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151.
In Study 1, we examined the moderating impact of alexithymia (i.e., a difficulty identifying and describing feelings to other people and an externally oriented cognitive style) on the automatic processing of affective information. The affective priming paradigm was used, and lower priming effects for high alexithymia scorers were observed when congruent (incongruent) pairs involving nonverbal primes (angry face) and verbal target were presented. The results held after controlling for participants' negative affectivity. The same effects were replicated in Studies 2 and 3, with trait anxiety and depression entered as additional covariates. In Study 3, no moderating impact of alexithymia was found for verbal-facial pairs suggesting that the results cannot be merely explained in terms of transcoding limitations for high alexithymia scorers. Overall, the present results suggest that alexithymia could be related to a difficulty in processing and automatically using high arousal emotional information to respond to concomittant behavioural demands. 相似文献
152.
Antonietta Curci Olivier Luminet IV Catrin Finkenauer Lydia Gisle 《Memory (Hove, England)》2013,21(2):81-101
Flashbulb memories are vivid and long-lasting memories for the reception context of an important public event (Brown & Kulik, 1977). They are assumed to be triggered by emotional factors (i.e., intensity of emotional feeling, appraisal of the original event) and by social factors (i.e., social sharing of the news, following media debate about the event). The present study investigated the memory for the death of the former President of France F. Mitterrand in two social groups, i.e., French and Belgian people. This study tests whether the flashbulb memory attributes, the memory for the original event, and the impact of the emotional and social determinants of flashbulb memory differed across groups. The results indicated that the flashbulb memory for Mitterrand's death is affected by group provenance, as French people showed higher levels of recall for the flashbulb memory attributes and their determinants than Belgian people. Time impaired recollections in both groups, so that flashbulb memories appear prone to decay and share the same destiny as ordinary memories. The theoretical construct of concern - as the most basic antecedent of emotional experiences and its related appraisal (Frijda, 1994) - is discussed in order to explain the differences in memory of the two social groups. 相似文献
153.
ABSTRACTRecovered memories of abuse in therapy are especially controversial if the clients were not aware they were abused before therapy. In the past, such memory recovery has led to legal action, as well as a debate about whether such memories might be repressed, forgotten, or false memories. More than two decades after the height of the controversy, it is unclear to what degree such memories are still recovered today, and to what extent it occurs in France. In our French survey of 1312 participants (Mage?=?33; 53% female), 551 reported having done therapy at some point. Of that 551, 33 (6%) indicated they had recovered memories of abuse in therapy that they did not know about before therapy. Sexual abuse was the most commonly reported type that was recovered in therapy (79%). As in past research, discussing the possibility of repressed memories with therapists was associated with reports of recovered memories of abuse. Surprisingly, memory recovery occurred just as much in behavioural and cognitive therapies as it did in therapies focused on trauma. We found recovered memories in a proportion of clients who began therapy recently. Recovered memories in therapy appears to be an ongoing concern in France. 相似文献
154.
Magali Ginet Olivier Dodier Brigitte Bardin Michel Désert Catherine Greffeuille Fanny Verkampt 《The Journal of general psychology》2013,140(4):313-341
The two present studies examined the influence of perspective instructions given during encoding and retrieval on the recall of a visual event. Participants viewed slides or a film depicting a day in the life of a man. Before viewing the to-be-remembered event, they were instructed to adopt the perspective of an alcoholic vs. an unemployed man vs. no perspective (Experiment 1), or of an unemployed man vs. no perspective (Experiment 2). Participants in the first study were interviewed twice, with the second recall being preceded by either a change perspective instruction or without any specific instruction. In the second study, participants were interviewed using either a cognitive interview (CI) or a CI without the change perspective instruction. Results showed that adopting a perspective during encoding impaired recall performance and failed to demonstrate a significant benefit of the change perspective instruction. The theoretical and practical implications of these results are discussed. 相似文献
155.
Chloe Dafkin Andrew Green Samantha Kerr Demetri Veliotes Benita Olivier Warrick McKinon 《Journal of motor behavior》2013,45(2):116-121
The Babinski reflex is a clinical diagnostic tool; however, the interrater reliability of this tool is currently greatly contested. A comparison between rater groups with objective measurements of the Babinski reflex was therefore conducted. Fifteen recorded Babinski reflexes were assessed by 12 neurologists and 12 medical students as being either pathological or nonpathological. Kinematic and electromyographic variables were collected and used to assess which aspects of the Babinski reflex predict classification. Substantial interrater agreement within the neurologist and student groups (κ = .72 and .67, respectively) was shown; however, there were some differing aspects between what neurologists and students used to assess the reflex as determined by objective kinematic measurements. 相似文献
156.
