排序方式: 共有96条查询结果,搜索用时 15 毫秒
71.
Students compare their achievement in a subject with their classmates’ achievements (social comparison), their own prior achievements (temporal comparison), and their achievements in other subjects (dimensional comparison), which can each be better (upward comparison), equal (lateral comparison), or worse (downward comparison). Prior research has investigated the impact of different comparison motivations on the prevalence of social and temporal comparisons, but no study has examined the same for dimensional comparisons yet. The present study closes this gap: A total of 605 German high school students were presented with four situations, in which a fictitious student receives the same objective feedback for an exam in a certain subject, but is motivated either to evaluate, to enhance, to improve, or to differentiate himself. For each comparison motivation, the participants judged how likely the fictitious student was to draw dimensional, social, and temporal upward, lateral, and downward comparisons. As a central result, dimensional comparisons in all directions had the highest prevalences under the self-differentiation motivation. In contrast, the prevalences of dimensional comparisons were relatively low under the other three motivations. This finding complements the recently developed dimensional comparison theory. For the first time, we could empirically show that dimensional comparisons primarily serve self-differentiation motivations. 相似文献
72.
Journal of Happiness Studies - 相似文献
73.
DiGiuseppe Raymond Gorman Bernard Raptis Joanne Agiurgioaei-Boie Alina Agiurgioaei Fabian Leaf Russell Robin Mitchell W. 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2021,39(3):456-490
Journal of Rational-Emotive & Cognitive-Behavior Therapy - This study developed a short form of the Attitudes and Beliefs Scale-2 (ABS-2), a measure of Ellis’s irrational and rational... 相似文献
74.
Conspiracy Formation Is in the Detail: On the Interaction of Conspiratorial Predispositions and Semantic Cues
下载免费PDF全文
![点击此处可从《Applied cognitive psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Fabian Gebauer Marius H. Raab Claus‐Christian Carbon 《Applied cognitive psychology》2016,30(6):917-924
Significant events are frequently followed by discussions about the event's ‘true nature’. Yet, there is only little evidence whether the conspiratorial reasoning of conspiracy believers and sceptics is a priori determined, or if certain characteristics of information are responsible for provoking a polarization. We investigated how depicted causation (direct vs. indirect; Study 1) and intention (strong vs. weak purposeful; Study 2) might invoke a bias in believers and sceptics regarding conspiratorial reasoning about an ongoing event, namely, whether US investigations against FIFA were more or less likely to be seen as a conspiracy against Russia to sabotage the football World Cup in 2018. We revealed that judgments of conspiracy believers and sceptics about the event's ‘true nature’ are not a priori divided—in fact, conspiracy formation is only affected when direct causation or strong purposeful intentions were obvious. Results point to the relevance of conspiratorial predispositions and semantic cues in conspiracy formation. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
75.
René T. Proyer Fabian Gander Sara Wellenzohn Willibald Ruch 《The journal of positive psychology》2016,11(6):609-621
The present study explores the role of personality, ability, and affect in a randomized, group-based positive psychology intervention program based on Seligman’s authentic happiness theory and extensions. A total of 100 adults (M = 45.7, SD = 12.8) were randomly assigned to the 12-week intervention program (five training sessions) or a waiting list control group. The intervention consisted of basic information, group activities, and homework assignments. Participants in the intervention group demonstrated higher levels of happiness, pleasure, and engagement after completion of the program. Baseline levels of psychometric intelligence moderated the intervention effectiveness (greater effects for those higher in reasoning, vocabulary, and general intelligence). There were no effects for the big five personality traits. Finally, increases in positive affect before and after the homework assignment were associated with greater levels of happiness after the program. The relevance of these findings for the development of new programs is discussed. 相似文献
76.
77.
78.
