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181.
The present research examined whether price trend misperceptions can be explained by the differential perception of increasing versus decreasing prices. We expected price increases (losses to consumers) to be perceived as being more intense than price decreases (gains to consumers) of the same magnitude. This tendency, in turn, should be positively associated with how people perceive the overall price trend. To test this reasoning, participants in the first two studies were asked to compare German Mark (DM) and Euro prices. First, participants received a menu containing 21 dishes with DM prices, and their price trend expectations were assessed. Then, participants indicated for each dish to what extent the price had changed. Finally, participants' overall price trend judgments were assessed. In both studies, results indicate that price trend judgments were biased toward rising prices. In addition, price increases were perceived as rising more than price decreases of the same magnitude were perceived as falling. This tendency was positively associated with overall price trend judgments, even after controlling for expectations. Study 3 was to replicate these findings in a different domain to demonstrate the general nature and impact of the hypothesized effect. Copyright © 2007 John Wiley & Sons, Ltd.  相似文献   
182.
Within a discrete two-stage model of lexicalization, semantic errors and errors of omission are assumed to be independent events. In contrast, cascading and interactive models allow for an influence of word form on lexical selection and thus for an inherent relationship in accounting for both error types. A group of 17 aphasic patients was assessed with a naming test controlling for semantic competition of the target items. Semantic errors were more frequent for targets with many competitors than for targets with few competitors while omissions were more frequent when few competitors were available. However, the overall sums of errors in both item groups were comparable. These results imply a common source of both error types and thus speak against a strictly serial model of naming.  相似文献   
183.
In most Western societies, wealth inequality is increasing, which in turn could increase people’s belief that one’s standing is relatively disadvantaged. Based on relative deprivation theory, we argue that such an experience of personal relative deprivation should causally lead to greater interpersonal hostility. Indeed, three experiments show that participants in a personal relative deprivation condition reported higher levels of aggressive affect and behaved more aggressively than participants in a personal relative gratification condition. Compared to a control condition, participants experiencing personal relative deprivation were more aggressive rather than participants experiencing personal relative gratification being less aggressive. However, personal relative deprivation increased aggressive behavior only toward targets that were the source for participants’ experience of disadvantage, but it did not increase aggression toward neutral targets.  相似文献   
184.
Perceptual attention in healthy participants is characterized by two biases, one operating in the horizontal plane, which draws attention leftward, and the other operating in the vertical plane, which draws attention upward. Given that these biases are reliably found in the same individual, and appear similar at a surface level, a number of researchers have investigated the relationship between horizontal and vertical attentional biases. To date, these investigations have failed to find an association, and this may be due to the fact that one-dimensional vertical and horizontal stimuli were presented separately rather than being measured from a single, two-dimensional stimulus. Across three experiments, two dimensional stimuli were presented, and participants marked the centre of the stimuli. In addition, the shapes of the stimuli were manipulated to determine whether this produced the same modulation of the two biases. Across 13 stimuli and three experiments there were no correlations between the vertical and horizontal biases. In addition, manipulations of stimulus shape, which affected biases in one dimension, did not affect biases in the other dimension. There were, however, consistent correlations between the degree of bias within each dimension across the different stimuli. This study has produced converging evidence that horizontal and vertical biases in spatial judgments rely on separate cognitive mechanisms. To account for these results we discuss a model whereby horizontal asymmetries rely more on space-based mechanisms whereas vertical asymmetries rely more on object-based mechanisms.  相似文献   
185.
This paper asks whether persistence can be a matter of convention. It argues that in a rather unexciting de dicto sense persistence is indeed a matter of convention, but it rejects the notion that persistence can be a matter of convention in a more substantial de re sense. However, scenarios can be imagined that appear to involve conventional persistence of the latter kind. Since there are strong reasons for thinking that such conventionality is impossible, it is desirable that our metaphysical-cum-semantic theories of persistence be able to account for such scenarios in terms of conventions of the first kind. Later parts of the article therefore investigate whether three of the currently most influential metaphysical-cum-semantic theories of persistence—the endurance theory, the stage theory, and the perdurance theory—can do this. Fortunately, for them, it turns out that all can, though some philosophers have disputed this. However, when we ask how they account for a typical case of “conventional persistence” some problematic features of the theories—having to do with reference, persistence conditions, how they relate, and the epistemology of persistence—are revealed.  相似文献   
186.