Claudia Toma Vincent Yzerbyt Olivier Corneille 《Journal of experimental social psychology》2010,46(2):375-381
Two experiments investigated the impact of anticipated interdependence on people’s projection of their characteristics onto an unknown target. After participants had rated themselves on a list of personality traits, they were led to expect a situation of cooperation or competition with another participant and rated this participant on the same list of traits. In both experiments, projection of self-attributed traits was stronger under cooperation than competition. This effect was independent of trait valence, whether defined a priori (Experiment 1) or as an idiosyncratic measure (Experiment 2). Experiment 2 also revealed that the moderation of interpersonal projection by interdependence was not driven by changes in participants’ self-representation. These findings suggest that the anticipated interdependence context influences the way we perceive similarity with unknown others. We discuss possible cognitive and motivational mechanisms underlying this effect. 相似文献
157.
The shading information in images that depict surfaces of three-dimensional objects cannot be perceived correctly unless the direction of the illuminating light source is known, and, in the absence of this knowledge, adults interpret such images by assuming that light comes from above. In order to investigate if children make use of a similar assumption, we analysed data from 171 children between the ages of 4.6 and 10.8 years using 10 images (shown upright and upside-down) that could be perceived as either convex or concave. Each of five images depicted a naturalistic picture (e.g., a footprint), each of the other five depicted an embossed symbol (e.g., a square). On each of 20 trials, a child was presented with either an upright or upside-down image, and indicated whether the depicted shape appeared convex or concave. Our main findings are that (i) naturalistic stimuli are significantly more likely to be perceived as if light comes from above than symbol stimuli, and (ii) children's propensity to interpret stimuli as if light comes from above increases significantly with age, and at a similar rate for naturalistic and symbol stimuli. These results suggest that, irrespective of any innate competence, children's ability to interpret shading information is gradually refined throughout childhood. 相似文献
158.
The aim of our research was to study the effects of metacognition training on the performance of older adults solving mathematical
word problems. A further aim was to study the links between metacognition and executive function. Thirty-two subjects aged
over 60, divided into an experimental and a control group, took part in this study which involved five training sessions.
Results show that metacognition training enhanced the two metacognition components (knowledge and skills) and the mathematical
problem-solving capacities of the participants. They also suggest that the use of metacognition by older people to solve mathematical
word problems is supported by executive functions (updating, shifting) and particularly by processing speed. 相似文献
159.
Gizelle Anzures Paul C. Quinn Olivier Pascalis Alan M. Slater Kang Lee 《Developmental science》2010,13(4):553-564
The present study examined whether 6‐ and 9‐month‐old Caucasian infants could categorize faces according to race. In Experiment 1, infants were familiarized with different female faces from a common ethnic background (i.e. either Caucasian or Asian) and then tested with female faces from a novel race category. Nine‐month‐olds were able to form discrete categories of Caucasian and Asian faces. However, 6‐month‐olds did not form discrete categories of faces based on race. In Experiment 2, a second group of 6‐ and 9‐month‐olds was tested to determine whether they could discriminate between different faces from the same race category. Results showed that both age groups could only discriminate between different faces from the own‐race category of Caucasian faces. The findings of the two experiments taken together suggest that 9‐month‐olds formed a category of Caucasian faces that are further differentiated at the individual level. In contrast, although they could form a category of Asian faces, they could not discriminate between such other‐race faces. This asymmetry in category formation at 9 months (i.e. categorization of own‐race faces vs. categorical perception of other‐race faces) suggests that differential experience with own‐ and other‐race faces plays an important role in infants’ acquisition of face processing abilities. 相似文献
160.
As self-esteem is likely to build on favorable social experiences, such as those derived from achievement (i.e., GPA) and social competence, emotional intelligence is likely to be pivotal in fostering social experiences conducive to self-esteem. Accordingly, emotional intelligence is likely to underlie social competence and mediate the contribution of achievement to self-esteem. This uncharted role is the focus of this study, which surveyed 405 undergraduates in Hong Kong, China. Results demonstrated the pivotal role of emotional intelligence. Essentially, emotional intelligence appeared to be a strong determinant of self-esteem and explain away the positive effect of social competence on self-esteem. The results imply the value of raising emotional intelligence in order to consolidate the basis for the young adult's self-esteem. 相似文献