People's risky decisions are susceptible to the social context in which they take place. Across three experiments using different paradigms, we investigated the influence of three social factors upon participants' decisions: the recipient of the decision-making outcome (self, other, or joint), the nature of the relationship with the other agent (friend, stranger, or teammate), and the type of information that participants received about others' preferences: none at all, general information about how previous participants had decided, or information about a specific partner's preference. We found that participants' decisions about risk did not differ according to whether the outcome at stake was their own, another agent's, or a joint outcome, nor according to the type of information available. Participants did, however, adjust their preferences for risky options in light of social information. 相似文献
Animal Cognition - How much nonhuman animals understand about seeing has been the focus of comparative cognition research for decades. Many social primates (and other species) are sensitive to cues... 相似文献
Animal Cognition - Theory and empirical findings predict that individuals in a negative affective state are more sensitive to unexpected reward loss and less sensitive to unexpected reward gain... 相似文献
The authors examine the implications of research on Chinese for theories of reading and propose the lexical constituency model as a general framework for word reading across writing systems. Word identities are defined by 3 interlinked constituents (orthographic, phonological, and semantic). The implemented model simulates the time course of graphic, phonological, and semantic priming effects, including immediate graphic facilitation followed by graphic inhibition with simultaneous phonological facilitation, a pattern unique to the Chinese writing system. Pseudocharacter primes produced only facilitation, supporting the model's assumption that lexical thresholds determine phonological and semantic, but not graphic, effects. More generally, both universal reading processes and writing system constraints exist. Although phonology is universal, its activation process depends on how the writing system structures graphic units. 相似文献
This qualitative study examined eleven Vietnamese refugees' self-reported experiences of discrimination in urban schools in British Columbia, Canada. The students reported experiencing or witnessing racial conflict, harassment, and unfair treatment. The boys reported experiencing more racism than did the girls. However, most of the students felt confident that racism would not present insurmountable obstacles for them in the future. 相似文献
IntroductionDespite well-established evidence on the relationship between social support and posttraumatic growth (PTG), there remains a paucity of evidence regarding the mechanism that underlie this relationship.ObjectiveThis study examined the relationship between social support and PTG, while exploring self-compassion as an intermediatory factor in this association.MethodA cross-sectional study with 447 college students was conducted in Trabzon, Turkey. The data were analyzed using Structural Equation Modelling (SEM).ResultsResults indicated that perceived social support and self-compassion were associated with PTG. Furthermore, a significant indirect effect between social support and PTG via self-compassion emerged.ConclusionBased on the study findings, tailored intervention programs targeting self-compassion and perceived social support in trauma-exposed young adults may be useful for promoting posttraumatic growth. 相似文献
Goal complexes, which are formed by pairing standards of competence strivings with their underlying reasons, are essential to an understanding of achievement goal regulation. This paper examines goal complexes that cross other-approach and other-avoidance goals with the approach-avoidance dimensions of Big Three motives as underlying reasons. 220 undergraduates participated in Study 1 which developed and validated the Self-Attributed Motive Scale to measure hope of success, fear of failure, hope of affiliation, fear of rejection, hope of power, and fear of loss of power. Additionally, 235 undergraduates participated in Study 2 where goal complexes were created by crossing the motive items developed in Study 1 with other-approach and other-avoidance goals. The predictive utility of the resultant goal complexes was examined in relation to positive well-being (positive learning-related emotions and engagement), negative well-being (negative learning-related emotions and burnout), and academic buoyancy. The contributions of the studies to the self-attributed motive and goal complex literatures are discussed.