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31.
David A. Ward Mark C. Stafford Louis N. Gray Ben A. Menke 《Journal of applied social psychology》1994,24(20):1777-1793
Traditional studies of deterrence have focused on punishment with less regard for the rewards of both crime and noncrime. Influenced by work in economics and behavioral psychology, more recent studies have departed from tradition by incorporating rewards for crime. To this extent, they should be regarded as advances over the more traditional approaches. Notwithstanding these advances, variations in both the probability and magnitude of reward for noncrime have not been systematically included in these more recent theories of choice. In an attempt to determine whether opportunities for noncrime are either central or trivial to the criminal decision-making process, the present study fitted two alternative models to experimental data involving risk-taking: (a) the economic utility model employed by Piliavin, Gartner, Thornton, and Matsueda (1986) in their study of criminal choice; and (b) the satisfaction balance model developed by Gray and Tallman (1984). Results showed that while both models explained significant amounts of variation in the dependent variable, the Gray-Tallman model provided a substantially better fit of the data. Despite limitations inherent in experimental studies as, for example, limitations surrounding the issue of external validity, the findings strongly suggest that opportunities for noncrime are as important as rewards and costs for crime in the process by which criminal decisions are made. 相似文献
32.
Verena H. Menec Raymond P. Perry C. Ward Struthers Dieter J. Schonwetter Frank J. Hechter Brila L. Eichholz 《Journal of applied social psychology》1994,24(8):675-701
Attributional retraining appears to be an effective remedial intervention for college students. However, the potential moderating effects of student and classroom characteristics have not yet been investigated systematically. In two studies, attributional retraining was provided to low- and high-risk students, followed by a videotaped lecture presented by either an ineffective or effective instructor. Attributional retraining enhanced achievement on a lecture-based achievement test only when combined with effective teaching, improving the achievement of students who had previously performed poorly (Experiment l), and of low-achieving externals (Experiment 2). The intervention provided no advantage for previously successful students and low-achieving internals. Moreover, attributional retraining induced a more internal attribution profile in students with an external locus, and increased expectations of future success in both externals and internals, but again only when students also received effective instruction. These results suggest that contextual factors related to the classroom, such as quality of instruction, and individual differences have to be considered when developing attributional retraining programs. 相似文献
33.
CYCLE OF BLAME OR JUST WORLD 总被引:2,自引:0,他引:2
The conviction rate for sexual assault is persistently low in the United States. We propose a cycle-of-blame framework to highlight the possibility that the same rape myths that limit convictions are in turn strengthened by not-guilty verdicts. Participants read a summary of a rape trial. In different conditions, they were told that the jury's verdict was guilty or not guilty. In a No-Verdict condition, participants merely read the summary. All 96 participants subsequently responded to questionnaires measuring rape-myth acceptance and victim empathy. Gender affected both the myth and empathy measures, with women accepting fewer myths than men and exhibiting more empathy for the victim. Gender and Condition interacted such that men showed greater acceptance of rape myths and less empathy after a not-guilty versus a guilty verdict. Women evidenced consistently high empathy across conditions and greater myth acceptance after a guilty verdict. Although the cycle-of-blame principle is consistent with the performance of men, women's data require a different interpretation, which we base on just-world theory. 相似文献
34.
College students periodically experience many challenges in pursuit of their educational goals. Such experiences can have
deleterious effects on subsequent motivation and performance when they are perceived as negative. Research shows that some
students who experience negative events are buffered against motivational deficits, whereas others are motivationally at-risk.
Several individual difference variables have been proposed to account for such diverse reactions. A longitudinal field study
that involved three phases was conducted to extend this research. Phase I examined the motivational buffering effects of academic
attributional style on students' performance, motivation, and emotions. Results indicated that attributional style related
to students' performance, motivation, and emotions. Specifically, students who routinely made unstable and controllable attributions
for negative academic events exhibited the greatest performance and motivation compared to students who typically made stable
and uncontrollable attributions. Phases II and III were designed to examine the remedial benefits of attributional retraining
for different attributional styles. Findings indicated that attributional retraining influenced motivation, emotions, and
course grade. These results were qualified by the interaction between attributional style, attributional retraining, and time.
Findings are discussed within Weiner's (1985, 1986) attribution theory.
