观察者对亲组织不道德行为的反应及其反馈效应

亲组织不道德行为(unethical pro-organizational behavior, UPB)是近10年来组织行为研究领域的热点主题。相较于已得到广泛探讨的UPB形成机理研究, 当前关于UPB的影响效应研究还相对有限, 且主要聚焦于领导UPB对员工的影响, 以及自我反馈下UPB对行为者的影响。借鉴并受到对应推论理论(correspondent inference theory)和社会认知理论(social cognitive theory)中有关观点的启发, 构建了一个同事间围绕UPB的社会互动模型。模型指出, 观察者在看到同为员工身份的行为者实施UPB后会对此进行结果预期和动机归因, 继而在观察者正直性的调节下引发相应的心理与行为反应; 进一步地, 行为者在接收到观察者对其UPB的行为反应后会对这些反馈背后的意图进行解读, 进而影响其后续行为变化。最后, 从观察者对UPB的道德判断、与UPB“不道德”属性有关的认知评价、UPB行为者行为变化的过程机理等方面提出理论模型的拓展方向。     

What my parents make me believe in learning: The role of filial piety in Hong Kong students' motivation and academic achievement

Chinese students are well‐known for their academic excellence. However, studies that explore the underlying mechanism of how cultural factors relate to the motivational process and academic achievement of Chinese students have been limited. This study aimed to examine the role of filial piety in shaping Chinese students' theories of intelligence so as to obtain a clearer understanding of the process by which parent–child connectedness is linked to Chinese students' academic achievement. A sample of 312 university students in Hong Kong were assessed concerning their filial piety beliefs, theories of intelligence and academic achievement. Data were analysed using structural equation modelling. The results indicated that different filial piety beliefs relate to students' academic achievement by shaping different theories of intelligence. Reciprocal filial piety beliefs were found to facilitate an incremental view of intelligence, which in turn contributes to students' academic achievement. Authoritarian filial piety beliefs were shown to be associated with an entity view of intelligence, which consequently deteriorates students' academic achievement. Cultural views of motivational processes can shed light on how motivational beliefs are developed as a product of cultural or socialization processes, which, in turn, contribute to students' academic success.     

Regret Causes Ego-Depletion and Finding Benefits in the Regrettable Events Alleviates Ego-Depletion

ABSTRACT. This study tested the hypotheses that experiencing regret would result in ego-depletion, while finding benefits (i.e., “silver linings”) in the regret-eliciting events counteracted the ego-depletion effect. Using a modified gambling paradigm (Experiments 1, 2, and 4) and a retrospective method (Experiments 3 and 5), five experiments were conducted to induce regret. Results revealed that experiencing regret undermined performance on subsequent tasks, including a paper-and-pencil calculation task (Experiment 1), a Stroop task (Experiment 2), and a mental arithmetic task (Experiment 3). Furthermore, finding benefits in the regret-eliciting events improved subsequent performance (Experiments 4 and 5), and this improvement was mediated by participants’ perceived vitality (Experiment 4). This study extended the depletion model of self-regulation by considering emotions with self-conscious components (in our case, regret). Moreover, it provided a comprehensive understanding of how people felt and performed after experiencing regret and after finding benefits in the events that caused the regret.     

Why does guessing incorrectly enhance,rather than impair,retention?

The finding that trying, and failing, to predict the upcoming to-be-remembered response to a given cue can enhance later recall of that response, relative to studying the intact cue–response pair, is surprising, especially given that the standard paradigm (e.g., Kornell, Hays, & Bjork, 2009) involves allocating what would otherwise be study time to generating an error. In three experiments, we sought to eliminate two potential heuristics that participants might use to aid recall of correct responses on the final test and to explore the effects of interference both at an immediate and at a delayed test. In Experiment 1, by intermixing strongly associated to-be-remembered pairs with weakly associated pairs, we eliminated a potential heuristic participants can use on the final test in the standard version of the paradigm—namely, that really strong associates are incorrect responses. In Experiment 2, by rigging half of the participants’ responses to be correct, we eliminated another potential heuristic—namely, that one’s initial guesses are virtually always wrong. In Experiment 3, we examined whether participants’ ability to remember—and discriminate between—their incorrect guesses and correct responses would be lost after a 48-h delay, when source memory should be reduced. Across all experiments, we continued to find a robust benefit of trying to guess to-be-learned responses, even when incorrect, versus studying intact cue–response pairs. The benefits of making incorrect guesses are not an artifact of the paradigm, nor are they limited to short retention intervals.     

