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Roderick Wong Christopher B. McBride 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1993,46(2):129-143
Flavour neophobia in gerbils and hamsters was studied by comparing the ingestive/pouching behaviour of these animals when presented with either a familiar unflavoured peanut or a novel one that imparted basic flavours such as sweet, salty, sour, or bitter. Neophobia was expressed by an aversion towards the novel nut manifested by greater latency either to ingest it (gerbils) or to deposit it in the cheek pouch (hamsters) relative to that of the unflavoured one. This method, involving reactions to the taste of novel solid food, provides a more sensitive measure than the traditional one measuring intake of a novel flavoured fluid. The results indicated that gerbils and hamsters encountering either a sweet, salty, or sour nut for the first time showed a neophobic reaction. However, there was no apparent sign of neophobia when the animals were tested with a nut flavoured with quinine. The theoretical implications of these findings are discussed. 相似文献
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Alexander Colby Aaron Wong Laura Allen Andrew Kun Caitlin Mills 《Cognitive Science》2023,47(1):e13236
Task-unrelated thought (TUT) occurs frequently in our daily lives and across a range of tasks, but we know little about how this phenomenon arises during and influences the way we communicate. Conversations also provide a novel opportunity to assess the alignment (or divergence) in TUT during dyadic interactions. We conducted a study to determine: (a) the frequency of TUT during conversation as well as how partners align/diverge in their rates of TUT, (b) the subjective and behavioral correlates of TUT and TUT divergence during conversation, and (c) if perceived social group identity impacts TUT and TUT divergence during conversation. We used a minimal groups induction procedure to assign participants (N = 126) to either an ingroup, outgroup, or control condition. We then asked them to converse with one another via a computer-mediated text chat application for 10 min while self-reporting TUTs. On average, participants reported TUT about once every 2 min; however, this rate was lower for participants in the ingroup condition, compared to the control condition. Conversational pairs in the ingroup condition were also aligned more in their rates of TUT compared to the outgroup condition. Finally, we discuss subjective and behavioral correlates of TUT and TUT divergence in conversations, such as valence, turn-taking ratios, and topic shifts. 相似文献
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Nonsuicidal Self‐Injury Is Predictive of Suicide Attempts Among Individuals with Mood Disorders
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Megan S. Chesin PhD Hanga Galfavy PhD Cemile Ceren Sonmez MA Amanda Wong MA Maria A. Oquendo MD J. John Mann MD Barbara Stanley PhD 《Suicide & life-threatening behavior》2017,47(5):567-579
Nonsuicidal self‐injury (NSSI) prior to age 18 was evaluated as a risk factor for adulthood suicide attempt (SA). Archival data from 222 mood‐disordered participants were analyzed using multivariate Cox proportional hazards analysis. Participants with a youth SA were excluded. The hazards of SA among adult participants with a history of youth NSSI were twice than those of mood‐disordered participants without youth NSSI (hazard ratio = 2.00, 95% confidence interval = 1.16–3.44, p = .01). Moreover, participants who had both youth and adult NSSI attempted suicide significantly earlier than participants who began NSSI as an adult. Youth NSSI is associated with persistent, elevated SA risk in adulthood. 相似文献
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The theory of self-evaluation suggests that self-evaluation plays a part in social legitimation. This paper seeks to provide a contextualized illustration by comparing accounts of university and community–college students in Hong Kong on their self-evaluation, attribution, and perceived fairness. As the theory suggests, university and community–college students evaluate themselves according to their respective winner and loser positions. But, against what the theory predicts, instead of making a purely internal attribution for their educational success/failure, both university and community–college students seem equally analytical offering a structural analysis of their success/failure. This illustration suggests that social legitimation could actually be mediated through critical, albeit ambivalent, evaluations of the self and the social system and a pragmatic acceptance of the status quo. This leads us to view self-evaluation as a process of social legitimation that deprives individuals of power for imaging a fair system or bringing changes to the existing one. 相似文献
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