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161.
162.
Nate Breznau Valerie A. Lykes Jonathan Kelley M. D. R. Evans 《Journal for the scientific study of religion》2011,50(4):671-691
Huntington claimed that today's major conflicts are most likely to erupt between religiously defined “civilizations,” in particular between Christianity and Islam. Using World Values Surveys from 86 nations, we examine differences between Christians and Muslims in preferences for religious political leaders. The results suggest a marked difference between Muslims and Christians in their attitudes toward religious politicians, with Muslims more favorable by 20 points out of 100. Devoutness, education, degree of government corruption, and status as a formerly Communist state account for the difference. Little support is found for the clash‐of‐civilizations hypothesis. Instead, we find that a clash of individual beliefs—between the devout and the secular—along with enduring differences between the more developed and less developed world explains the difference between Islam and Christianity with regards to preferences for religious political leaders. 相似文献
163.
Margaret H. Sibley Steven W. Evans Zewelanji N. Serpell 《Journal of psychopathology and behavioral assessment》2010,32(2):193-202
The purpose of this study is twofold. First, it aims to examine whether the impairment in peer functioning and social-cognitive
deficits (i.e., hostile attribution bias, social comprehension, social problem-solving) found in elementary school aged children
with ADHD also occur in adolescence. Second, it aims to provide evidence for a predictive relationship between these social-cognitive
deficits and an adolescent’s functional impairment in the social domain. To address these aims, several social-cognitive tasks
were administered to a small sample of young adolescents with ADHD (N = 27) and a comparison sample without an ADHD diagnosis (N = 18). Parent report of functional impairment and peer sociometric data were also gathered. Comparisons of both parent and peer
report of adolescent social functioning suggest that individuals with ADHD continue to experience difficulties with peers
into the adolescent years and data from the social-cognitive tasks show evidence of social comprehension and problem-solving
deficits. Further analyses indicated a significant link between functional impairment and social cognition. Findings herein
are discussed in the context of both the developmental changes that arise during adolescence and consideration of the importance
of social cognition for understanding the impaired social functioning experienced by adolescents with ADHD. 相似文献
164.
Techniques commonly used to increase truth‐telling in most North American jurisdiction courts include requiring witnesses to discuss the morality of truth‐ and lie‐telling and to promise to tell the truth prior to testifying. While promising to tell the truth successfully decreases younger children's lie‐telling, the influence of discussing the morality of honesty and promising to tell the truth on adolescents' statements has remained unexamined. In Experiment 1, 108 youngsters, aged 8–16 years, were left alone in the room and asked not to peek at the answers to a test. The majority of participants peeked at the test answers and then lied about their transgression. More importantly, participants were eight times more likely to change their response from a lie to the truth after promising to tell the truth. Experiment 2 confirmed that the results of Experiment 1 were not solely due to repeated questioning or the moral discussion of truth‐ and lie‐telling. These results suggest that, while promising to tell the truth influences the truth‐telling behaviors of adolescents, a moral discussion of truth and lies does not. Legal implications are discussed. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
165.
Nicholas G. Evans 《Nanoethics》2010,4(3):215-220
In this paper, I will discuss the responsibilities that scientists have for ensuring their work is interpreted correctly.
I will argue that there are three good reasons for scientists to work to ensure the appropriate communication of their findings.
First, I will argue that scientists have a general obligation to ensure scientific research is communicated properly based
on the vulnerability of others to the misrepresentation of their work. Second, I will argue that scientists have a special
obligation to do so because of the power we as a society invest in them as specialists and professionals. Finally, I will
argue that scientists ought to ensure their work is interpreted correctly based on prudential, self-interested considerations.
I will conclude by offering suggestions regarding policy considerations. 相似文献
166.
Survey and behavioral measurements of interpersonal trust 总被引:1,自引:0,他引:1
Although many studies treat trust as a situational construct, individual differences can be used to study and predict trusting behavior. We report two studies, the first showing the psychometric properties of a new trust inventory (the Propensity to Trust Survey or PTS), the second study validating this inventory using the standard economic task, the Investment Game. The first study utilized online survey data (N > 8000) to show that the PTS scales were reliable and measured broad constructs related to Big Five personality domains. Trust was related to extraversion and negative neuroticism, and trustworthiness was related to agreeableness and conscientiousness. The second study (N = 90) validated the PTS trust scale as a predictor of behavior in the Investment Game. These findings are evidence that trust and trustworthiness are compound personality traits, and that PTS scales are preferable to general Big Five measures for predicting trusting behavior. 相似文献
167.
Elqayam S Handley SJ Evans JS Bacon AM 《Quarterly journal of experimental psychology (2006)》2008,61(5):784-808
Faced with extreme demands, hypothetical thinking runs the danger of total failure. Paradoxical propositions such as the Liar (“I am lying”) provide an opportunity to test it to its limits, while the Liar's nonparadoxical counterpart, the Truthteller (“I am telling the truth”), provides a useful comparison. Two experiments are reported, one with abstract materials (“If I am a knave then I live in Emerald City”) and one with belief-laden materials (a judge says: “If I am a knave then I enjoy pop music”). In both experiments, conditionals with Truthteller-type antecedents were “collapsed” to responses of conditional probability closely resembling estimates of control items. Liar-type antecedents, in contrast, dramatically weakened belief in conditionals in which they were embedded. The results are discussed in the framework of the theory of hypothetical thinking. 相似文献
168.
In this study, we focus on the conditions which permit people to assert a conditional statement of the form 'if p then q' with conversational relevance. In a broadly decision-theoretic approach, also drawing on hypothetical thinking theory [Evans, J. St. B. T. (2007). Hypothetical thinking: Dual processes in reasoning and judgement. Hove, UK: Psychology Press.], we predicted that conditional tips and promises would appear more useful and persuasive and be more likely to encourage an action p when (a) the conditional link from p to q was stronger, (b) the cost of the action p was lower and (c) the benefit of the consequence q was higher. Similarly, we predicted that conditional warnings and threats would be seen as more useful and persuasive and more likely to discourage an action p when (a) the conditional link from p to q was stronger, (b) the benefit of the action p was lower and (c) the cost of the consequence q was higher. All predictions were strongly confirmed, suggesting that such conditionals may best be asserted when they are of high relevance to the goals of the listener. 相似文献
169.
Susan E. Gathercole Emily Durling Matthew Evans Sarah Jeffcock Sarah Stone 《Applied cognitive psychology》2008,22(8):1019-1037
Laboratory analogues of classroom activities on which children with low working memory skills have been observed to perform very poorly were developed and employed in two studies. In Study 1, 5‐ and 6‐year‐old completed one task involving recalling spoken sentences and counting the numbers of words, and another task involving the identification of rhyming words in spoken poems. Poorer performance of low than average working memory children was obtained on the recall measure of both tasks. In Study 2, 5‐ and 6‐year‐old children heard spoken instructions involving the manipulation of a sequence of objects, and were asked either to perform the instructions or repeat them, in different conditions. The accuracy of performing but not repeating instructions was strongly associated with working memory skills. These results indicate that working memory plays a significant role in typical classroom activities that involve both the storage and mental manipulation of information. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
170.