The ability of players in a competitive team sport to assess win/loss probabilities, and the role that feedback plays in improving the quality of their assessments are the major foci of this study. The paper describes a study of sequential probability assessments by members of a women's field hockey team participating in a championship series. Several classes of cognitive models of probability revision were postulated and tested. The results of the paper indicate that (1) players generally attain a high level of calibration in their assessments, (2) their assessments are reliable and of high quality, (3) those who systematically and sensitively revise their probabilities attain, on average, significantly higher quality forecasts than those who are more conservative in responding to feedback scores, and (4) most of those who systematically revise their assessments in response to feedback scores appear to employ myopic models utilizing information about only one team—either their own or their opponents. 相似文献
The migration of parents or children may bring risks to children’s academic performance, but intergenerational effects on the academic performance of migrant workers’ children have been underexplored. This study aims to investigate how grandparents’ socioeconomic status (G1) and parents’ proximal and distal socioeconomic status (G2) influence the academic performance of migrant workers’ children (G3) and the corresponding impacts on the academic performance of migrant and left-behind children. The data used in this study were collected from a survey of 2017 migrant workers conducted in 13 districts and cities of 7 provinces of China in 2014. The results of ordered logistic regression models indicate that G1 grandparent socioeconomic status is positively associated with G2 academic performance and education level. Similarly, G2 parental academic performance and education level are positively linked to G3 academic performance. Parental distal academic performance and education level play an important role in G3 academic performance, but grandparents’ socioeconomic status is not significantly associated with G3 academic performance while controlling for both G1 and G2 variables. In addition, the influence of grandparents’ and parents’ socioeconomic status differs between migrant and left-behind children. Grandparent and parental occupation status only have a significant impact on left-behind children. The educational reproduction of migrant workers’ children has different logics among migrant and left-behind children. Further policies and social services are required to improve the development of migrant workers’ children.
School violence is a global concern that calls for international research using cross context methods. Although there are several international surveys that compare school violence across countries, they do not clearly address issues of similarities and differences in relative prevalence of different types of victimization and their relations with age, sex, and cultural group. We explored these questions among Israeli-Arab (n?=?13,606), Israeli-Jewish (n?=?10,637), and Chilean students in poor schools in a large Chilean city (n?=?4557), using the same self-report questionnaire that measures verbal-social victimization, victimization by threats, physical victimization, and sexual harassment. As hypothesized, we found similarities in the patterns of relative prevalence of victimization types, as well as study group, sex, and age main effects and interactions. These effects were evident even when the lowest third SES group in Israel was compared with the Chilean students. These findings suggest group differences in prevalence of student victimization, and at the same time cultural invariance in relative prevalence of victimization types and their relations with sex and age. We discuss the need for more international comparative research in this field that takes into account cultural values and the structure and organizations of schools within the different educational systems. 相似文献
The 1999 Israeli multi-party parliamentary election was used for studying the effects of inclusive and exclusive modes of thinking. In three experiments, we tested a theoretical framework whose major elements are the justification process, a distinction between middling and clearcut options, and the use of inclusion and exclusion threshold criteria. In Studies 1-2, respondents were asked to predict either of which parties would win seats in the parliament (inclusion) or which parties would fail to win seats in the parliament (exclusion). In Study 2, respondents were also asked to use inclusive or exclusive modes to indicate their preferences and in Study 3, they were asked to make either inclusive or exclusive judgments about the platforms of two extreme political parties. We found consistent discrepancies between the outcomes of inclusion and exclusion processes, such that choice sets generated in exclusion were larger than those generated in inclusion. A second major finding was the option effect, namely, the discrepancies between the two modes of thinking were larger for middling than for clearcut options. The third main finding was an expertise effect: the less knowledgeable respondents exhibited greater discrepancies than did the more knowledgeable ones. Our theoretical framework accounts for the inclusion-exclusion discrepancy, the option effect, and the expertise effect. We discuss the implications of these findings for judgment and choice in social settings and also for the understanding of question-form effects in opinion surveys—in particular, the allow-forbid effect. 相似文献
The authors used the processing characteristics of the left and right cerebral hemispheres to gain some insight into the relation between self-affirmation and stereotyping. In Study 1, self-affirmation led to greater stereotyping (of a librarian) and to greater left hemisphere activation, which in turn mediated the self-affirmation/stereotyping relationship. Study 2 replicated these results but also found that self-affirmation decreased stereotyping for a stigmatized target. However, relative hemisphere activation did not mediate this self-affirmation/stereotyping relationship. These studies showed that self-affirmation can either increase or decrease stereotyping depending on the status of the target and that relative hemisphere activation may provide clues as to underlying processes of stereotyping. In both studies, relative hemisphere activation was assessed using a line bisection task. Discussion focuses on possible mechanisms of different kinds of stereotyping and on the ways in which a consideration of relative hemisphere activation could help researchers gain insights into those mechanisms. 相似文献