This research was based, in part, on the first author's dissertation submitted to the Department of Psychology and the Faculty
of Graduate Studies of The University of Manitoba in partial fulfillment for the Degree of Doctor of Philosophy. This research
was supported by a Social Sciences and Humanities Research Council of Canada (SSHRCC) doctoral fellowship, a University of
Manitoba doctoral fellowship, and a SSHRCC postdoctoral fellowship to the first author. In addition, the research was also
supported by a SSHRCC research grant (#410911296) to the second author. The authors gratefully acknowledge the helpful comments
of Bernard Weiner, Harvey Keselman, John Adair, Rodney Clifton, and Robert Altemeyer. Also appreciated was the assistance
of Verena Menec and the Higher Education Research group. 相似文献
35.
Introduction and overview: Global information ethics 总被引:2,自引:0,他引:2
This is an introduction to a set of papers on Computer Ethics from the conference ETHICOMP95. Taken as a whole, the collection
of papers provides arguments and concepts to launch a new development in computer ethics: ‘Global Information Ethics’. A rationale
for globalization is provided, as well as some early efforts which move in that direction.
ETHICOMP95, an international conference on Computer Ethics, was held 28–30 March 1995 at De Montfort University, Leicester,
UK. Co-directors were Terrell Ward Bynum and Simon Rogerson. 相似文献
36.
Bernardo J Carducci Paul C Cozby Charles D Ward 《Journal of experimental social psychology》1978,14(5):449-457
In an attempt to reconcile conflicting results concerning the effects of sexual arousal on interpersonal evaluations, hypotheses based on adaptation level, arousal-need gratification, and labeling of arousal explanations were tested. The variables of sexual arousal, technique of stimulus material presentation, physical attractiveness of the original stimulus female, and physical attractiveness of the final target person being judged were manipulated in a 2 × 2 × 2 × 2 design. A significant three-way interaction (Arousal × Stimulus Attractiveness × Target Attractiveness) obtained on all measures of interpersonal evaluation was interpreted as supporting a labeling of arousal explanation. It is suggested that subjects first interpret their arousal as being caused by their attraction toward the stimulus person. The characteristics of the stimulus person then become a factor used by subjects when they subsequently make judgments of target females. The adaptation-level and arousal-need gratification hypotheses were not supported. 相似文献
37.
38.
J K Bengston J C Stergios J L Ward R E Jester 《Journal of experimental psychology. Human perception and performance》1980,6(4):751-759
This study explored whether special mechanisms are operative in picture perception to correct for the distortion that occurs when pictures are viewed from the wrong station point. Five photographs were taken of a layout composed of two same-sized dolls positioned at different distances on a flat untextured ground. Perspective differences existed between the photographs as a function of varying the distance of the camera to the layout. Each picture was viewed from five station points along the normal by 12 adults who estimated the relative magnitude of the depth interval between the dolls and judged whether the rear doll was objectively smaller, larger, or the same size as the front doll. No evidence was found of a compensation mechanism operating to stabilize the pictured layout. Distance and size judgments were affected in a manner that was consistent with what would occur if an actual layout and the conditions under which it were viewed were similarly transformed. 相似文献
39.
This study, using the Vocational Preference Inventory (VPI) and the Self-Directed Search (SDS), explored the concurrent validity of Holland's theory for employed non-college-degreed black women. The VPI and the SDS were administered to 102 black women workers in occupational environments consistent with Holland's six vocational environments. The results revealed that four scales of the VPI and four scales of the SDS successfully differentiated the occupational groups consistent with Holland's theoretical notions. In general, the findings lend some support to the concurrent validity of Holland's theory for employed non-college-degreed black women. 相似文献
40.
J. B. Ward 《British Journal of Guidance & Counselling》1981,9(2):214-220
The job experiences of a group of young people of English and Pakistani origin who had left school four years earlier at the age of 16 were investigated using interviews and retrospective data from careers-office files. Job-changing had been frequent during the first 18 months of employment, with changes being largely of a non-promotional kind. Those who had experienced regular non-promotional job-change tended to have had low attainment in basic educational skills and inadequately developed vocational attitudes and personalities when leaving school. Yet in the majority of cases early mobility had led to stability by the end of the fourth post-school year. It is suggested that early job-changing may serve a positive function for the individuals concerned Implications for careers guidance in school are discussed. 相似文献