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81.
Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts. 相似文献
82.
Anderson ER Yoder CY Herrmann DJ Johnson TJ Gennaro RJ 《The Journal of social psychology》2003,143(3):355-373
In 4 experiments, the authors examined how several variables influence the quality and quantity of information that people use to make judgments about other people. The results showed that when possible, participants consistently responded appropriately to variables that influenced information that they used to make inferences about other minds. The results also suggested that under circumstances with no opportunity to contrast behavior in different situations, people might not be sensitive to the quality and quantity of information present. The authors interpreted results to mean that under most circumstances, people make inferences in a way that efficiently uses information about the causes of behavior. 相似文献
83.
Mühlberger A Herrmann MJ Wiedemann GC Ellgring H Pauli P 《Behaviour research and therapy》2001,39(9):1033-1050
The present study examined the effects of repeated exposure of flight phobics to flights in virtual reality (VR). Flight phobics were randomly assigned either to complete one VR test flight followed by four VR exposure flights (VR group; N=15) in one lengthy session or to complete one VR test flight followed by a lengthy relaxation training session (relaxation group; N=15). All participants completed a second VR test flight at the end of the session. Fear reports and physiological fear reactions (heart rate, skin conductance level) during VR exposures were registered, and fear of flying was assessed psychometrically from 3 weeks before to 3 months after exposure. Exposure to VR flights elicited subjective and physiological fear responses in flight phobics, and these responses attenuated within and across VR flights. Fear reduction associated with repeated VR exposure was greater than fear reduction caused by relaxation training. Fear of flying improved in both treatment groups, but several outcome measures indicated greater effects in the VR treated group than in the relaxation group. These findings indicate that exposure in virtual reality may offer a new and promising approach for the treatment of fear of flying. 相似文献
84.
In modern digital applications, users often interact with virtual representations of themselves or others, called avatars. We examined how these avatars and their perspectives influence stimulus–response compatibility in a Simon task. Participants responded to light/dark blue stimuli with left/right key presses in the presence of a task-irrelevant avatar. Changes in stimulus–response compatibility were used to quantify changes in the mental representation of the task and perspective taking toward this avatar. Experiments 1 and 2 showed that perspective taking for an avatar occurred in orthogonal stimulus–response mappings, causing a compatibility effect from the avatar’s point of view. In the following two experiments we introduced a larger variety of angular disparities between the participant and avatar. In Experiment 3, the Simon effect with lateralized stimulus positions remained largely unaffected by the avatar, pointing toward an absence of perspective taking. In Experiment 4, after avatar hand movements were added in order to strengthen the participants’ sense of agency over the avatar, a spatial compatibility effect from the avatar’s perspective was observed again, and hints of the selective use of perspective taking on a trial-by-trial basis were found. Overall, the results indicate that users can incorporate the perspective of an avatar into their mental representation of a situation, even when this perspective is unnecessary to complete a task, but that certain contextual requirements have to be met. 相似文献
85.
Zusammenfassung. Das hier vorgestellte Modell lernt graduell, Planungsaufgaben aus der Klasse der Maschinenbelegungsprobleme (job-shop-scheduling problems) zu lösen. Mit Hilfe des Chunking-Mechanismus von Soar wird episodisches Wissen über die Belegungsreihenfolge von Aufträgen auf Maschinen memoriert. Bei der Entwicklung des Modells wurden zahlreiche qualitative (z. B. Transfereffekte) und quantitative Befunde (z. B. Bearbeitungszeiten) aus einer früheren empirischen Untersuchung berücksichtigt. In einer Validierungsstudie wurden dieselben Aufgaben von 14 Probanden und dem Modell bearbeitet. Die Passung von Simulationsdaten und empirischen Ergebnissen fiel insgesamt gut aus. Allerdings löst das Modell die Aufgaben schneller und zeigt auch einen etwas besseren Lernverlauf als die Probanden. Das Modell liefert eine Erklärung für das Rauschen, das typischerweise bei Bearbeitungszeiten zu beobachten ist: es handelt sich um erworbenes Wissen, das mehr oder weniger gut und auch unterschiedlich häufig auf neue Situationen übertragen wird. Der Lernverlauf der Probanden entspricht nur für aggregierte Daten einer Potenzfunktion (power law). Der vorgestellte Mechanismus zeigt, wie ein symbolisches Modell der Informationsverarbeitung graduelle Verhaltensänderungen generiert und wie der offensichtliche Erwerb allgemeiner Prozeduren ohne explizites Lernen von deklarativen Regeln erfolgen kann. Es wird nahegelegt, daß es sich hier um die Modellierung einer Form impliziten Lernens handelt. Summary. The model presented here gradually learns how to perform a job-shop scheduling task. It uses Soar's chunking mechanism to acquire episodic memories about the order to schedule jobs. The model was based on many qualitative (e.g., transfer effects) and quantitative (e.g., solution time) regularities found in previously collected data. The model was tested with new data where scheduling tasks were given to the model and to 14 subjects. The model generally fit these data with the restrictions that the model performs the task (in simulated time) faster than the subjects, and its performance improves somewhat more quickly than the subjects' performance. The model provides an explanation of the noise typically found in problem solving times - it is the result of learning actual pieces of knowledge that transfer more or less to new situations but rarely by an average amount. Only when the data are averaged (i.e., over subjects) does the smooth power law appear. This mechanism demonstrates how symbolic models can exhibit a gradual change in behavior and how the apparent acquisition of general procedures can be performed without resorting to explicit declarative rule generation. We suggest that this may represent a type of implicit learning. 相似文献
86.
87.
88.
Luc Steels 《Kognitionswissenschaft》1999,8(4):143-150
Linguistics must again concentrate on the evolutionary nature of language, so that language models are more realistic with respect to human natural languages and have a greater explanatory force. Multi-agent systems are proposed as a possible route to develop such evolutionary models and an example is given of a concrete experiment in the origins and evolution of word-meaning based on a multi-agent approach. 相似文献
89.
Luke Robinson 《Philosophical Studies》2011,156(2):289-309
What are moral principles? In particular, what are moral principles of the sort that (if they exist) ground moral obligations or—at the very least—particular moral truths? I argue that we can fruitfully conceive of such principles as real, irreducibly dispositional properties of individual persons (agents and patients) that are responsible for and thereby explain the moral properties of (e.g.) agents and actions. Such moral dispositions (or moral powers) are apt to be the metaphysical grounds of moral obligations and of particular truths about what is morally permissible, impermissible, etc. Moreover, they can do other things that moral principles are supposed to do: explain the phenomena “falling within their scope,” support counterfactuals, and ground moral necessities, “necessary connections” between obligating reasons and obligations. And they are apt to be the truthmakers for moral laws, or “lawlike” moral generalizations. 相似文献
90.
Why do people express moral outrage? While this sentiment often stems from a perceived violation of some moral principle, we test the counter-intuitive possibility that moral outrage at third-party transgressions is sometimes a means of reducing guilt over one’s own moral failings and restoring a moral identity. We tested this guilt-driven account of outrage in five studies examining outrage at corporate labor exploitation and environmental destruction. Study 1 showed that personal guilt uniquely predicted moral outrage at corporate harm-doing and support for retributive punishment. Ingroup (vs. outgroup) wrongdoing elicited outrage at corporations through increased guilt, while the opportunity to express outrage reduced guilt (Study 2) and restored perceived personal morality (Study 3). Study 4 tested whether effects were due merely to downward social comparison and Study 5 showed that guilt-driven outrage was attenuated by an affirmation of moral identity in an unrelated context. 相似文献