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231.
The feeling that we are agents, intentionally making things happen by our own actions, is foundational to our understanding of ourselves as humans. People's metacognitions of agency were investigated in 4 experiments. Participants played a game in which they tried to touch downward scrolling Xs and avoid touching Os. Variables that affected accuracy included speed of the scroll, density of the targets, and feedback. Of central interest were variables directed not only at accuracy but also at people's control: the turbulence of the cursor and how close the cursor had to come to the target for a hit (i.e., "magic"). After each trial, people made judgments of agency or judgments of performance. People were selectively sensitive to the variables to which they should be responsive in agency monitoring--whether the cursor moved in close synchrony to their movements and whether targets disappeared by magic. People knew, separably from their objective or judged performance, when they were in control and when they were not. These results indicate that people can sensitively monitor their own agency. 相似文献
232.
Janet S. St. Lawrence Tracey E. Wilson Gloria D. Eldridge Ted L. Brasfield Robert E. O'Bannon III 《American journal of community psychology》2001,29(6):937-964
A community-based sample of disadvantaged African American women (n = 445) was recruited to participate in 1 of 3 theoretically driven experimental interventions based on either the theory of gender and power, social learning theory, or cognitive behavioral theory. Intervention outcomes were compared with a waiting list control condition. From baseline to postintervention, women in the experimental interventions showed differential change on cognitive indices (knowledge and attitudes) and skill acquisition (partner negotiation skills, correct condom application, lubricant selection, and information-provision to social networks) whereas control participants were unchanged. Women in the 3 experimental interventions also completed follow-up assessments for 1 year following the interventions. In all 3 experimental conditions, condom use increased relative to the control group and there were no differences between the experimental interventions. Women who participated in one of the theoretically grounded interventions continued to increase condom use over the following year. Women entering new relationships reported significantly more condom use than did women who remained in ongoing relationships. The findings suggest that intervention models that have proven effective for women who engage in high-risk behavior may be less effective for women in established relationships for whom risk is primarily derived from the extrarelationship behavior of their partners. 相似文献
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234.
Eileen S Anderson Janet R Wojcik Richard A Winett David M Williams 《Health psychology》2006,25(4):510-520
A social-cognitive model of physical activity was tested, using structural equation analysis of data from 999 adults (21% African American; 66% female; 38% inactive) recruited from 14 southwestern Virginia churches participating in the baseline phase of a health promotion study. Within the model, age, race, social support, self-efficacy, and self-regulation contributed to participants' physical activity levels, but outcome expectations did not. Of the social-cognitive variables, self-regulation exerted the strongest effect on physical activity. Independent of self-regulation, self-efficacy had little effect. Social support influenced physical activity as a direct precursor to self-efficacy and self-regulation. The model provided a good fit to the data and explained 46% of the variance in physical activity among the diverse group of adults. 相似文献
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236.
Two experiments investigated the relation between recognition memory and classification learning. The subjects were instructed that they would see a series of random-dot patterns and later would be asked to classify or to recognize the patterns. Following study, the subjects performed a classification task, a recognition-memory task, or both. It was found that classification-learning instructions were superior to recognition-memory instructions for the classification task, but that there was little or no effect of instructions on the recognition task. When subjects performed both recognition and classification tasks, there was no relation between saying “old” to a probe and correctly classifying it, except with old exemplars, and then only when the initial instructions had been to expect a recognition-memory test. Overall, the data show that classification and recognition can be experimentally separated. In addition, classification is often statistically independent of recognizing that items are old. These observed relations provide some constraints for the further development of models of classification learning and recognition memory. 相似文献
237.
This study investigated the effects of noncontingent social reinforcement on social and academic behaviors in grade school children. Twenty-four children in the second through fifth grades were selected on the basis of teacher ratings of disruptive behavior. Subjects were divided into (a) a high social reinforcement verbal self-instructional (VSI) training group, (b) a low social reinforcement VSI group, and (c) a no-contact control group. Children in VSI groups were removed from their classrooms during four 40-minute periods and given VSI training. Significant between-groups differences on measures of social reinforcement were found indicating its successful manipulation. While none of the dependent measures indicated significant differences between experimental groups, a consistent pattern of difference scores emerged giving limited support to the hypothesis that noncontingent social reinforcement contributed to behavioral gains. Results are discussed in terms of the need for future research on the effects of rapport on treatment outcome.Both authors wish to express their thanks to the Missoula public school administration, principals, psychologists, and teachers. Appreciation is also due to Matthew Firpo and Anita Fisher for their help in this project. 相似文献
238.
Sixty-nine university students were asked to describe the sensations and to identify the loci of those sensations for 34 emotions. The methods of reporting were introspection, retrospection, and recollection. There was no evidence that any method was consistently better than the others. Also, there was no evidence that the reports given were the result of social or linguistic convention rather than reports of actual sensory experience. Cochran's Q test showed that, within each emotion, the kinds of loci cited differed significantly, and that for all but one locus, the frequencies for the emotions differed significantly. Principal component analysis showed six locus factors clustered on stomach, face, head, heart, hands-heart, and eyes. Although not distinctive for all emotions, there were characteristic patterns of sensory loci and sensory qualities as shown by high frequencies of citation. It is suggested that these loci and qualities are one of several components of experienced emotion. The results are seen as supporting subjective or phenomenological studies of emotion, and are discussed with special reference to facial feedback theories of emotion.This research was supported, in part, by a grant from the President's Research Fund of Simon Fraser University. 相似文献
239.
Margaret S. Gibbs Janet Sigal Bonnie Adams Beth Grossman 《Behavioral sciences & the law》1989,7(2):275-281
Ninety-one introductory psychology students viewed a videotape of a simulated personal damage trial in which a psychologist expert witness testified about a plaintiff's psychological problems resulting from trauma. The defense attorney's cross-examination tactics, employed against the expert witness, were varied in the videotape. A 2 × 2 factorial design was used, with leading versus nonleading questions and a hostile versus nonhostile attorney. An interaction effect was obtained, in which a hostile attorney using leading questions and a nonhostile attorney using nonleading questions were perceived as least effective. 相似文献
240.
Janet Favero Phillips Ph.D. 《Journal of business and psychology》1992,7(2):151-160
The purpose of this study was to validate a selection process designed to predict sales skills for a telephone sales job. First, a job analysis was performed (n=213) to identify the major functions and behavioral requirements of the job. Next, the test, a situational judgment inventory, was developed, and a concurrent criterion related validation study was completed (n=236). The criterion measures were supervisory ratings of performance. Validity coefficients ranged from r=.16 (p<.01) to r=.24 (p<.001). In conclusion, the situational judgment inventory was found an effective vehicle for measuring telephone sales skills.Sincere thanks to Roz Lobus for her assistance in the earlier phases of this study. 相似文献