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331.
    
Perceived and self-adopted forms of stigma are omnipresent. Although stigma is often discussed alongside mental illness, constructs such as race, ethnicity, and sexuality can also cause individuals to adopt feelings of stigma within themselves. The literature has called for further inquiry examining the effects of perceived and self-stigmas among different populations. In response, this literature review examines the influence of perceived and self-stigmas on college student populations. Overall, perceived and self-stigmas have the potential to negatively affect students’ psychological well-being, willingness to seek treatment, cocurricular experiences, and academic performance. Implications for future research are presented based on the review’s findings.  相似文献   
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Do people become greedier when interacting with others they perceive to be greedy? It has been speculated that greed contagion exits and may have influenced the 2008 financial collapse. We examined this possibility in four experimental studies using a common pool resource dilemma. Specifically, whether participants' second‐round (R2) withdrawal from the common pool was influenced (a) by their assessment of how greedy their opponents' first‐round (R1) withdrawal was, (b) by R1 opponents' reputation for being greedy, (c) by observing past behavior of others in unrelated interactions, and (d) when R1 opponents directly confronted them with an assessment of their own greediness of their R1 withdrawal. In addition, Study 2 examined R2 interactions involving new opponents. Taken together, results suggest that there is contagion of greed. However, the connection appears to be driven by participants adjusting to their opponent's actual behavior, not by their evaluation of the greediness of such behavior. It seems that perceptions of greed do not mediate future behavior and, thus, are not necessarily contagious, but norms of selfish behavior are. In this sense, greed perceptions appear to by epiphenomenal in that they are an incidental by‐product of the behavioral interaction. We discuss the implications of these findings and suggest directions for further research.  相似文献   
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Recent policy initiatives in the UK have heightened the degree to which wellbeing can be considered a political construct: The acceptance of different policy options for wellbeing depends on the extent to which those options are responsive to popular wellbeing concerns. Drawing on the views of over 400 people gathered through a variety of methods and across the UK, we outline different stakeholder views of what wellbeing is and the priorities that stakeholders believe should be addressed to improve wellbeing. We draw out the implications for reframing policy debates around wellbeing, the practice of career guidance, academic debates around identified wellbeing priorities, and the best means of developing a policy and a practice-oriented and stakeholder-responsive approach to researching wellbeing.  相似文献   
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Sources that contribute to variation in mathematical achievement include both numerical knowledge and general underlying cognitive processing abilities. The current study tested the benefits of tablet‐based training games that targeted each of these areas for improving the mathematical knowledge of kindergarten‐age children. We hypothesized that playing a number‐based game targeting numerical magnitude knowledge would improve children's broader numerical skills. We also hypothesized that the benefits of playing a working memory (WM) game would transfer to children's numerical knowledge given its important underlying role in mathematics achievement. Kindergarteners from diverse backgrounds (n = 148; 52% girls; Mage = 71.87 months) were randomly assigned to either play a number‐based game, a WM game, or a control game on a tablet for 10 sessions. Structural equation modeling was used to model children's learning gains in mathematics and WM across time. Overall, our results suggest that playing the number game improved kindergarten children's numerical knowledge at the latent level, and these improvements remained stable as assessed 1 month later. However, children in the WM group did not improve their numerical knowledge compared to children in the control condition. Playing both the number game and WM game improved children's WM at the latent level. Importantly, the WM group continued to improve their WM for at least a month after playing the games. The results demonstrate that computerized games that target both domain‐specific and domain‐general skills can benefit a broad range of kindergarten‐aged children.  相似文献   
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Nonprobative but related photos can increase the perceived truth value of statements relative to when no photo is presented (truthiness). In two experiments, we tested whether truthiness generalizes to credibility judgments in a forensic context. Participants read short vignettes in which a witness viewed an offence. The vignettes were presented with or without a nonprobative, but related photo. In both experiments, participants gave higher witness credibility ratings to photo-present vignettes compared to photo-absent vignettes. In Experiment 2, half the vignettes included additional nonprobative information in the form of text. We replicated the photo presence effect in Experiment 2, but the nonprobative text did not significantly alter witness credibility. The results suggest that nonprobative photos can increase the perceived credibility of witnesses in legal contexts.  相似文献   
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The aim of this study was to investigate the perception of competing speech stimuli in 3-, 4-, and 5-year-old normally developing children. A dichotic listening paradigm was used in which the temporal alignment between the two stimuli was varied to represent three levels of competition. Minimal, moderate, and maximal levels of temporal competition were represented by a Separation, Lag, and Simultaneous test condition, respectively. The subjects were behaviorally set to listen for and to report the two stimuli on each trial. The incidence of double correct responses in the test conditions was the measure of interest. The results show a sharp and linear drop in double correct scores from the Separation, to the Lag, and to the Simultaneous condition. There were no age-related differences in the Separation and the Simultaneous conditions. In the Lag condition, the performance of the 3-year-olds was significantly lower than the 4- and 5-year-olds. The findings were interpreted to be indicative of limited auditory processing ability in preschoolers for moderately and maximally competing speech stimuli.  相似文献   
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