跨文化判断与决策(英文)

本文对判断和决策研究领域所发现的跨文化差异进行了回顾。鉴于大多数判断和决策的跨文化研究都集中于对亚洲和西方文化的比较,本文也主要关注这方面的研究发现。具体来说,本文回顾了在概率判断及信心、风险知觉、冒险行为、消费者行为以及经济判断和决策中所存在的跨文化差异。综述结果表明尽管亚洲人和西方人的判断和决策行为存在很大的跨文化差异,研究也发现了显著的文化内差异。目前关于判断和决策的跨文化差异的研究还相对匮乏,未来还需要更多的研究来进一步了解判断和决策行为的跨文化差别及机制。     

Construing a “Perfect Knight”: A Personal Construct Investigation of Mass Murder

We report three studies in which we examined the structure of interpersonal construct systems. We attempted to identify (a) the degree to which individuals' differentiation in the constructs they used to construe themselves paralleled the differentiation in the constructs they used to construe other and (b) the differences and similarities in the content of constructs used by subjects to construe themselves, liked peers, and disliked peers. In addition, we compared the content of the liked- and disliked-peer constructs with those used by employees construing co-workers in a previous study. Findings indicated that Ziller, Martell, and Morrison's (1977) checklist measure of self differentiation was weakly correlated in the first sample and uncorrelated in the second sample with Crockett's (1965) Role Category Questionnaire (RCQ), a measure of other differentiation. Differentiation scores from the other and self versions of the RCQ were moderately correlated. Content analyses revealed that self constructs were drawn largely from the same pool as those used in describing liked and disliked peers; they were more similar to the liked-peer constructs than the disliked-peer ones, but also drew heavily on the disliked-peer construct pool. Constructs used to describe liked and disliked peers were very similar to those used to describe co-workers but were clearly influenced by context. To account for the findings, we suggest that constructs become meaningful and thus prominent in a particular domain because of their usefulness for the particular construal tasks encountered in that domain.     

Velocity as a Predictor of Performance Satisfaction,Mental Focus,and Goal Revision

In a longitudinal study, the authors examined the role of students' rate of progress, or velocity, in goal‐striving over one semester of a college‐level Introductory Psychology course. At both mid‐course and near end‐of‐course time periods, results demonstrated that velocity uniquely contributed to the prediction of students' performance satisfaction, mental focus, and goal revision, above and beyond the influence of performance‐goal discrepancies and ability. Specifically, velocity demonstrated main effects on performance satisfaction and mental focus. Velocity significantly interacted with goal importance in the prediction of goal revision. The authors call for increased attention to the role of velocity in self‐regulation. Dans une étude longitudinale, les auteurs examinent le rôle du taux de progrès des étudiants ou leur rapiditéà atteindre des buts sur un semestre pour un cours d'introduction à la psychologie en faculté. Deux mesures ont été faites: l'une à la moitié du semestre et l'autre à la fin de ce même semestre. Les résultats montrent que uniquement la rapidité contribue à prédire la satisfaction de la performance des étudiants, la concentration, et la révision de l'objectif quels que soient les écarts entre le but de la performance et les capacités. Plus spécifiquement, la rapidité a des effets importants sur la satisfaction de la performance et la concentration. La rapidité interagit significativement avec l'importance des buts dans le cas où l'on envisage leur révision. Les auteurs soulignent le rôle de la rapidité sur l'auto‐régulation.     

How do young children deal with hybrids of living and non‐living things: The case of humanoid robots

In this experiment, we tested children's intuitions about entities that bridge the contrast between living and non‐living things. Three‐ and four‐year‐olds were asked to attribute a range of properties associated with living things and machines to novel category‐defying complex artifacts (humanoid robots), a familiar living thing (a girl), and a familiar complex artifact (a camera). Results demonstrated that 4‐year‐olds tended to treat the category‐defying entities like members of the inanimate group, while 3‐year‐olds showed more variability in their responding. This finding suggests that preschoolers' ability to classify complex artifacts that cross the living–non‐living divide becomes more stable between the ages of 3 and 4 and that children at both ages draw on a range of properties when classifying such entities.     