Negative emotional stimuli activate a broad network of brain regions, including the medial prefrontal (mPFC) and anterior cingulate (ACC) cortices. An early influential view dichotomized these regions into dorsal-caudal cognitive and ventral-rostral affective subdivisions. In this review, we examine a wealth of recent research on negative emotions in animals and humans, using the example of fear or anxiety, and conclude that, contrary to the traditional dichotomy, both subdivisions make key contributions to emotional processing. Specifically, dorsal-caudal regions of the ACC and mPFC are involved in appraisal and expression of negative emotion, whereas ventral-rostral portions of the ACC and mPFC have a regulatory role with respect to limbic regions involved in generating emotional responses. Moreover, this new framework is broadly consistent with emerging data on other negative and positive emotions.  相似文献   
187.
This study investigated the impact of emotion expectancies on adolescents’ moral decision making in hypothetical situations. The sample consisted of 160 participants from three different grade levels (mean age = 15.79 years, SD = 2.96). Participants were confronted with a set of scenarios that described various emotional outcomes of (im)moral actions and needed to decide what they would do if they were in the protagonist’s shoes. Findings demonstrate that emotion expectancies differentially influenced adolescents’ hypothetical decision making in antisocial versus prosocial behavioral contexts. Whereas negatively charged self-evaluative emotions over failing to act morally (e.g., guilt) were the strongest predictor for moral choice in antisocial behavioral contexts, positively charged self-evaluative emotions over acting morally (e.g., pride) most strongly predicted moral choice in prosocial contexts. Older adolescents paid greater attention to outcome-oriented emotions that make the decision to act morally less attractive (e.g., regret). Overall, the study suggests that emotion expectancies influence moral decision making in unique and meaningful ways.  相似文献   
188.
The integration of spatial information perceived from different viewpoints is a frequent, yet largely unexplored, cognitive ability. In two experiments, participants saw two presentations, each consisting of three targets—that is, illuminated tiles on the floor—before walking the shortest possible path across all targets. In Experiment 1, participants viewed the targets either from the same viewpoint or from different viewpoints. Errors in recalling targets increased if participants changed their viewpoints between presentations, suggesting that memory acquired from different viewpoints had to be aligned for integration. Furthermore, the error pattern indicates that memory for the first presentation was transformed into the reference frame of the second presentation. In Experiment 2, we examined whether this transformation occurred because new information was integrated already during encoding or because memorized information was integrated when required. Results suggest that the latter is the case. This might serve as a strategy for avoiding additional alignments.  相似文献   
189.
Past research has provided abundant evidence that playing violent video games increases aggressive behavior. So far, these effects have been explained mainly as the result of priming existing knowledge structures. The research reported here examined the role of denying humanness to other people in accounting for the effect that playing a violent video game has on aggressive behavior. In two experiments, we found that playing violent video games increased dehumanization, which in turn evoked aggressive behavior. Thus, it appears that video-game-induced aggressive behavior is triggered when victimizers perceive the victim to be less human.  相似文献   
190.
In classroom teaching, material objects like the blackboard play an important role. Yet qualitative research on education has largely ignored this material dimension of education and focused on interaction and discourse. Both dimensions are, however, closely related to each other. Material objects are embedded in classroom discourse and are transformed into knowledge objects by speech acts, and in turn structure discussions and constitute a point of reference for school lessons. Drawing on ethnographic research on classroom lessons in mathematics and science classes in German high schools, we propose a perspective that recognizes both the materiality of teaching and its interactive dimension.  相似文献   
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