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Ability evaluation by proxy: role of maximal performance and related attributes in social comparison
Four experiments tested the effects of information about a proxy's related attributes and maximal effort in social comparisons of ability. In Study 1, a proxy's prior performance at maximal effort exerted systematic effects on participants' personal performance predictions for a novel task. When information about the proxy's effort was ambiguous (Study 2). information about related attribute similarity was used in the formulation of performance predictions. In Studies 3 and 4, 2-way interaction terms revealed that participants used related attribute information in generating performance predictions when the proxy's maximum effort was unknown. However, related attribute information was disregarded when proxy's maximum effort was unambiguous. Results were consistent with the proxy comparison model of ability self-evaluation (L. Wheeler, R. Martin, & J. Suls, 1997). 相似文献
23.
An "aha" effect in memory was first reported by Auble, Franks, and Soraci (1979). They demonstrated that recall was greater for sentences that were initially incomprehensible but which were eventually comprehended, as compared with sentences that were understood from the outset. The present studies extend this "aha" effect to memory for pictorial stimuli. In Experiment 1, a recall advantage for pictures encoded by connecting the dots as compared with those encoded by tracing or visual scanning occurred only in the absence of foreknowledge of the picture (i.e., an "aha" effect). In Experiment 2, we replicated this finding and obtained evidence that conceptually based, verbal foreknowledge does not function in a similar manner as does pictorial foreknowledge in suppressing the "aha" recall advantage. These results place important constraints on previous research on generation effects for visual stimuli and attest to the cross-modal generalizability of the "aha" effect. 相似文献
24.
Cognitive neuroscience of episodic memory encoding 总被引:6,自引:0,他引:6
This paper presents a cognitive neuroscientific perspective on how human episodic memories are formed. Convergent evidence from multiple brain imaging studies using positron emission tomography (PET) and functional magnetic resonance imaging (fMRI) suggests a role for frontal cortex in episodic memory encoding. Activity levels within frontal cortex can predict episodic memory encoding across a wide range of behavioral manipulations known to influence memory performance, such as those present during levels of processing and divided attention manipulations. Activity levels within specific frontal and medial temporal regions can even predict, on an item by item basis, whether an episodic memory is likely to form. Furthermore, separate frontal regions appear to participate in supplying code-specific information, including distinct regions which process semantic attributes of verbal information as well as right-lateralized regions which process nonverbal information. We hypothesize that activity within these multiple frontal regions provides a functional influence (input) to medical temporal regions that bind the information together into a lasting episodic memory trace. 相似文献
25.
There are serious gaps in knowledge with respect to the use of standardized assessment instruments such as the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III; D. Wechsler, 1997) or the Minnesota Multiphasic Personality Inventory-2 (MMPI-2; J. N. Butcher, W. G. Dahlstrom, J. R. Graham, A. Tellegen, & B. Kaemmer, 1989) with Asian Americans. Issues surrounding the availability, reliability, and validity of assessment instruments must be addressed before extended discussions about the implication of test revisions for this population can take place. The authors review the current status of the WAIS-III and MMPI-2 with Asian Americans with respect to their availability, reliability, and validity, including reasons why Asian Americans have been severely underrepresented in validation studies. The authors argue for the need to collect data on the use of standardized assessment instruments with Asian Americans and conclude with recommendations for the inclusion of this population in future test revision projects. 相似文献
26.
The difficulties of operationalizing race in research and practice for social, behavioral, and genetic researchers and practitioners are neither new nor related to recent genetic knowledge. For geneticists, the bases for understanding groups are clines, observed traits that gradually change in frequency between geographic regions without distinct identifiable population boundaries and population histories that carry information about the distribution of genetic variants. For psychologists, race may not exist or be a social and cultural construct associated with fluid social inferences. Because definitions of populations and race can be socially and biologically incongruent, the authors suggest that geneticists and social and behavioral scientists and clinicians attend to external validity issues by operationalizing population and racial categories and avoiding race proxies for other biological, social, and cultural constructs in research designs, data analyses, and clinical practice. 相似文献
27.
Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind 总被引:2,自引:0,他引:2
Walker S 《The Journal of genetic psychology》2005,166(3):297-312
In this study, the author examined the relationship between theory-of-mind understanding and preschool-aged children's peer-related social competence. One hundred eleven 3- to 5-year-old children (48 boys, 63 girls) participated in 2 theory-of-mind tasks designed to assess their understanding of false belief. Teachers rated children's peer-related social behavior in terms of prosocial behavior, aggressive or disruptive behavior, and shy or withdrawn behavior. Results indicated that, after controlling for age, theory-of-mind understanding significantly predicted aggressive or disruptive behavior for boys and prosocial behavior for girls. Theory-of-mind understanding also was related to lower scores of shy or withdrawn behavior for boys. Results are discussed in terms of the gender differences in the factors contributing to early peer competence. 相似文献
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29.
Urushihara K Wheeler DS Pineño O Miller RR 《Journal of experimental psychology. Animal behavior processes》2005,31(2):184-198
Three conditioned taste aversion experiments with rats investigated superconditioning. In each experiment, alternate exposures of 2 flavor compounds with a common element (i.e., AB/AS) were administered to establish an inhibitory relationship between the 2 unique elements, B and S, and prior to testing, S was paired with lithium chloride (LiCl). In Experiment 1, pairings of a neutral cue (X) with S in compound with B after the AB/AS exposures resulted in superconditioning between X and S. Extinction of the common element (A) just before the S-LiCl pairing attenuated both the inhibitory relationship between B and S (Experiment 2) and superconditioning between X and S (Experiment 3). These observations suggest that superconditioning consists of enhanced performance rather than enhanced associative acquisition. 相似文献
30.
Resilient teachers: resisting stress and burnout 总被引:5,自引:0,他引:5
In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers – in other words they have adopted a deficit approach to the problem with the focus firmly fixed on whats going wrong. From this perspective, the failure of some teachers to cope has generally been defined as a personal rather than an institutional weakness and the solutions that have been promoted have been largely palliative or therapeutic. The study reported in this paper adopted a different approach to the question of teacher stress and burnout. Instead of asking whats going wrong we asked why are some teachers able to cope successfully with the same kinds of stressors that appear to defeat others – in other words, we looked at whats going right. 相似文献