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41.
We examined a psychometric function of price judgment, comparing the mental ruler model, which predicted inverted S-shaped psychometric function, with a power function. Subjects, 102 citizens living in Japan, were asked to rate satisfaction with specified discounted prices. Analysis indicated that predictions of the mental ruler model gave a better fit than those of the power function. 相似文献
42.
The structure of goal contents across 15 cultures 总被引：4，自引：0，他引：4
Grouzet FM Kasser T Ahuvia A Dols JM Kim Y Lau S Ryan RM Saunders S Schmuck P Sheldon KM 《Journal of personality and social psychology》2005,89(5):800-816
The authors investigated the structure of goal contents in a group of 1,854 undergraduates from 15 cultures around the world. Results suggested that the 11 types of goals the authors assessed were consistently organized in a circumplex fashion across the 15 cultures. The circumplex was well described by positioning 2 primary dimensions underlying the goals: intrinsic (e.g., self-acceptance, affiliation) versus extrinsic (e.g., financial success, image) and self-transcendent (e.g., spirituality) versus physical (e.g., hedonism). The circumplex model of goal contents was also quite similar in both wealthier and poorer nations, although there were some slight cross-cultural variations. The relevance of these results for several theories of motivation and personality are discussed. 相似文献
43.
People gesture a great deal when speaking, and research has shown that listeners can interpret the information contained in gesture. The current research examines whether learners can also use co‐speech gesture to inform language learning. Specifically, we examine whether listeners can use information contained in an iconic gesture to assign meaning to a novel verb form. Two experiments demonstrate that adults and 2‐, 3‐, and 4‐year‐old children can infer the meaning of novel intransitive verbs from gestures when no other source of information is present. The findings support the idea that gesture might be a source of input available to language learners. 相似文献
44.
Meenakshi Shukla Rakesh Pandey Jennifer Y. F. Lau 《International journal of psychology》2019,54(2):214-222
This study examined the effect of sense modality (auditory/visual) on emotional dampening (reduced responsiveness to emotions with elevation in blood pressure). Fifty‐six normotensive participants were assessed on tasks requiring labelling and matching of emotions in faces and voices. Based on median split of systolic and diastolic blood pressures (SBP and DBP, respectively), participants were divided into low BP, high BP and isolated BP groups. On emotion‐labelling tasks, analysis revealed reduced emotion recognition in the high BP than the low BP group. On emotion‐matching tasks, reduced emotion recognition was noted in high and also isolated BP group as compared to low BP group for the task that required matching a visual target with one of the four auditory distractors. Our findings show for the first time that even isolated elevations in either SBP or DBP may result in emotional dampening. Furthermore, the study highlights that the emotional dampening effect generalises to explicit processing (labelling) of emotional information in both faces and voices—and that these effects tentatively occur during more pragmatic and covert (matching) emotion recognition processes too. These findings require replication in clinical hypertensives. 相似文献
45.
Shyness has been found to have a negative impact on creativity. However, little attention has been given to the underlying process of the relationship between shyness and creativity. On the basis of literature, we hypothesize that shyness has an indirect impact on creativity through creative process engagement. Two studies were conducted on undergraduate students (Study 1) and working adults (Study 2) to test the hypothetical relationship. Analysis on participants self‐report showed that shyness was negatively associated with self‐reported creativity as well as creative process engagement. There was a positive relationship between creative process engagement and creativity. More importantly, mediation analysis supported that shyness was indirectly linked to creativity via creative process engagement. Specifically, shy people are found to be less involved in creativity‐relevant processes such as information searching and idea generation. The low level of creative process engagement, in turn, hinders their creativity. The findings not only lend support to the detrimental effect of shyness on creativity but also shed light on the underlying mechanism of the relationship. 相似文献
46.
Yin Yee Wong Irene Hau‐Siu Chow Victor P. Lau Yuanyuan Gong 《Journal of applied social psychology》2018,48(7):369-376
How does team participative decision‐making affect individual creative performance? Building on team climate theory (Anderson & West, 1998; West 1990, 2002; West & Sacramento, 2012), this study investigates the indirect effect of team participative decision making on employee creativity through individual perception of cognition team diversity and psychological safety. Results from 256 supervisor–subordinate dyads in 45 teams show that team participative decision making is positively associated with cognitive team diversity and psychological safety. For the mediating effects, team participative decision‐making climate is positively indirectly related to creative performance via psychological safety but not via cognitive team diversity. Theoretical and practical implications are discussed. 相似文献
47.
Aloysius Wei Lun Koh Sze Chi Lee Stephen Wee Hun Lim 《Applied cognitive psychology》2018,32(3):401-410
Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching. 相似文献
48.
Shana K. Carpenter Cynthia L. Haynes Daniel Corral Kam Leung Yeung 《Memory (Hove, England)》2018,26(10):1379-1384
People often have erroneous knowledge about the world that is firmly entrenched in memory and endorsed with high confidence. Although strong errors in memory would seem difficult to “un-learn,” evidence suggests that errors are more likely to be corrected through feedback when they are originally endorsed with high confidence compared to low confidence. This hypercorrection effect has been predominantly studied in laboratory settings with general knowledge (i.e., trivia) questions, however, and has not been systematically explored in authentic classroom contexts. In the current study, college students in an introductory horticulture class answered questions about the course content, rated their confidence in their answers, received feedback of the correct answers, and then later completed a posttest. Results revealed a significant hypercorrection effect, along with a tendency for students with higher prior knowledge of the material to express higher confidence in, and in turn more effective correction of, their error responses. 相似文献
49.
Previous research rarely investigated the role of physical environment in counteracting ego-depletion. In the present research, we hypothesized that exposure to natural environment counteracts ego-depletion. Three experiments were conducted to test this hypothesis. In Experiment 1, initially depleted participants who viewed pictures of nature scenes showed greater persistence on a subsequent anagram task than those who were given a rest period. Experiment 2 expanded upon this finding by showing that natural environment enhanced logical reasoning performance after ego-depleting task. Experiment 3 adopted a two- (depletion vs. no-depletion) -by-two (nature exposure vs. urban exposure) factorial design. We found that nature exposure moderated the effect of depletion on anagram task performance. Taken together, the present studies offer a viable and novel strategy to mitigate the negative impacts of ego-depletion. 相似文献
50.
Adolescence is a period of profound change, which holds substantial developmental milestones, but also unique challenges to the individual. In this opinion paper, we highlight the potential of combining two recently developed behavioural and neural training techniques (cognitive bias modification and functional magnetic neuroimaging‐based neurofeedback) into a research approach that could help make the most of increased levels of plasticity during childhood and adolescence. We discuss how this powerful combination could be used to explore changing brain–behaviour relationships throughout development in the context of emotion processing, a cognitive domain that exhibits continuous development throughout the second decade of life. By targeting both behaviour and brain response, we would also be in an excellent position to define sensible time windows for enhancing plasticity, thereby allowing for targeted intervention approaches that can help improve emotion processing in both typically and atypically developing populations. 相似文献