The Moral Grounds of Reasonably Mistaken Self-Defense

Some, but not all, of the mistakes a person makes when acting in apparently necessary self-defense are reasonable: we take them not to violate the rights of the apparent aggressor. I argue that this is explained by duties grounded in agents’ entitlements to a fair distribution of the risk of suffering unjust harm. I suggest that the content of these duties is filled in by a social signaling norm, and offer some moral constraints on the form such a norm can take.     

自闭症儿童的心理理论与中心信息整合的关系探讨

自闭症儿童的心理理论一直是儿童心理理论研究的重要领域,自闭症儿童身上心理理论缺失这一领域特殊性的加工缺损与弱的中心信息整合这一领域一般性的加工异常之问的关系研究逐渐受到了广泛关注。在阐述自闭症领域的心理理论研究,并介绍弱的中心信息整合理论的基本观点和实验证据之后,在此探讨了两者之间的关系,包括两者相互独立的观点、相互关联的观点以及其他的不同观点,并对今后的研究方向做出了展望。     

大五人格和工作绩效相关性研究的进展

人格和工作绩效关系的探究正成为研究者关注的主题。本文围绕人格对工作绩效的预测力、影响人格和绩效的中介变量、人格与关系绩效、人格与管理绩效等方面,对大五人格和工作绩效二者的相关性研究进行了回顾。     

创伤个体注意控制、焦虑及情绪对闯入记忆的影响

以往研究认为认知控制在闯入记忆的发展中起一定作用。研究以83名大学生本科生为被试,采用创伤电影范式和问卷调查结合的方式,旨在考察创伤个体注意控制、焦虑及情绪对闯入记忆的影响。结果显示,注意控制、焦虑和情绪与闯入记忆相关;注意控制和观看创伤电影前的消极情绪对闯入记忆有一定的预测作用;注意控制与焦虑、情绪相关;高低注意控制组分别在焦虑、情绪上差异显著。注意控制、焦虑、创伤前负性情绪与闯入记忆相关;注意控制、创伤前负性情绪显著影响闯入记忆。 关键词：闯入记忆;注意控制;焦虑;情绪;创伤     

Effect of the difficulty of prior items on the magnitude of judgments of learning for subsequent items

Research on metacognition often uses various kinds of paired-associate items (e.g., foreign language translation equivalents) to investigate judgments of learning (JOLs) under the assumption that the JOLs are made independently of each other. We tested this assumption by exploring the effect of manipulating the difficulty of prior Swahili-English translation equivalents to determine whether there is a contrasting change in the magnitude of the JOLs assigned to subsequent Swahili-English translation equivalents (e.g., intermediate-difficulty items might receive lower JOLs when following easy items than when following difficult items). The magnitude of JOLs for the subsequent items did not vary as a function of the difficulty of the prior items, even when there were 10 prior items of homogeneous difficulty that differed from the difficulty of the subsequent to-be-judged items.     

A model for evidence accumulation in the lexical decision task

We present a new model for lexical decision, REM-LD, that is based on REM theory (e.g., ). REM-LD uses a principled (i.e., Bayes' rule) decision process that simultaneously considers the diagnosticity of the evidence for the 'WORD' response and the 'NONWORD' response. The model calculates the odds ratio that the presented stimulus is a word or a nonword by averaging likelihood ratios for lexical entries from a small neighborhood of similar words. We report two experiments that used a signal-to-respond paradigm to obtain information about the time course of lexical processing. Experiment 1 verified the prediction of the model that the frequency of the word stimuli affects performance for nonword stimuli. Experiment 2 was done to study the effects of nonword lexicality, word frequency, and repetition priming and to demonstrate how REM-LD can account for the observed results. We discuss how REM-LD could be extended to account for effects of phonology such as the pseudohomophone effect, and how REM-LD can predict response times in the traditional 'respond-when-ready' paradigm.     

A longitudinal study of the relationship of maternal autonomy support to children's adjustment and achievement in school

A longitudinal study examined the relations of maternal autonomy support to children's school adjustment. Autonomy support and other parenting dimensions were measured when children were 5 years old. School measures were teacher-rated academic and social adjustment and achievement in reading and math in grade 3. Regression analyses controlling for age 5 family and child factors (e.g., socioeconomic status [SES], kindergarten adjustment, IQ) revealed that autonomy support was positively related to grade 3 adjustment (social and academic) and reading achievement. Maternal emphasis on school performance was positively related to achievement measures but negatively related to social adjustment. Maternal use of rewards and praise was unrelated to grade 3 school measures. Finally, supplemental analyses revealed that autonomy support was associated with greater consistency in children's adjustment across social and academic domains as well as higher overall adjustment. These results highlight the developmental significance of parental autonomy support in early childhood.     

Can infants attribute to an agent a disposition to perform a particular action?

The present research investigated whether 13.5-month-old infants would attribute to an actor a disposition to perform a recurring action, and would then use this information to predict which of two new objects-one that could be used to perform the action and one that could not-the actor would grasp next. During familiarization, the infants watched an actor slide various objects forward and backward on an apparatus floor. During test, the infants saw two new identical objects placed side by side: one stood inside a short frame that left little room for sliding; the other stood inside a longer frame that left ample room for sliding. The infants who saw the actor grasp the object inside the short frame looked reliably longer than those who saw the actor grasp the object inside the long frame. This and control results from a lifting condition provide evidence that by 13.5 months, infants can attribute to an actor a disposition to perform a particular action.     

Source consistency, distinctiveness, and consensus: the three dimensions of the Kelley ANOVA model in persuasion

Based on a conceptual analysis and existing research, the authors propose that the three source dimensions specified in the ANOVA model play similar roles in persuasion as other source characteristics (e.g., expertise). Two studies test assumptions derived from this approach regarding the effects of different combinations of consistency and consensus (Study 1) and distinctiveness and consensus (Study 2). Combinations resulting in contradictory (vs. similar) inferences regarding message validity should affect judgmental confidence and, consequently, affect message scrutiny. Study 1 shows that, as predicted, high consistency/low consensus and low consistency/high consensus (incongruent combinations) lead to higher desired confidence and more extensive message elaboration than high consistency/high consensus and low consistency/low consensus (congruent combinations). Similarly, Study 2 reveals heightened message scrutiny given incongruent (vs. congruent) combinations of distinctiveness and consensus. Results are discussed with respect to majority/minority influence processes and multiple source characteristics.