网络聊天情境大学生人际知觉准确性与知觉过程

本研究基于Funder现实精确性模型,考查了网络聊天情境中大学生人际知觉的准确性,影响准确性的因素,以及人际知觉的过程。研究发现：（1）网络情境中与陌生人进行极短时间的初次接触时,对16种人格特质知觉的准确性较低。（2）大学生对知觉对象的性别判断,会在一定程度上影响对被知觉者的人格特质的判断。（3）16种特质只凭言语推断的难易程度对人际知觉的准确性有影响。（4）人际关系的深度与自我表露的程度有关,并且自我表露程度随时间增加而逐步深入。     

青少年偶像崇拜现象的心理透视

偶像崇拜是青少年中普遍存在的社会现象，对青少年的成长有着深刻的影响，已引起社会各界的关注。同时偶像崇拜现象有它的心理根源，教育者应采取适当的方法给予引导。     

The Conversos of Valencia: Prosopography of a Socio-Religious Community (1391–1420)

Since the nineteenth century, conversos have been among the most prolific lines of research for medievalists and early modern historians. The persecution they suffered at the hands of the Inquisition, the veracity of the claims that attributed to them a clear tendency to remain Jewish in secret long after they were baptized, and their role as cultural agents and active contributors to Spanish culture, particularly in the field of literature, have appealed greatly to researchers. However, in contrast to the vast amount of academic research focusing on Jews from a social perspective, our knowledge of the first generations of conversos is limited. In this article, we present the results of prosopographical research devoted to the converso collective of Valencia from July 9, 1391—the year of the violent and massive conversion of the city’s Hebrew population—to 1420. In particular, we discuss the methodological obstacles presented by such research; evaluate whether the converted population in Valencia can be considered a community after 1391; analyze the socio-professional structure and general economic activities of conversos; and study the social dynamics and interpersonal conflicts that developed both within the group and with Old Christians during this thirty-year period.

     

Stereotypes in the classroom's air: Classroom racial stereotype endorsement,classroom engagement,and STEM achievement among Black and White American adolescents

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups’ abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13–14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students’ achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments.

Research Highlights

• Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.
• White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes.
• Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes.
• Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.

     

A Cross‐National Comparison of Suicide Attempts,Drug Use,and Depressed Mood Among Dominican Youth

We compared suicide attempts, depressed mood, and drug use of 1,710 Dominican public high school students in New York City (NYC) and 9,573 in the Dominican Republic (DR) in 2009. Compared to DR Dominicans, NYC Dominicans were more likely to have reported lifetime marijuana use (27.6% vs. 1.5%), lifetime inhalant use (11.0% vs. 7.6%), lifetime other drug use (9.9% vs. 3.0%), depressed mood (31.3% vs. 27.2%), and suicide attempt (13.8% vs. 8.8%). The results of this study supported the hypothesis that substantial increases in illicit drug use, especially cocaine, heroin, ecstasy, and methamphetamines, among NYC Dominican youth account for their increased risk for suicide attempts compared to their DR Dominican counterparts. It also identified suicide attempts as a public health problem among NYC Dominicans, the largest NYC Latino immigrant population.     

A new conception of visual aesthetic sensitivity

Aesthetic sensitivity has been defined as the ability to recognize and appreciate beauty and compositional excellence, and to judge artistic merit according to standards of aesthetic value. The Visual Aesthetic Sensitivity Test (VAST) has often been used to assess this ability, but recent research has revealed it has several psychometric problems. Such problems are not easily remedied, because they reflect flawed assumptions inherent to the concept of aesthetic sensitivity as traditionally understood, and to the VAST itself. We introduce a new conception of aesthetic sensitivity defined as the extent to which someone's aesthetic valuation is influenced by a given feature. Experiment 1 aimed to characterize aesthetic sensitivity to four prominent features in visual aesthetics: complexity, symmetry, contour, and balance. Experiment 2 aimed to replicate the findings of Experiment 1 and to assess the test–retest reliability of an instrument designed to measure aesthetic sensitivity to these features using an abridged set of stimuli. Our results reveal that people differ remarkably in the extent to which visual features influence their liking, highlighting the crucial role of individual variation when modelling aesthetic preferences. We did not find clear relations between the four measures of aesthetic sensitivity and personality, intelligence, and art interest and knowledge. Finally, our measurement instrument exhibited an adequate-to-good test–retest reliability.