关系认知与善意认知对大学生人际信任的影响

采用投资博弈,以大学生为被试探讨关系认知（亲疏关系、阶层关系）和特质认知（以善意为例）对中国人人际信任的影响。结果发现,亲疏关系认知、阶层关系认知和善意认知都会影响中国人的人际信任。关系越近、阶层越高、越善意,信任水平越高。随着亲疏关系下降或善意降低,阶层关系对信任水平的作用之间的差异逐步减弱。亲疏关系认知和阶层关系认知存在交互作用,亲疏、阶层和善意也具有交互作用。人们对上位阶层的信任大于平位大于下位,但是当信任对象存在低善意特质或陌生人身份时,人们对上位阶层的信任会下降至和平位没有差异;当低善意特质和陌生人身份同时存在时,人们对上位、平位和下位的信任无差异。     

“自爱”指标与维度的初探——《四库全书》中“自爱”的心理学研究

从《四库全书》中检索到1700部涉及“自爱”的古籍,形成包含2370条句段的语料库并逐条进行内容分析。结果发现,自爱包含自我珍重、自我接纳与自我约束三个主要指标以及个我自爱、小我自爱与大我自爱三个主要维度。未来研究将依据我国社会文化和历史的脉络,结合新时代人们对自爱的理解,编制相应的测量工具,从而为健全人格养成服务。     

Building cardiovascular disease competence in an urban poor Ghanaian community: A social psychology of participation approach

This paper describes conceptual, methodological, and practical insights from a longitudinal social psychological project that aims to build cardiovascular disease (CVD) competence in a poor community in Accra, Ghana's capital. Informed by a social psychology of participation approach, mixed method data included qualitative interviews and household surveys from over 500 community members, including people living with diabetes, hypertension, and stroke, their caregivers, health care providers, and GIS mapping of pluralistic health systems, food vending sites, bars, and physical activity spaces. Data analysis was informed by the diagnosis‐psychosocial intervention‐reflexivity framework proposed by Guareschi and Jovchelovitch. The community had a high prevalence of CVD and risk factors, and CVD knowledge was cognitive polyphasic. The environment was obesogenic, alcohol promoting, and medically pluralistic. These factors shaped CVD experiences and eclectic treatment seeking behaviours. Psychosocial interventions included establishing a self‐help group and community screening and education. Applying the “AIDS‐competent communities” model proposed by Campbell and colleagues, we outline the psychosocial features of CVD competence that are relatively easy to implement, albeit with funds and labour, and those that are difficult. We offer a reflexive analysis of four challenges that future activities will address: social protection, increasing men's participation, connecting national health policy to community needs, and sustaining the project.     

Attachment and resource sharing

In three studies we examined the associations between resource sharing (RS) and attachment, and the enhancement of RS using attachment security primes. In Study 1, we showed that attachment avoidance was negatively associated with RS. We also identified differences and similarities between RS and pro‐sociality. In Studies 2 and 3, we showed that research participants were more likely to share their monetary resources after they were primed with attachment security. Study 3 further revealed that security priming affected mainly people low on state attachment anxiety. Our findings extend previous work on pro‐sociality into the specific realm of RS, provide behavioral evidence, and tie attachment and close relationships in with game theory and research on economic decision making.     

Women are not swayed by sugar‐coated acts of verbal sexual coercion

Sexual coercion is receiving much attention with the #MeToo movement. Not all of the tactics that perpetrators use to coerce sex are perceived to be equally unacceptable. This study examined factors that may mitigate negative perceptions, including features of the perpetrator's tactics (verbal vs. physical tactics, relationship‐focused vs. self‐focused reasons to coerce sex) and raters' own current relationship (commitment, dependence, sexually coercive experiences). College women (N = 498) rated whether the perpetrator's behavior was acceptable, was excusable, and would adversely affect a relationship. Verbal (vs. physical) coercion, dependence on a current partner, and sexually coercive experiences in a current relationship mitigated negative perceptions. However, participant ratings were not influenced by the perpetrator's use of relationship‐focused reasons for coercing sex (vs. self‐focused reasons), suggesting that women may resist male attempts to sugar‐coat sexual coercion.     

Statistical learning of multiple speech streams: A challenge for monolingual infants

Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures.     

Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components

Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z‐transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd‐ and 5th graders as compared to 1st graders. This pattern indicates that the magnitude of overall Stroop interference peaks after 2 or 3 years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd‐ and 5th graders as compared to a sole contribution of task conflict in 1st graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e. response) locus predicted by historically – favored response competition accounts.     

Disentangling the far transfer of language comprehension gains using latent mediation models

While we know that interventions targeting oral language can be effective, little is known about what drives these effects. In this study, we examine whether gains in transfer measures are mediated through the specific words that are trained in a language intervention. Based on a large‐scale randomized controlled trial of language intervention in 4‐ to 5‐year‐old children, latent mediation models were used to disentangle oral language gains in transfer measures. The results first showed that the effects of the language intervention and the transfer effects are generated through expressive rather than receptive measures of language. Second, we found that the effects of the intervention on intermediate transfer measures of language were mediated through the ability to define the trained words. Third, and critically, for far transfer measures that did not contain any of the trained words, the effects were mediated through the trained words. The findings relate to theories of transfer and support the idea that far transfer is possible, at least within the same domain. In addition, it seems that effects on receptive language skills are difficult to obtain and that what is improved is instead the children's ability to express themselves and use procedures to explain words. Thus, to optimize intervention effects, future studies should focus on expressive language.     

Complementary teaching practices: Ignatian pedagogy and Buddhist‐inspired compassion meditation

While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character.