Three experiments investigated whether and why sharing experiences of social exclusion or social acceptance with others strengthens social bonds. Participants experienced either social exclusion or social acceptance alongside another co‐participant who either also experienced the same outcome, or experienced a different outcome, as them. Multilevel modeling results showed that participant dyads who shared the experience of social exclusion or social acceptance felt closer to each other than those who experienced different outcomes, and that perceived similarity mediated the effect of shared experiences on social bonds. Interestingly, participants felt closer to one another after having shared social acceptance, more so than when they have shared social exclusion. Implications of the present findings are interpreted in light of theories of social exclusion, shared experiences, and social bonding. 相似文献
Over the past two decades, researchers consistently demonstrated the importance of science teaching approaches and student self-efficacy in influencing their science achievement. These findings have become the foundation of science education reform. However, empirical supports of these relationships are limited to direct relationships and small-scale studies. Therefore, little is known about the mechanism of how teaching approaches and student self-efficacy affect student achievement. In order to fill these gaps, this study used a multilevel structural equation modeling approach to analyze the direct and indirect relationships between teaching approaches, student self-efficacy, and science achievement by using the data of US eighth grade students in the 2011 TIMSS assessment. The results indicated that none of the teaching approaches identified in this study were directly associated with student science achievement, but significant mediation effect was found between generic teaching and student science achievement through student self-efficacy. Implications of these results for US educational system and reform were discussed.
We investigated infants' sensitivity to amount of continuous quantity and to change in amount of continuous quantity. Using a habituation procedure, Experiment 1 examined whether 6-month-old infants can distinguish between different amounts of liquid in a container. Infants looked significantly longer at a novel quantity than at the familiar quantity. Using a violation-of-expectation paradigm, Experiment 2 examined whether 9-month-old infants expect a change in amount when liquid is added to a hidden container which is already one-fourth full of liquid. Infants looked significantly longer at the impossible event than at the possible event. These findings indicate that infants are sensitive to amount, calling into question claims that infants have a quantitative mechanism which is exclusive to number. 相似文献
Personality disorders (PDs) are usually construed as psychiatric categories characterized by a unique configuration of traits and behaviors. To generate clinical hypotheses from normal personality trait scores, profile agreement statistics can be calculated using a prototypical personality profile for each PD. Multimethod data from 1,909 psychiatric patients in the People's Republic of China were used to examine the accuracy of such hypotheses in the Interpretive Report of the Revised NEO Personality Inventory. Profile agreement indices from both self-reports and spouse ratings were significantly related to PD symptom scores derived from questionnaires and clinical interviews. However, accuracy of diagnostic classification was only modest to moderate, probably because PDs are not discrete categorical entities. Together with other literature, these data suggest that the current categorical system should be replaced by a more comprehensive system of personality traits and personality-related problems. 相似文献
