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21.
    
Our actions and decisions are regularly influenced by the social environment around us. Can social cues be leveraged to induce curiosity and affect subsequent behavior? Across two experiments, we show that curiosity is contagious: The social environment can influence people's curiosity about the answers to scientific questions. Participants were presented with everyday questions about science from a popular on-line forum, and these were shown with a high or low number of up-votes as a social cue to popularity. Participants indicated their curiosity about the answers, and they were given an opportunity to reveal a subset of those answers. Participants reported greater curiosity about the answers to questions when the questions were presented with a high (vs. low) number of up-votes, and they were also more likely to choose to reveal the answers to questions with a high (vs. low) number of up-votes. These effects were partially mediated by surprise and by the inferred usefulness of knowledge, with a more dramatic effect of low up-votes in reducing curiosity than of high up-votes in boosting curiosity. Taken together, these results highlight the important role social information plays in shaping our curiosity.  相似文献   
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Awe has traditionally been considered a religious or spiritual emotion, yet scientists often report that awe motivates them to answer questions about the natural world, and to do so in naturalistic terms. Indeed, awe may be closely related to scientific discovery and theoretical advance. Awe is typically triggered by something vast (either literally or metaphorically) and initiates processes of accommodation, in which existing mental schemas are revised to make sense of the awe‐inspiring stimuli. This process of accommodation is essential for the kind of belief revision that characterizes scientific reasoning and theory change. Across six studies, we find that the tendency to experience awe is positively associated with scientific thinking, and that this association is not shared by other positive emotions. Specifically, we show that the disposition to experience awe predicts a more accurate understanding of how science works, rejection of creationism, and rejection of unwarranted teleological explanations more broadly.  相似文献   
23.
Background: Cognitive models propose that attentional biases to threat contribute to the maintenance of social anxiety disorder (SAD). However, the specific characteristics of such biases are still object to debate.

Objectives: The current study aimed to disentangle effects of trait and state social anxiety on attention allocation towards social stimuli.

Methods: Participants with SAD (n?=?67) and healthy controls (n?=?62) completed three visual search tasks while their eye movements were recorded. Half of the participants in each group were randomly assigned to a state anxiety induction.

Results: Contrary to our predictions, neither trait nor state social anxiety was associated with a facilitated attention to or a delayed disengagement from threat. However, participants with SAD did show reduced fixation durations for threatening stimuli, indicating an avoidance of threat. Induction of state anxiety led to an increased distractibility by threat.

Conclusions: We suggest that attention allocation in SAD is characterized by an avoidant rather than a vigilant attentional bias. Accordingly, our results contradict previous results that associate SAD with facilitated attention to threat and existing approaches to modify attentional biases, that aim to decrease attention towards threatening stimuli.  相似文献   
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Complex relationships exist between eating behaviour and personal and environmental factors. Rural and urban geographic contexts seem to play a role in eating behaviour, and therefore deserve a deeper study. A healthy eating behaviour and the conditions that promote it are a major issue in the promotion of adolescent health. The study aims to investigate the associations between the area of residence (urban vs. rural), self‐regulation strategies (TESQ‐E) and eating behaviours among children and adolescents. A total of 11,820 adolescents (50.6% girls) participated in the study, with a mean age of 13.30 years (SD= 2.13). Nine countries (The Netherlands, United Kingdom, Poland, Portugal, Denmark, Romania, Germany, Finland and Belgium) completed a questionnaire in the school context, asking about the use of self‐regulation strategies, eating behaviour awareness/care and sociodemographic questions such as age, gender and residential area. Both areas of residence (urban vs. rural) are associated with eating awareness/care in Romania and Portugal, controlling for age, gender and self‐regulation strategies. In some European countries at least, and most probably around the world, health promotion should focus on an ecological approach that includes the understanding of the effect of both environmental factors and personal skills on eating behaviour/awareness.  相似文献   
25.
    