A defense of indeterminate distinctness

On the one hand, philosophers have presented numerous apparent examples of indeterminate individuation, i.e., examples in which two things are neither determinately identical nor determinately distinct. On the other hand, some have argued against even the coherence of the very idea of indeterminate individuation. This paper defends the possibility of indeterminate individuation against Evans’s argument and some other arguments. The Determinacy of Identity—the thesis that identical things are determinately identical—is distinguished from the Determinacy of Distinctness—the thesis that distinct things are determinately distinct. It is argued that while the first thesis holds universally and there is no case of indeterminate identity, there are reasons to think that the second thesis does not hold universally, and that there are cases of indeterminate distinctness.     

潜变量交互效应模型标准化估计中的检验问题

讨论了潜变量交互效应模型是否能直接用统计软件输出的原始估计的t值对模型的标准化估计进行检验的问题,详细介绍了标准化估计的t值计算及其难点,用Bootstrap方法算出标准化估计的标准误和相应的t值（记为t_bs）,并将其与原始估计的t值比较.结果发现,当原始估计t值超过3时,无论用t值还是用t_ bs检验,结果都是显著,即可以使用t值进行检验.而当t值不超过3时,与t_bs很接近,也可以用t值检验,但t值在临界值附近（例如1.5 ～2.5）时,最好还是使用Bootstrap法计算t_bs进行检验.     

MIRT模型中多维能力及其相关矩阵估计的影响因素

多维项目反应理论因其模型本身的天然优势及其兼具因素分析与项目反应理论于一身的优点,而被广大研究者及应用者所重视.本研究在前人研究基础上,重点讨论MIRT多维能力及能力间相关矩阵的参数估计问题.研究采用Monte Carlo模拟方法进行,在三因素完全随机设计（4 ×3×3）下,使用MCMC算法,探讨测验维度数、维度间的相关大小和测验项目数三个因素对MIRT能力及其相关矩阵估计的影响.     

Peak shift in honey bee olfactory learning

If animals are trained with two similar stimuli such that one is rewarding (S+) and one punishing (S?), then following training animals show a greatest preference not for the S+, but for a novel stimulus that is slightly more different from the S? than the S+ is. This peak shift phenomenon has been widely reported for vertebrates and has recently been demonstrated for bumblebees and honey bees. To explore the nature of peak shift in invertebrates further, here we examined the properties of peak shift in honey bees trained in a free-flight olfactory learning assay. Hexanal and heptanol were mixed in different ratios to create a continuum of odour stimuli. Bees were trained to artificial flowers such that one odour mixture was rewarded with 2 molar sucrose (S+), and one punished with distasteful quinine (S?). After training, bees were given a non-rewarded preference test with five different mixtures of hexanal and heptanol. Following training bees’ maximal preference was for an odour mixture slightly more distinct from the S? than the trained S+. This effect was not seen if bees were initially trained with two distinct odours, replicating the classic features of peak shift reported for vertebrates. We propose a conceptual model of how peak shift might occur in honey bees. We argue that peak shift does not require any higher level of processing than the known olfactory learning circuitry of the bee brain and suggest that peak shift is a very general feature of discrimination learning.     

What do you mean I wasn’t cheating? Testing the concept of cheating through a case of failed doping

Using a case of intended but failed doping, the author seeks to answer the question of if an agent cheated when they intended to but failed in the case of doping due to inert, counterfeit drugs. The examination looks at the case using the concept of cheating and concludes by dividing the results of cheating into primary and secondary effects.