留85条,可以作为今后试用的问卷和修订的基础。虽然本文计算程序与艾森克原工作采用的不尽相同,但本文结果的总趋势与原始工作尚为一致,故可以认为艾森克对人格度的分析在我国的文化特点下也有应用价值。     

Dissociating influences of key and hand separation on the Stroop color-identification effect

Three experiments examined the influence of distance between response keys (and hands) on the Stroop effect obtained for two-choice tasks in which stimulus colors were identified with keypresses. The Stroop effect was larger when the response locations were close together than when they were far apart, replicating a previous finding. Although this result was obtained only in the initial 30 trials, it was evident in a between-subject design as well as a within-subject design. With more practice, the Stroop effect was of similar size for the close and far separation conditions. Also, when the keys were close together, the Stroop effect was of similar size regardless of whether they were actuated by fingers from one or two hands, providing evidence against anatomical discriminability as a critical factor. Finally, the Stroop effect was numerically larger when the close keys were pressed by sticks held at the far separation than when the far keys were pressed by sticks held at the close separation, implicating distance between the keys rather than the hands as the main factor. The initially larger Stroop effect in RT for close keys could be due to lower spatial discriminability or to an accuracy bias in response thresholds, as suggested by the finding that it was accompanied by a numerically smaller effect in percent error.     

Cognitive ability,academic achievement and academic self‐concept: Extending the internal/external frame of reference model

Background. Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self‐concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self‐concept (ASC) within an I/E model framework. Aim. To simultaneously examine the influences of domain‐specific cognitive ability and grades on domain self‐concept in an extended I/E model, including the indirect effect of domain‐specific cognitive ability on domain self‐concept via grades. Sample. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Method. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self‐concepts were also collected. Results. Statistically significant and positive path coefficients were found between cognitive ability and self‐concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross‐domain effects of either ability or grades on ASC were negatively significant. Conclusions. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross‐domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different.     

Emotion experience and regulation in China and the United States: How do culture and gender shape emotion responding?

Culture and gender shape emotion experience and regulation, in part because the value placed on emotions and the manner of their expression is thought to vary across these groups. This study tested the hypothesis that culture and gender would interact to predict people's emotion responding (emotion intensity and regulatory strategies). Chinese (n=220; 52% female) and American undergraduates (n=241; 62% female) viewed photos intended to elicit negative emotions after receiving instructions to either "just feel" any emotions that arose (Just Feel), or to "do something" so that they would not experience any emotion while viewing the photos (Regulate). All participants then rated the intensity of their experienced emotions and described any emotion-regulation strategies that they used while viewing the photos. Consistent with predictions, culture and gender interacted with experimental condition to predict intensity: Chinese men reported relatively low levels of emotion, whereas American women reported relatively high levels of emotion. Disengagement strategies (especially distancing) were related to lower emotional intensity and were reported most often by Chinese men. Taken together, findings suggest that emotion-regulation strategies may contribute to differences in emotional experience across Western and East Asian cultures.     

The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety

The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.     

Does social support reduce distress caused by ostracism? It depends on the level of one's self-esteem

We hypothesized that the companionship of a close other would buffer the negative effect of ostracism for people with a strong sense of self-esteem. Participants were either included or ostracized during the experiment with the presence of a close other or a stranger. We measured the participants' self-esteem and feelings about the ostracism or inclusion experience. Consistent with our predictions, participants accompanied by a close other were less threatened by the ostracism experience than those accompanied by a stranger; furthermore, the buffering effect of a social companion on ostracism was more apparent among participants high in self-esteem but not among those low in self-esteem. The implications of these findings for ostracism research were discussed.