From the late 1960s independent Christian schools have emerged in England and Wales, initiated either by churches or by parents. Many of these new independent schools are linked through the Christian Schools Trust. The impact that these schools are exerting on their students may be of interest for the churches with which they are associated and of concern for wider society. The political debate concerning these schools has so far been informed by only a small number of empirical studies conducted in England and Wales. The present study extends previous research in three ways. It offers a comparative study by examining the responses of 271 year-nine and year-ten students (age 13 to 15 years) from 11 independent Christian schools with 20,348 students from 93 schools without a religious foundation. It examines a range of religious, social and personal values. It employs multilevel models to identify the contribution made by independent Christian schools after taking into account personal, psychological, and contextual differences within the students themselves. The hypothesis was that Christian schools were committed to developing distinctly Christian values among their students. The data supported this hypothesis. Even after allowing for differences in the religiosity of the students themselves, attendance at an independent Christian school was associated with higher self-esteem, greater rejection of drug use, lower endorsing of illegal behaviors, lower racism, higher levels of conservative Christian belief, and more conservative views on sexual morality (abortion, contraception, divorce, homosexuality, and sex outside marriage).  相似文献   
26.
Functional explanation and the function of explanation   总被引:1,自引:0,他引:1  
Lombrozo T  Carey S 《Cognition》2006,99(2):167-204
Teleological explanations (TEs) account for the existence or properties of an entity in terms of a function: we have hearts because they pump blood, and telephones for communication. While many teleological explanations seem appropriate, others are clearly not warranted--for example, that rain exists for plants to grow. Five experiments explore the theoretical commitments that underlie teleological explanations. With the analysis of [Wright, L. (1976). Teleological Explanations. Berkeley, CA: University of California Press] from philosophy as a point of departure, we examine in Experiment 1 whether teleological explanations are interpreted causally, and confirm that TEs are only accepted when the function invoked in the explanation played a causal role in bringing about what is being explained. However, we also find that playing a causal role is not sufficient for all participants to accept TEs. Experiment 2 shows that this is not because participants fail to appreciate the causal structure of the scenarios used as stimuli. In Experiments 3-5 we show that the additional requirement for TE acceptance is that the process by which the function played a causal role must be general in the sense of conforming to a predictable pattern. These findings motivate a proposal, Explanation for Export, which suggests that a psychological function of explanation is to highlight information likely to subserve future prediction and intervention. We relate our proposal to normative accounts of explanation from philosophy of science, as well as to claims from psychology and artificial intelligence.  相似文献   
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28.
Men who had high-risk sex with men in the previous year ( N = 124) were asked to recall their thought processes at the time they last had unprotected anal sex with a man who was HIV-positive or of unknown serostatus. Self-justifications for non-condom use were examined individually and in internally validated scales. The most common single self-justification was I want to have unprotected sex because it feels good , endorsed by 76%. Other common thoughts included the notion that it is only human to slip up occasionally (59%) and the resolution to withdraw before ejaculation (59%). For scaled items, the most strongly endorsed themes were: (1) that condoms reduce sexual pleasure (any of 6 items endorsed at least slightly by 90%); (2) fatalism or leaving it to chance (11 items, 81%); and (3) loss of control (9 items, 77%). The thoughts and themes identified may be useful in planning individual and community prevention messages.  相似文献   
29.
    
How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students’ later performance on standardized tests of math and English? In Study 1 (N = 127 5th−6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (N = 20,384 10th graders), participants reported aspects of teachers’ explanations and their own. Controlling for prior test scores, students’ own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance through students’ own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed.  相似文献   
30.
The paper retraces the elaboration of a model that accounts for the emergence of subjectivity-the possibility to distance self from others and oneself-if we consider people as always taken in social and cultural streams of meaning and tensions. It builds a model considering first, human experience as possible when a person takes distance from the here-and-now. Second, it suggests considering two general semiotic streams that feed in, or support, that distancing-social and cultural discourses, and personal experience. Third, a knitting model suggests the constant creation of personal patters out of these two streams. Fourth, a dynamic, star-like model is proposed to account for the actual and constant emergence of subjectivity out of such social and cultural configurations. The model is constituted by a 2, 3 or N-number of eight-shaped crossing loops, resulting in a star-like model situated in a 3 dimensional space. The proposition is to analyze a person in a specific situation: the attractors enabling these loops, or end-points of the star, are the relevant social and cultural elements: others with whom he or she interacts, specific bodies of shared knowledge, social representations, cultural elements and tools, and so on. In each situation, the relative strength of these elements, or the tension they generate, are negotiated by the person; the unique ways of dealing with that situation and inviting solutions can thus be seen as the emergent subjectivity. The model is explored to account for developmental dynamics at various scales in the lifecourse. Finally, the pragmatic interest of a model emphasizing complex configurations, not simple causalities, is recalled.  相似文献   
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