Longitudinal relationships among interpersonal openness trait,hostile attribution bias,and displaced aggressive behaviour: Big Five treated as covariates

Displaced aggressive behaviour is associated with many negative outcomes. Although certain personality traits predict displaced aggressive behaviour, the uniquely longitudinal effect of indigenous interpersonal traits on displaced aggressive behaviour is ignored. To address this gap, we explored the longitudinal relationship among an indigenously interpersonal trait of China (interpersonal openness), hostile attribution bias, and self-reported displaced aggressive behaviour. Additionally, we tested whether hostile attribution bias mediated the relationship between interpersonal openness and self-reported displaced aggressive behaviour. The Interpersonal Self-Support Scale for Undergraduate Students, Word Sentence Association Paradigm for Hostility, Displaced Aggression Questionnaire, and the NEO Personality Inventory-3 were administered to 942 undergraduates on two occasions, 6 months apart. A cross-lagged model showed that, after controlling for the Big Five personality traits, interpersonal openness predicted subsequent hostile attribution bias, and hostile attribution bias predicted self-reported displaced aggressive behaviour 6 months later. Hostile attribution bias at time 2 mediated the relationship between interpersonal openness at time 1 and self-reported displaced aggressive behaviour at time 2. These results were consistent with the interpersonal self-support theory's appraisals of interpersonal openness, and they extended the social information processing and general aggression models to explain displaced aggressive behaviour.     

Explaining the behaviour of random ecological networks: the stability of the microbiome as a case of integrative pluralism

Synthese - Explaining the behaviour of ecosystems is one of the key challenges for the biological sciences. Since 2000, new-mechanism has been the main model to account for the nature of scientific...     

Cascade effects on the irradiation stability of amorphous SiOC

We studied the heavy ion radiation tolerance of amorphous silicon oxycarbide (SiOC) alloys by in situ Kr ion irradiation within a transmission electron microscopy. The amorphous SiOC thin films were grown via co-sputtering from SiO₂ and SiC targets on a surface-oxidized Si (100) substrate. These films were irradiated by 1 MeV Kr ions at both room temperature and 300 °C with damage levels up to 5 displacements per atom (dpa). TEM characterization shows no sign of crystallization, void formation or segregation in all irradiated samples. Our findings suggest that SiOC alloys are a class of promising radiation tolerant materials.     

质疑星座决定人格特质的实证研究

星象学的基本假设是一个人出生时的星运位置可以决定其人格特质和重大际遇。本研究以16PF为工具,测查了165名大一学生,并按被试的出生日期和时辰确定了其星座。总的来说,结果不支持星座决定人格倾向的理论。     

儿童绘画与语言关系的发展研究综述

儿童绘画与儿童语言的关系,是儿童绘画心理及符号认知发展研究中的重点和难点问题。文章在简要回顾儿童绘画心理相关研究的基础之上,从绘画与语言都是符号、二者在发生和发展过程中的相似性以及二者心理发展阶段的一致性等方面介绍了儿童绘画与语言相互关系的研究。这些研究的结果表明,不同符号系统之间联系的焦点在于意义,意义是沟通两个符号系统的纽带。儿童绘画与语言的关系随着儿童的发展而变化。文章还分析了这些研究中存在的不足并提出了今后研究的思路。     

语音超文本系统中锚点标记方式的比较研究

近年来。语音超文本系统中超链接锚点的标记方式成为该研究领域的一个热点问题。笔者在设计参数优化基础上对语音超文本系统中常见的两种超链接锚点标记方式——言语相关标记与非言语相关标记进行比较研究,旨在为语音超文本界面中超链接锚点标记的设计提供适宜的参数。实验在模拟的语音超文本系统中进行,以链接词检测率、句子理解正确率和主观评价作为评价绩效的指标,结果发现,(1)男女声变调的言语相关标记方式下对链接词的检测率和主观评价均优于全词标记和尾字标记两种非言语相关标记方式,但上述三种标记方式对句子理解均无显著影响;(2)采用非言语相关标记时,链接词在句中的位置显著影响其检测率。根据上述结果,笔者推荐男女声变调标记可作为语音超文本链接词标记的首选方式。     

Semantic and phonological influences on visual word learning in a transparent language

Orthographic representations of words are indispensable for reading fluency. The ways in which these representations are developed and their resistance to decay are hotly debated topics. The aim of this study was to investigate the influence of semantic and phonological representations on the formation of orthographic representations in a transparent orthography. In order to achieve this objective, an experiment with three conditions was carried out. In the first condition, a group of university students were asked to repeatedly read 10 new words after semantic and phonological training, in the second condition another group of participants read the new words after phonological training, and in the third condition participants read without previous training. Finally, a follow-up session was performed to test the resistance to decay of the orthographic representations. The results showed that participants who had received semantic training formed the representations faster than participants in the other conditions, as indicated by the decrease in length effect. These results indicate the important role of previous knowledge when people face new written words. A month later these orthographic representations still remained in the lexicon of the participants.     

Cultural Effects on English Language Teachers’ Judgments of Metaphoric Creativity: A Mixed‐Methods Approach

This study explored cultural influences on English language teachers’ judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers’ ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers’ imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners’ creative language artifacts in an English L2 context.     

True versus strategic fairness in a common resource dilemma: Evidence from the dual‐process perspective

Common resource dilemmas involve collectively coordinating individual choices to promote group efficiency. Equal division represents one of the most important coordination rules. Previous research suggests that individuals follow the equality rule for different reasons. Some individuals behave cooperatively out of their concern for other's welfare, whereas some individuals cooperate strategically to enhance personal gains. Building on the dual‐process perspective, the authors aim to differentiate strategic fairness from true fairness in solving a resource dilemma. In four experiments, the effect of cognitive processing manipulations on individual harvesting behavior in a one‐shot resource dilemma was tested against participants with different social values. Results consistently showed that prosocials, who value joint outcome and equality, requested significantly less money than did proselfs, who value personal gain. More importantly, prosocials in the intuition and deliberation conditions request similar amounts, whereas proselfs in the intuition condition request more money than those in the deliberation condition. The results were further validated by a follow‐up meta‐analysis based on the four experiments. The implications of the dual‐process perspective for social coordination research are discussed.