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161.
Jonas E Schulz-Hardt S Frey D Thelen N 《Journal of personality and social psychology》2001,80(4):557-571
Research on selective exposure to information consistently shows that, after having made a decision, people prefer supporting over conflicting information. However, in all of these experiments participants were given an overview of all available pieces of information, selected them simultaneously, and did not process the requested information during the selection phase. In the present research the authors show that an even stronger preference for supporting information arises if information is presented and processed sequentially instead of simultaneously (Experiment 1), and they demonstrate that this stronger confirmation bias is due to sequential presentation and not to sequential processing of information (Experiment 2). The authors provide evidence that the increase in confirmation bias under sequential presentation is caused by heightened commitment due to the participants' increased focusing on their decision (Experiments 3 and 4). 相似文献
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We investigated the relationship between the ability to comprehend text and the ability to predict future performance and to assess past performance on text. Subjects were poor at predicting performance, which may be why prediction accuracy did not relate to measures of comprehension ability. Measures of comprehension ability did relate to the accuracy with which subjects assessed their performance on tests. Better and faster comprehenders judged their relative levels of test performance over sections of text more accurately than did poorer and slower comprehenders. 相似文献
165.
Klaus Jonas 《European journal of social psychology》1993,23(2):167-183
Various studies in the health area consistently rejected the multiplicative combination between severity and probability of threat which is predicted by expectancy-value (EV) theories. It is hypothesized here, that this negative evidence may be due to an overly demanding assumption underlying the multiplicative combination, namely, the assumption that people are able to performs trade-offs between expectancies and valences. This hypothesis is tested in two studies in which subjects judged hypothetical health threats. Results from a nonparametric analysis (conjoint measurement) of individual data (Study 1) and an experimental study of trade-off judgments (Study 2) are mostly consistent with the prediction. Unexpectedly, however, an ANOVA of the aggregate data of Study 1 yielded a small, but significant effect consistent with the multiplicative assumption. Whereas this latter result can be interpreted as evidencing an attempt to perform trade-offs, the overall results show as predicted that trade-off judgments are associated with a systematic error component due to the inherent difficulty of this type of judgment. 相似文献
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Jonas F. Soltis 《Studies in Philosophy and Education》1991,11(1):89-92
Humanizing education in a democratic society requires an adequate conception of democratic life. Dewey's ideal of a society with free interaction among groups and extensive sharing of interests provides such a vision. His idea of purposing, as a key ingredient in meaningful learning, thought and action, also gives depth to the concept of education in democracy. 相似文献
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Philosophia - The recognition of striking regularities in the physical world plays a major role in the justification of hypotheses and the development of new theories both in the natural sciences... 相似文献
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Learning theory provides a foundation for understanding and deriving treatment principles for impacting a spectrum of functional processes relevant to the construct of depression. While behavioral interventions have been commonplace in the cognitive behavioral tradition, most often conceptualized within a cognitive theoretical framework, recent years have seen renewed interest in more purely behavioral models. These modern learning theory accounts of depression focus on the interchange between behavior and the environment, mainly in terms of lack of reinforcement, extinction of instrumental behavior, and excesses of aversive control, and include a conceptualization of relevant cognitive and emotional variables. These positions, drawn from extensive basic and applied research, cohere with biological theories on reduced reward learning and reward responsiveness and views of depression as a heterogeneous, complex set of disorders. Treatment techniques based on learning theory, often labeled Behavioral Activation (BA) focus on activating the individual in directions that increase contact with potential reinforcers, as defined ideographically with the client. BA is considered an empirically well‐established treatment that generalizes well across diverse contexts and populations. The learning theory account is discussed in terms of being a parsimonious model and ground for treatments highly suitable for large scale dissemination. 相似文献