Summary. Knowledge acquisition in collaborative problem solving is mainly realized by two activities: (1) when participants mutually impart their knowledge and (2) when they elaborate their knowledge together. Both activities are favoured by differences in the participants' prior knowledge. To support this thesis, an experimental study and a cognitive simulation are described. In the study, pairs of students were systematically taught complementary knowledge about qualitative resp. quantitative aspects of classical mechanics. During the subsequent collaborative problem solving the students successfully exchanged information about their complementary knowledge. Students who had been taught knowledge about qualitative aspects of physics gained more from their partners than students who had been taught knowledge about quantitative aspects. A cognitive model simulates problem solving and learning under the conditions set up in the study. In a simulation study based on the cognitive model it was possible to reconstruct the main results of the experimental study. Finally, the role of dialogue analysis and external representations are discussed and conclusions for the design of computer systems supporting collaborative problem solving are drawn. Zusammenfassung. Wissenserwerb bei der Kooperation vollzieht sich vor allem durch zwei Aktivitäten: (1) gegenseitige Wissensvermittlung und (2) gemeinsame Elaboration des Wissens. Für beides ist unterschiedliches Vorwissen der Beteiligten eine günstige Voraussetzung. Um diese These zu unterstützen, wird im vorliegenden Artikel eine experimentelle Studie dargestellt, in der Paaren von Schülerinnen systematisch komplementäres Vorwissen über qualitative bzw. quantitative Aspekte der klassischen Mechanik vermittelt wurde. Beim anschließenden kooperativen Problemlösen vermittelten die Schülerinnen sich gegenseitig erfolgreich Teile ihres Wissens. Schülerinnen, die zuvor Wissen über qualitative Aspekte der Physik erworben hatten, lernten dabei mehr von ihren Partnerinnen als Schülerinnen, die zuvor Wissen über quantitative Aspekte erworben hatten. Ein nachfolgend implementiertes kognitives Modell simuliert kooperatives Lernen und Problemlösen unter den Bedingungen der Studie und ist in der Lage, die zentralen Befunde der Studie zu rekonstruieren. In der Diskussion wird auf die Rolle des Dialogverhaltens und der Nutzung externer Repräsentationen für das kooperative Lernen und Problemlösen eingegangen. Abschließend werden Schlußfolgerungen für die Gestaltung von Computersystemen zur Unterstützung kooperativen Lernens und Problemlösens gezogen. 相似文献
79.
Richard A. Tyrrell Kirsten K. Rudolph Beth G. Eggers Herschel W. Leibowitz 《Attention, perception & psychophysics》1993,54(4):431-438
An earlier study from our laboratory provided initial support for the hypothesis that information facilitating visual guidance persists in the absence of retinal stimulation. The present study supports and extends this hypothesis with three experiments in which visually occluded subjects positioned a point of light at the location of a previously viewed target and also walked in the direction of a previously viewed path. In both tasks, performance was possible following occlusion, and in all cases, performance slowly and significantly decreased with longer durations of occlusion. This decay in performance was gradual and had a “half-life” of greater than 15 sec. Absolute performance was correlated across tasks. The effect of occlusion on absolute error in the localization performance was relatively stable within individuals over a 3-week period. The biological utility of guidance information persistence is discussed along with implications for space constancy, illusions of motion, and problems of disorientation. 相似文献
80.
Mark Fabian Robert Breunig Jan-Emmanuel De Neve 《European journal of social psychology》2023,53(1):147-166
We use self-determination (SDT) and worldview defence theories (WDT) to explicate the psychological roots of identitarian voting in recent US, UK and EU elections. We test our theory using the 2016 US election as a case study, data from a representative sample of nearly half a million Americans, and a measure of racial animus derived from Google search data. We find that worry has a strong and significant positive association with Trump's vote share, as predicted by WDT. However, this is reversed in counties with high levels of relatedness—one of the three basic psychological needs emphasised by SDT. The positive relationship between racial animus and Trump also loses significance once an interaction between racial animus and relatedness is introduced. These results imply that identitarianism is driven at least in part by a desire for in-group affiliation emerging out of worldview defence and unmet basic psychological needs. 相似文献