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Our exploration of communal goal processes in decisions about science, technology, engineering, and mathematics (STEM) careers integrates research on goal pursuit processes with research on stereotyping and on social role occupancy. Social roles encompass expectations and resources that can originate from group membership in broad social categories, such as gender, ethnicity, or nationality, or from more narrowly focused occupational and family roles. Our review elaborates on three ways in which social roles intersect with goal pursuit processes, with particular attention to how communal goals influence STEM pursuits. First, social roles influence goal selection or what goals are prioritized generally and at a particular time. Second, beliefs about social roles can influence the kinds of roles that people shy away from or seek out. Third, occupying a particular social role can actually facilitate or impede goal progress. With regard to STEM pursuits, we demonstrate that communal goals are valued both generally by people and especially by women, and that consensual stereotypes describe STEM fields as less likely to afford communal goals than other occupational roles. However, emphasizing the communal aspects of STEM fields elicits greater positivity toward these roles. Finally, we explore the ways in which STEM occupational roles are or might be enacted in communally‐oriented ways. The goal congruity perspective thus can offer a unifying framework to integrate an understanding of the social structure – that is, roles and contexts – with the social cognition of the individual – that is, critical motivational and cognitive processes. 相似文献
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Caroline B. Drucker Talia Baghdoyan Elizabeth M. Brannon 《Journal of the experimental analysis of behavior》2016,105(1):123-132
Implicit learning involves picking up information from the environment without explicit instruction or conscious awareness of the learning process. In nonhuman animals, conscious awareness is impossible to assess, so we define implicit learning as occurring when animals acquire information beyond what is required for successful task performance. While implicit learning has been documented in some nonhuman species, it has not been explored in prosimian primates. Here we ask whether ring‐tailed lemurs (Lemur catta) learn sequential information implicitly. We tested lemurs in a modified version of the serial reaction time task on a touch screen computer. Lemurs were required to respond to any picture within a 2 × 2 grid of pictures immediately after its surrounding border flickered. Over 20 training sessions, both the locations and the identities of the images remained constant and response times gradually decreased. Subsequently, the locations and/or the identities of the images were disrupted. Response times indicated that the lemurs had learned the physical location sequence required in original training but did not learn the identity of the images. Our results reveal that ring‐tailed lemurs can implicitly learn spatial sequences, and raise questions about which scenarios and evolutionary pressures give rise to perceptual versus motor‐implicit sequence learning. 相似文献
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Make Love and Lose Your Religion and Virtue: Recalling Sexual Experiences Undermines Spiritual Intentions and Moral Behavior 下载免费PDF全文
Caroline Rigo Filip Uzarevic Vassilis Saroglou 《Journal for the scientific study of religion》2016,55(1):23-39
In contrast with traditional considerations, sexuality is often perceived today as being rather compatible with religion/spirituality and morality. However, there may be some inherent opposition between (a) sexuality (thoughts, affects, and pleasure) and (b) religion/spirituality (attitudes, motives) and (interpersonal) morality (dispositions, behavior). The two imply, respectively, self‐enhancement versus self‐transcendence, disinhibition versus self‐control, and disgust indifference versus sensitivity. We hypothesized that sexual experience attenuates spiritual and moral concerns and behaviors. In three online experiments, young adults were asked to recall a personal sexual experience. Compared to a control condition, sexual induction diminished spiritual behavioral intentions (Experiments 1 and 2), in particular among those with high individual disinhibition (Experiment 1), as well as behaviors of prosociality and integrity/honesty (Experiment 3). The effects were independent of individual religiousness/spirituality. These findings suggest that combining sexual pleasure with self‐transcendence and moral perfection, even if a legitimate ideal, is not an easy enterprise. 相似文献
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William D. Parham Caroline S. Clauss‐Ehlers 《Journal of multicultural counseling and development》2016,44(3):156-175
Our distinguished guest for the 3rd installment in this inaugural Hearing our Elders series is former First Lady Rosalynn Carter. Mrs. Carter is arguably among the most active former First Ladies since she and her husband, the 39th President of the United States, James Earl “Jimmy” Carter, left the White House in 1981. The zeitgeist of the mid‐1950s through the 1970s provides the context that frames Mrs. Carter's responses to questions about her involvement in the mental health movement that continues to the present day. The historical as well as contemporary social and political environments relative to understanding and appreciating mental health and wellness in the United States, then and now, are explored and illuminated in portions of the interview with Mrs. Carter. The interview revealed 6 critical themes: really listening with an empathic ear, resilience/persistence, commitment across time, thinking like a global citizen, a quiet‐storm leadership style, and self‐discovery in service to others. Nuestra distinguida invitada en la 3ª entrega de esta serie inaugural de Escuchar a Nuestros Mayores es la ex Primera Dama Rosalynn Carter. La señora Carter es sin duda una de las ex primeras damas más activas desde que en 1981 dejó la Casa Blanca junto con su marido, el 39° Presidente de los Estados Unidos James Earl “Jimmy” Carter. El espíritu cultural del periodo entre la mitad de la década de los años 50 hasta los 70 proporciona el contexto en el que se enmarcan las respuestas de la señora Carter a preguntas sobre su implicación en el movimiento para la salud mental que continúa hasta hoy. Los entornos social y político de ayer y hoy, tanto en su perspectiva histórica como contemporánea, y cómo estos se relacionan con la comprensión y valoración de la salud y bienestar mental en los Estados Unidos se exploran e ilustran en varios segmentos de la entrevista con la señora Carter. Esta entrevista reveló 6 temas críticos: la escucha con atención y empatía, la resiliencia/persistencia, el compromiso a lo largo del tiempo, el pensamiento como ciudadanos globales, un estilo de liderazgo firme pero calmado, y el autodescubrimiento a través del servicio a otros. 相似文献
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Caroline Hall 《Psychoanalytic Social Work》2016,23(1):42-59
Evaluating data from interviews with 30 first-time mothers predelivery and postdelivery reveals three pertinent themes: fear of bodily damage, immense pride and awe about producing a baby, and circumscribed terms of true womanhood. Data demonstrate an evolving pressure on some women to deliver vaginally without medical intervention or pain medication and to nurse a baby exclusively without formula as a marker of womanhood. Psychoanalytic theorists have explored the unique trajectory of growth from girlhood to womanhood wrestling with the unconscious meanings of pregnancy and motherhood. Not enough focus has been placed on the unconscious meanings of actual childbirth itself. Qualitative data illustrate the current social pressure on women to adhere to an unspoken norm regarding womanhood. This article examines contemporary issues of awe, fear, and performance anxiety reported by childbearing women and evidences a need to augment our understanding of female psychosexual development around unconscious tasks unique to giving birth. 相似文献