A comparison of race‐related pain stereotypes held by White and Black individuals

Pain judgments are the basis for pain management. The purpose of this study was to assess Black and White participants' race‐related pain stereotypes. Undergraduates (n = 551) rated the pain sensitivity and willingness to report pain for the typical Black person, White person, and themselves. Participants, regardless of race, rated the typical White person as being more pain sensitive and more willing to report pain than the typical Black person. White participants rated themselves as less sensitive and less willing to report pain than same‐race peers; however, Black participants rated themselves as more pain sensitive and more willing to report pain than same‐race peers. These findings highlight similarities and differences in racial stereotypic pain beliefs held by Black and White individuals.     

Masculine Ideology,Sexual Communication,and Sexual Self‐Efficacy Among Parenting Adolescent Couples

This study examined the relationship between traditional masculine role norms (status, toughness, anti‐femininity) and psychosocial mechanisms of sexual risk (sexual communication, sexual self‐efficacy) among young, low‐income, and minority parenting couples. Between 2007 and 2011, 296 pregnant adolescent females and their male partners were recruited from urban obstetrics clinics in Connecticut. Data regarding participants' beliefs in masculine role norms, frequency of general sex communication and sexual risk communication, and sexual self‐efficacy were collected via computer‐assisted self‐interviews. Generalized estimating equation (GEE) models were used to test for actor effects (whether a person's masculine role norms at baseline influence the person's own psychosocial variables at 6‐month follow‐up) and partner effects (whether a partner's masculine role norms at baseline influence an actor's psychosocial variables at 6‐month follow‐up). Results revealed that higher actor status norms were significantly associated with more sexual self‐efficacy, higher actor toughness norms were associated with less sexual self‐efficacy, and higher actor anti‐femininity norms were significantly associated with less general sex communication, sexual risk communication, and sexual self‐efficacy. No partner effects were found. These results indicate a need for redefining masculine role norms through family centered approaches in pregnant or parenting adolescent couples to increase sexual communication and sexual self‐efficacy. Further research is needed to understand partner effects in the context of a relationship and on subsequent sexual risk behavior.     

Spatial part-set cuing facilitation

Cole, Reysen, and Kelley [2013. Part-set cuing facilitation for spatial information. Journal of Experimental Psychology: Learning, Memory, &; Cognition, 39, 1615–1620] reported robust part-set cuing facilitation for spatial information using snap circuits (a colour-coded electronics kit designed for children to create rudimentary circuit boards). In contrast, Drinkwater, Dagnall, and Parker [2006. Effects of part-set cuing on experienced and novice chess players’ reconstruction of a typical chess midgame position. Perceptual and Motor Skills, 102(3), 645–653] and Watkins, Schwartz, and Lane [1984. Does part-set cuing test for memory organization? Evidence from reconstructions of chess positions. Canadian Journal of Psychology/Revue Canadienne de Psychologie, 38(3), 498–503] showed no influence of part-set cuing for spatial information when using chess boards. One key difference between the two procedures was that the snap circuit stimuli were explicitly connected to one another, whereas chess pieces were not. Two experiments examined the effects of connection type (connected vs. unconnected) and cue type (cued vs. uncued) on memory for spatial information. Using chess boards (Experiment 1) and snap circuits (Experiment 2), part-set cuing facilitation only occurred when the stimuli were explicitly connected; there was no influence of cuing with unconnected stimuli. These results are potentially consistent with the retrieval strategy disruption hypothesis, as well as the two- and three-mechanism accounts of part-set cuing.     

The mature students' three Rs

The mature students' three Rs framework was formulated from a study investigating mature students' experience of higher education: motivations, expectations and outcomes. The study was based on new-paradigm research methods. The three Rs framework is of interest to, and useful for, advisers and counsellors working with adults in the process of change, including those working outside educational settings.     

Assessing preferences of individuals with developmental disabilities using alternative stimulus modalities: A systematic review

The purpose of this systematic review was to identify investigations comparing the efficacy of alternative modality (e.g., pictorial, verbal, video) stimulus preference assessments for individuals with developmental disabilities. We identified articles by searching peer‐reviewed journals using the PsycINFO and ERIC databases, conducting table of contents searches of common behavioral outlets, and conducting ancestral searches of recent reviews and practitioner summaries of preference assessment methodology. A total of 32 articles met our inclusion criteria. These studies were then coded across a variety of features to gain a better understanding of the efficacy of alternative format preference assessments for individuals with developmental disabilities. In addition, we reviewed this literature for the use of prerequisite‐skill assessments and contingent‐reinforcer access to further investigate the relation between these variables and the accuracy of pictorial, verbal, and video preference assessments. A variety of methodological concerns are discussed as well as suggestions for future research.