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61.
Adam Rutland Rupert J. Brown Lindsey Cameron Anni Ahmavaara Katie Arnold Jenni Samson 《European journal of social psychology》2007,37(1):171-190
Two studies were conducted that go beyond previous research by examining when and why children might show intergroup bias in the attribution of positive, but not negative traits (PNAE: the positive–negative asymmetry effect, Mummendey & Otten, 1998, European review of social psychology, Vol. 9). In Study 1 (n = 107) children completed a ‘mixed’ trait attribution task in a dichotomous group context. As predicted there was a developmental trend between 7 and 12 years of age in the PNAE. The 7‐year olds were the only age group not to show the effect. Study 1 also found a quadratic developmental trend in children's national intergroup bias. Study 2 (n = 62) replicated the developmental path of the PNAE found in Study 1 using a wider age range of 6–16 years. This study used a ‘mixed’ list of traits which were not only antonyms and a procedure that made the positive and negative trait dimensions explicitly independent. Significantly, Study 2 found in‐group exclusion norm partially mediated the development of the PNAE. These findings support an account of the positive–negative asymmetry effect based upon normative processes. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
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63.
John Wills Lloyd David F. Bateman Timothy J. Landrum Daniel P. Hallahan 《Journal of applied behavior analysis》1989,22(3):315-323
We investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom. Following baseline, both self-recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self-recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately. 相似文献
64.
The degree of ambiguity of words with multiple meanings was estimated by the semantic uncertainty (U) of a word as measured by word association and sentence generation tasks. Ambiguous words defined in this way were as well remembered in a recognition memory test as control words. When words were first presented in sentences that would determine their encoded sense, it was found that successive encodings of an ambiguous word converged more when the word appeared in its primary sense than when it appeared in its secondary sense. However, given convergent encodings, recognition was more likely if the word had first occurred in its secondary sense. An explanation in terms of semantic focus is offered and related to the general relationship between recognition and frequency.The research reported in this paper was supported by the Learning Research and Development Center, which is supported in part by the U.S. Office of Education. 相似文献
65.
Sex Differences and Similarities in Video Game Experience,Preferences, and Self-Efficacy: Implications for the Gaming Industry 总被引:1,自引:0,他引:1
Melissa Terlecki Jennifer Brown Lindsey Harner-Steciw John Irvin-Hannum Nora Marchetto-Ryan Linda Ruhl Jennifer Wiggins 《Current psychology (New Brunswick, N.J.)》2011,30(1):22-33
As computer technology continues to pervade every facet of life, the study of video game playing becomes more relevant. Studies
show that sex differences continue to exist between men and women, boys and girls, in video game experience, favoring males.
Few studies show any overlap in preferences between young men and women in their video gaming choices. The current study surveyed
over 2,000 college undergraduates for video game experience, preferences, and self-efficacy. Although it was found that men
play video games more often, have had more experience, and feel more confident in their game playing ability, a moderate female
gaming population was found to exist, who also play video games regularly. Almost as many similarities as differences were
found between men and women in their gaming preferences. Suggestions and implications for the video game industry are discussed. 相似文献
66.
Lindsey Hildebrand Tasha Posid Corinne A Moss-Racusin Laura Hymes Sara Cordes 《Developmental science》2023,26(1):e13243
As early as age six, girls report higher math anxiety than boys, and children of both genders begin to endorse the stereotype that males are better at math than females. However, very few studies have examined the emergence of math attitudes in childhood, or the role parents may play in their transmission. The present study is the first to investigate the concordance of multiple implicit and explicit math attitudes and beliefs between 6- and 10-year-old children and their parents. Data from implicit association tasks (IATs) reveal that both parents and their children have implicit associations between math and difficulty, but only parents significantly associated math with males. Notably, males (fathers and sons) were more likely than females (mothers and daughters) to identify as someone who likes math (instead of reading), suggesting gender differences in academic preferences emerge early and remain consistent throughout adulthood. Critically, we provide the first evidence that both mothers’ and fathers’ attitudes about math relate to a range of math attitudes and beliefs held by their children, particularly their daughters. Results suggest that girls may be especially sensitive to parental math attitudes and beliefs. Together, data indicate that children entering formal school already show some negative math attitudes and beliefs and that parents’ math attitudes may have a disproportionate impact on young girls. 相似文献
67.
Sara Bonilla Madison Natarajan Julie Koven Lindsey White Sharon Lamb 《Counselling and Psychotherapy Research》2023,23(2):551-562
Despite the initial understanding of the word ‘triggered’ as relating to the clinical phenomenon of post-traumatic stress disorder (PTSD), this language has become a common part of the vernacular today, used by many people to apply to a wide variety of experiences and events. Counselling students are particularly sensitised to trauma, as well as identity politics, and are familiar with trigger warnings at college. They themselves have experienced trauma at high rates. Therefore, we were interested to understand how they might be using the word and interpreting the experience of being ‘triggered’, whether different sources of being triggered are related to emotional reactions, and whether a discourse analysis might indicate how and why the term has become useful and for what other experiences it might be serving as a stand-in. In this mixed-methods study, 79 counselling students from around the country shared their definitions and experiences of being ‘triggered’. Participants completed surveys and wrote narratives, which, via thematic qualitative analysis, were coded into five themes. The quantitative analysis focused on the relationship of feelings to themes and the relationship between anger suppression and coping with each theme. Discourse analysis explored how individuals wrote about responsibility and anger. It was discovered that those who wrote about being triggered from a past sexual assault did not discuss anger, nor the responsibility of others to protect them (as those who wrote about microaggressions did), but positioned themselves as overreactors. Results are discussed with regard to training and practice. 相似文献
68.
Jordan Belisle Caleb R. Stanley Ayla Schmick Mark R. Dixon Amani Alholail Megan E. Galliford Lindsey Ellenberger 《Journal of applied behavior analysis》2020,53(2):938-955
Relational Frame Theory posits that complex language develops through arbitrarily applicable relational networks, with potential implications for individuals with autism. Responding relationally based on comparison occurs when participants respond to any number of comparative properties, such as “bigger” or “faster.” Experiment 1 established two 3-member comparative networks, in which a stimulus A was conditioned as “bigger” or “faster” than a stimulus B, and the stimulus B was conditioned as “bigger” or “faster” than a stimulus C in 2 children with autism. Both participants met the mastery criterion for the trained relations and demonstrated the emergence of the untrained combinatorially entailed A–C and C–A relations. The participants could also match the arbitrary A stimuli with larger or faster objects and the C stimuli with smaller or slower objects. The results were replicated in Experiment 2 with the same participants, where a 5-member relational network was established for the bigger/smaller relation. 相似文献
69.
70.
Prior studies have observed that the attractiveness of playing a simple gamble (7/36 to win $9; otherwise win nothing) is greatly enhanced by introducing a small loss (7/36 win $9; otherwise lose 5¢). The present studies tested and confirmed an explanation of this finding based on the concept of evaluability and the affect heuristic. Evaluators of the “no‐loss” gamble lack a precise feeling for how good $9 is, hence give it little weight in their judgment. In the second gamble, comparison with the small loss makes $9 “come alive with feeling” and become weighted in the judgment, thus increasing the attractiveness of the gamble. These results demonstrate the importance of contextual factors in determining affect and preference for simple risk‐taking opportunities. They show that the meaning, utility, and weighting of even a very familiar monetary outcome such as $9 is not fixed, but depends greatly on these contextual factors. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献