消费者抱怨行为的比较

不满意购买发生以后,消费者可能采取的抱怨方式并不相同。通过对冰箱、空调和洗衣机行业2966位消费者的问卷调查,采用单因素多变量方差分析方法对消费者抱怨行为进行比较研究,发现直接抱怨的消费者在品牌形象感知、满意度和再次购买倾向上都显著地高于负面口碑和沉默抵制的消费者。继而,运用认知心理学理论对抱怨行为方式的选择及影响进行解释,并指出企业应该鼓励消费者进行直接抱怨。     

不同深度平面与表面的视知觉完形加工

以往有关视觉完形加工的研究主要探索同一深度平面内的相似纹理表面或相关轮廓特性等对完形加工的影响。该研究采用汉字碎块,考察了双眼视差、颜色以及遮挡等线索在视觉完形中的作用。发现结果如下：视差与颜色等线索阻碍了视觉完形加工;遮挡线索加速了整体的视觉完形形成;在高级认知加工参与下,遮挡线索有效抑制了视差、颜色等线索的分离作用。通过对知觉填补机制及其理论的讨论,可以认为,该研究结果为不同深度平面间的视知觉完形加工提供了实验支持。     

婴儿数量表征的客体档案和类比模型

人对数量的表征及其发展是心理学研究的重要问题之一。20世纪70年代以来,国外对婴儿数量表征的研究取得了一系列理论和方法的进步。文章简要介绍了婴儿数量辨别和推理能力的研究方法,对婴儿数量表征相关的理论进行了重点讨论。大量详实的证据表明,婴儿拥有一个“天生的”数量机制,这为人数学能力的发展提供了基础。     

论孟子哲学及其贡献

孟子认为,仁义价值等是人的本性。价值是人的标志。它具有首先性、主体性。诚是善良的人性本体的现实化。可是性善说显然无法自圆其说。这便是人性悖论。义内说表明,陈述同样具有主体性。主体对对象的把握方式是推恩。推恩是一种感应方式。被感应的对象,有时候被称为神。     

关于初中学业不良者学业求助特征及相关研究

本研究通过问卷与学业测验方法对165名初中生进行了学业不良者学业求助特征及相关研究,其研究结果表明:初中学业不良者在学业求助对象选择上倾向于向同学求助;在求助态度衡量上,他们对求助益处的考虑较少;更能知觉到来自同学的自尊威胁;在求助方式的选择上更倾向于执行性求助。成绩-回避目标、低下的自尊与自我效能感等是学业不良者学业求助特征的影响因素。     

创造性测验的性别与材料差异效应

以415名中学生为对象,采用修订后的《青少年科学创造性测验》考察了创造力的性别差异,并分析了不同测验材料对创造性表现的影响。结果发现：（1）在创造性总体上高中生显著优于初中生,但不存在显著的性别差异;（2）在流畅性与灵活性方面不存在显著性别、年级差异,在独特性上性别和年级的交互作用显著,表现为高中男生得分显著优于女生,而初中性别差异不显著;（3）不同性质的测验材料对创造性的影响不同,言语任务方面不存在显著的年级、性别差异,而图形任务方面则是高中生显著优于初中生,男生显著优于女生。     

儿童返回抑制的研究进展

返回抑制是视觉选择性注意中的一种抑制现象,是人的一个重要的信息加工机制,是当前认知心理学研究的热点之一,本文主要介绍了近年来婴幼儿和儿童的返回抑制研究的内容和成果。     

材料类型和任务可预测性在任务转换中的作用

以阿拉伯数字和汉字数字为材料,采用奇偶判断和大小判断任务交替呈现范式,考察材料类型和任务可预测性在任务转换中的作用。结果发现:(1)对阿拉伯数字和汉字数字的反应时无显著差异,转换代价差异不显著;(2)不可预测任务反应时显著长于可预测任务,转换任务和重复任务都显示了基于可预测性的准备效应。表明材料类型对任务转换无影响,重复和转换任务都存在一般的任务控制更新过程。     

Expanding retrieval practice: an effective aid to preschool children's learning

The benefits of expanding retrieval practice for preschool children were explored in two experiments. In Experiment 1, three groups learned names for six plush toy pigs using expanding retrieval practice, a reward incentive, or a control condition. Reward did not significantly improve learning but retrieval practice doubled recall. In Experiment 2, three groups learned names to soft toys, comparing recall following massed elaborative study with either expanding retrieval practice or expanding re-presentation. Recall was tested after 1 minute, 1 day, and 2 days. A very large effect size (d = 1.9) indicated the very considerable benefit from expanding retrieval practice over the elaboration condition. Comparison with the re-presentation condition suggested that half of the benefit of expanding retrieval practice came from spaced scheduling and half from retrieval practice. Expanding retrieval practice provides an effective method to improve learning by young children.     

The role of information presentation formats in belief updating

The effects of the format by which information is presented on the cognitive processes of belief updating were investigated in the present research. Because of the differences in the affordance of verbal vs. numerical information, it is predicted that the belief updating processes involved in processing verbal and numerical information would be different. Specifically, the additive rule is used to combine information using verbal formats, while the averaging rule is used to combine information using numerical formats. Two experiments were conducted to test these hypotheses. Experiment 1 tested the belief updating process in the positive direction, and Experiment 2 tested the process in the negative direction. Two independent variables were manipulated: information presentation format (verbal vs numerical) and presentation order (strong–weak vs weak–strong). The participants were asked to adjust their purchase likelihood of a consumer product based on the sequential presentations of two experts' opinions. These two opinions varied in their formats (verbal vs. numerical) and strengths (strong vs weak). The two opinions were presented in either the strong–weak order or the weak–strong order. Participants were instructed to first anchor their purchase likelihood at 50%, and then adjust the purchase likelihood, first based on the first expert's opinion, and second based on both experts' opinions. In both experiments the hypotheses that participants employed an additive rule to integrate verbal information and an averaging rule to integrate numerical information were supported.