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241.
We present a novel way of accounting for similarity judgments. Our approach posits that similarity stems from three main sources—familiarity, priming, and inherent perceptual likeness. Here, we explore each of these constructs and demonstrate their individual and combined effectiveness in explaining similarity judgments. Using these three measures, our account of similarity explains ratings of simple, color‐based perceptual stimuli that display asymmetry effects, as well as more complicated perceptual stimuli with structural properties; more traditional approaches to similarity solve one or the other and have difficulty accounting for both. Overall, our work demonstrates the importance of each of these components of similarity in explaining similarity judgments, both individually and together, and suggests important implications for other similarity approaches. 相似文献
242.
243.
Jazmine Espejo Eric Anthony Day Ginamarie Scott 《Personality and individual differences》2005,38(8):1867-1877
We proposed that intermittent evaluations of performance could be used to promote the acquisition of a complex skill. We also hypothesized that trainees low in need for cognition (NFC) would benefit more from intermittent evaluations compared to trainees high in NFC. Accordingly, 106 young adult males participated in 5 h of training in order to learn a complex computer task that simulated the demands of a dynamic aviation environment. Trainees’ performance was assessed either intermittently during training or at the end of training. Results indicated that intermittent performance evaluations enhanced the skill-based learning of trainees low in NFC, whereas intermittent skill evaluations tended to undermine the skill-based learning of trainees high in NFC. The findings are discussed in relation to Deci’s (1975) theory of intrinsic motivation and the need for more research examining attribute–treatment interactions with respect to training and skill acquisition. 相似文献
244.
In this paper we take an interactivist perspective on the computer-mediated classroom, and explore the autopoietic teaching approach in the context of emergence of diversity in the classroom. The POPSICLE (Patterns in Orientation: Pattern-Aided Simulated Interaction Context-Learning Experiment) is presented and discussed, as well as its multiple consequences. POPSICLE is a study of learning in human subjects, as well as of interaction and transfer of knowledge between subjects in a collaborative environment. 相似文献
245.
该文分析十七世纪蕅益智旭(1599-1677)对《论语》的思想世界的解释。该文首先指出,智旭以无限生命、死生一致的观点作为核心,重构孔门的生死观,再以心学之立场重新解释孔子思想中的“学”、“道”与“天命”三个重要概念。智旭将“学”解释为“心”之觉醒,将“道”理解为“空生大觉”之道,将“知天命”解释为对“不生不灭之理”与“虚妄生灭之原”的通透。凡此种种新诠,在东亚《论语》诠释史上,均有其特殊性,一方面展现王阳明以后以“心”学解释经典的“自由的”学风,另一方面则显示明末三教合一之思想趋向。 相似文献
246.
Wilson Bastos 《Journal of Consumer Psychology》2019,29(4):584-600
Seven studies test and support the prediction that consumers are more willing to accept a price increase for an experiential versus a material purchase; an effect explained by the greater uniqueness of experiences. Critically, the uniqueness model advanced here is found to be independent of the happiness consumers derive from the purchase. To gain a deeper understanding of the uniqueness mechanism, this investigation then advances and tests a four‐facet framework of uniqueness (unique opportunity, unique purchase, unique identity, and counterconformity). Together, the findings converge on the conclusion that consumers perceive the opportunity to have a particular experience (vs. object) as more unique, and this unique opportunity increases their willingness to accept a price increase. Overall, this work extends the experiential versus material purchases literature into a new domain—that of pricing; identifies the dimension—uniqueness—and its precise facet responsible for the effect—unique opportunity; and demonstrates that this model unfolds in a pattern distinct from the oft researched model centered on consumer happiness. Theoretical and practical implications are discussed. 相似文献
247.
The present study aimed to reveal the effect of migration processes on the conceptualisation of effort involving two cultures with different approaches towards effort: China with an effort‐promoting mindset and Hungary with an effort‐repressing mindset. In the study, narrative approach was used in cross‐sectional design involving Chinese, Hungarian and Chinese immigrant students living in Hungary. Altogether 139 students—49 Hungarian, 47 Chinese, 43 Chinese immigrants—aged 13–15 years provided narratives on past personal effort. Content analyses were done on 222 narratives. The results showed that the Chinese narratives of effort were characterised by learning and achievement orientation with elaborated effort process. In contrast, the Hungarian narratives were characterised by relationship orientation and emotional coping with a non‐elaborated effort process. The narratives of the Chinese immigrants showed great similarity to those of the Chinese students reflecting academic effort, achievement goals and elaborated process. The findings suggest that the traditional Chinese approach towards effort persists in cultural transition, and academic effort tends to be a primary resource for educational success for the Chinese immigrant students in Hungary. 相似文献
248.
Ann‐Sofie Jgerskog Fredrik U. Jnsson Staffan Selander Bert Jonsson 《Scandinavian journal of psychology》2019,60(3):222-230
It is well established that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning, but on which strategy should one put the efforts, or should they be combined for best learning? Eighty‐eight upper secondary school students were given a brief lecture presented verbally (6 classes) or with the aid of a visual illustration (visuoverbal, 6 classes). The information was processed again by taking a memory test or by restudying. Recall and transfer tests were conducted after some few minutes and again after one week. The visuoverbal lecture resulted in better learning than verbal presentation only. A significant study strategy by retention interval interaction was found. However, this interaction was not qualified by a testing effect. Hence, taking tests (retrieval practice) did not lead to better learning than restudying. It was concluded that it is worthwhile to use visual illustrations in teaching. However, the present study did not reveal any synergistic effects from the combination of visuoverbal presentation and retrieval practice. 相似文献
249.
Supporting Out‐of‐School Time Staff in Low Resource Communities: A Professional Development Approach
Anne F. Farrell Melissa A. Collier‐Meek Melanie J. Furman 《American journal of community psychology》2019,63(3-4):378-390
Federally funded out‐of‐school time (OST) programs provide academic support, enrichment, and safety for students and families in low‐resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out‐of‐School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff‐ and program‐level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program‐wide outcomes is critical for supporting youth in low‐resource communities. 相似文献
250.
Everyday, millions of decision makers receive advice from one or more sources. Although research has addressed some of the issues concerning how people take and use advice that they are given, less is known about the psychological processes that underlie decision makers’ willingness to pay for advice. In the present research, we explore the important role that mode of information processing and decision-specific knowledge have on willingness to pay for advice. In a pretest and two experiments, we use a priming procedure to induce either a rational or experiential mode of processing. We find that people processing information rationally are willing to pay substantially more for advice than those who are processing information experientially, and that this effect is moderated by the individual’s decision-specific knowledge. 相似文献