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11.
Siegfried Streufert Glenda Nogami Streufert Susan C. Streufert 《Journal of applied social psychology》2021,51(12):1123-1127
This paper describes the background and the process leading to the 1970–1971 launch of the Journal of Applied Social Psychology. In the late 1960s, founding editor Dr. Siegfried Streufert had a deep belief in the need to create an outlet for excellent research addressing applications of social psychology to “real-world” problems. He looked forward to marking this milestone year of publication of JASP with this article. Sadly, Siegfried passed away in April 2019, 50 years after developing and implementing the concept for the journal. We present the history as he wrote it, with some editing, in his honor. 相似文献
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Michelene T. H. Chi Joshua Adams Emily B. Bogusch Christiana Bruchok Seokmin Kang Matthew Lancaster Roy Levy Na Li Katherine L. McEldoon Glenda S. Stump Ruth Wylie Dongchen Xu David L. Yaghmourian 《Cognitive Science》2018,42(6):1777-1832
ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement. 相似文献
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Leah A. Fredman Michael D. Buhrmester Angel Gomez William T. Fraser Sanaz Talaifar Skylar M. Brannon William B. Swann Jr. 《Social and Personality Psychology Compass》2015,9(9):468-480
Identity fusion refers to a visceral sense of oneness with an ingroup. For fused individuals, group membership is not a means to an end (e.g., a positive social identity). Rather, membership is an all‐absorbing goal in itself; little other than the group matters. Group membership is also seen as enduring, sustained by chronically activated psychological structures as well as features of the context. Fellow group members are likewise seen as permanent members of the group, as they are members of the ingroup “family”. And just as family members are compelled to make extreme sacrifices for their family, so too are highly fused individuals – including even the ultimate sacrifice. These efforts to protect the ingroup can have negative consequences when, for example, people become strongly fused to groups that are devoted to extreme, anti‐social behaviors. In such instances, it may be prudent to encourage “defusion” from the group, but the emotional investment associated with fusion may thwart such efforts. We discuss the implications of these and related considerations. 相似文献
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This paper links experimental psycholinguistics and theoretical syntax in the study of subject-verb agreement. Three experiments of elicited spoken production making use of specific characteristics of Italian and French are presented. They manipulate and examine its impact on the occurrence of 'attraction' errors (i.e. incorrect agreement with a word that is not the subject of the sentence). Experiment 1 (in Italian) shows that subject modifiers do not trigger attraction errors in free inverted VS (Verb Subject) structures, although attraction was found in VS interrogatives in English (Vigliocco, G., & Nicol, J. (1998). Separating hierarchical relations and word order in language production. Is proximity concord syntactic or linear? Cognition, 13-29) In Experiment 2 (in French), we report stronger attraction with preverbal clitic object pronouns than with subject modifiers. Experiment 3 (in French) shows that displaced direct objects in the cleft construction trigger attraction effects, in spite of the fact that the object does not intervene between the subject and the verb in the surface word order (OSV). Moreover, attraction is stronger in structures with subject-verb inversion (...). These observations are shown to be naturally interpretable through the tools of formal syntax, as elaborated within the Principles and Parameters/Minimalist tradition. Three important constructs are discussed: (1) the hierarchical representation of the sentence during syntactic construction, and the role of intermediate positions by which words transit when they move; (2) the role of specific hierarchical (c-command) but also linear (precedence) relations; and (3) the possibility that agreement involves two functionally distinct components. A gradient of computational complexity in agreement is presented which relates empirical evidence to these theoretical constructs. 相似文献
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Previous research has indicated that the cognitive load imposed by tasks in various content domains increases with the complexity of the relational information processed. Sentence comprehension entails processing noun-verb relations to determine who did what to whom. The difficulty of object-extracted relative clause sentences might stem from the complex noun-verb relations they entail. Across three studies, participants read 16 types of object- and subject-extracted relative clause sentences at their own pace and then responded to a comprehension question for each sentence. Relational processing was assessed using a premise integration task or a Latin square task. These tasks predicted comprehension of object-relatives before and after controlling for subject-relatives. Working memory (WM) capacity was assessed using reading span or forward and backward digit span tests. WM tasks predicted comprehension of object-relatives before but not after controlling for subject-relatives. Comprehension of object-relatives relied more heavily on a domain-general capacity to process complex relations than on WM capacity. 相似文献