I feel,therefore you act: Intrapersonal and interpersonal effects of emotion on negotiation as a function of social power

We examine how emotion (anger and happiness) affects value claiming and creation in a dyadic negotiation between parties with unequal power. Using a new statistical technique that analyzes individual data while controlling for dyad-level dependence, we demonstrate that anger is helpful for powerful negotiators. They feel more focused and assertive, and claim more value; the effects are intrapersonal, insofar as the powerful negotiator responds to his or her own emotional state and not to the emotional state of the counterpart. On the other hand, effects of emotion are generally not intrapersonal for low-power negotiators: these negotiators do not respond to their own emotions but can be affected by those of a powerful counterpart. They lose focus and yield value. Somewhat surprisingly, the presence of anger in the dyad appears to foster greater value creation, particularly when the powerful party is angry. Implications for the negotiation and power literatures are discussed.     

A developmental typology of adolescent personality

The purpose of the current study is to examine whether Block's personality types (i.e. Resilients, Undercontrollers and Overcontrollers) are replicable as developmental trajectories. We applied a Latent Class Growth Analysis (LCGA) framework to five‐ annual‐wave data on a sample of early to middle adolescents (n = 923). Our results showed that Block's Resilients, Undercontrollers and Overcontrollers are indeed replicable as developmental trajectories across adolescence. These developmental types were related to problem behaviour in a similar way as types found in studies using cross‐sectional data. As such, Resilients reflected low levels of problem behaviour, Undercontrollers had high levels of delinquency and Overcontrollers had high levels of depression. Implications and suggestions for further research are discussed. Copyright © 2009 John Wiley & Sons, Ltd.     

应用Rasch模型测试和分析儿童入学准备状态

本研究的目的在于应用Rasch模型编制和分析数学入学准备测验,从而分析Rasch模型的有效性和优势。自编数学入学准备测试,对150名平均年龄为6.6岁的儿童进行测查,应用Rasch模型对题目和评分等级做出修正并分析结果。结果表明修正后的测试具有较好的信效度,较好地拟合了Rasch模型,评分等级设置合理,测试的整体难度相对较低。儿童的Rasch分数和性别无关,但受到年龄、家庭社会经济地位的影响。相对于经典测量理论而言,应用Rasch模型进行入学准备测试的编制和分析具有优势。     

情绪图片的效价与唤醒度在注意瞬脱对抗效应中的作用:来自ERP的证据

以情绪图片为材料,在RSVP任务下检验了效价和唤醒度在注意瞬脱对抗效应中的作用。实验发现效价在对抗注意瞬脱中起主要作用,且正性图片的对抗效应优于负性图片,但唤醒度对注意瞬脱的影响不显著,结果支持积极情绪对抗注意瞬脱的观点。ERP结果进一步发现以上效应发生在P3代表的工作记忆巩固阶段。而在P2和N2代表的早期注意阶段,尽管已出现了注意瞬脱和情绪加工,但二者无显著交互作用。     

文本阅读中时间信息加工特点及二阶段模型的建构

时间信息的加工一直是当代阅读心理研究的热点。以往研究对时间信息表征的性质、维度特征、提取机制等问题存在诸多争论, 主要表现为强印象假设与场景理论的冲突。我们认为, 文本阅读中时间信息的加工包括两个阶段：加工时间词以及低水平的更新情景模型阶段和通达与整合先前信息阶段, 强印象假设和场景理论争论的实质在于前者解释的是加工的第一个阶段, 而后者解释的是加工的第二个阶段, 因此, 总是难以调和。本项目首先在更高的理论层面上将二者加以整合, 然后采用经典的认知心理学研究方法与现代的眼动研究技术相结合的方法, 通过对文本阅读中时间信息表征性质、加工的维度特征、提取过程的激活与抑制特征等问题的探讨, 为本项目提出的时间信息加工的二阶段模型提供行为实验与眼动实验证据, 从而解决该领域中强印象假设与场景理论的长期争论。本项目的理论构想与研究技术对文本阅读其他问题的探讨具有重要的方法论意义。     

移情在道德强度对企业道德决策影响中的作用

摘 要 本研究将一种重要的道德情绪--移情引入问题权变模型中,以探讨移情因素在道德强度对企业道德决策影响中的作用。本研究基于情景研究法,随机选取256名MBA学生为被试,要求被试基于所提供情景中假想参与者的行为,回答随后测量道德决策(道德识别、道德判断和道德意图)、移情反应、主观道德强度及移情特质的问题。结果发现,1）移情反应在道德强度对企业道德决策的影响中具有中介作用;2）移情关怀特质会通过影响主观道德强度和移情反应而作用于企业道德决策;3)结果大小、社会舆论和效应可能性对道德判断和道德意图的影响机制各有特点。     

How impulsiveness, trait anger, and extracurricular activities might affect aggression in school children

Individual differences in personality traits such as impulsivity and trait anger as well as environmental variables have an impact on aggressiveness. We tested a model incorporating the related variables of impulsiveness, trait anger, and aggression and incorporated the possible mediating influences of leisure-time activities. Regression analyses of data from 1129 pre-adolescents and 1093 adolescents (55.4% females) from a study evaluating the Spanish version of the Buss and Perry aggression questionnaire (AQ; Santisteban, Alvarado, & Recio, 2007) showed a relation between impulsiveness (Barratt Impulsiveness Scale) and aggression (AQ). Trait anger (Spielberger’s State-Trait Anger Expression Inventory), the time spent watching TV and playing video games, and the time spent doing homework (all related to impulsiveness) also are related to physical, as well as verbal aggression (with low to moderate coefficients). Multiple mediation analyses confirm that media violence exposure and homework, respectively, can have aggravating and attenuating effects on self-reported aggression. These results provide key variables for longitudinal studies which could reveal the causal nature of the results found with our cross-sectional design.     

The roles of aggressive and affiliative behaviors in resource control: A behavioral ecological perspective

Extant literature in developmental psychology has documented the co-occurrence of aggressive and affiliative behaviors with various measures of social dominance. While these findings have been taken as evidence for the functional value of aggression, they have not been integrated into a more general theoretical frame accounting for contextual variation. In this paper the literature on aggression, agonism, affiliation, and social dominance is reviewed in light of behavioral ecological theory suggesting that different forms of competition (scramble and contest) determine, respectively, the use of affiliative and aggressive strategies. Results generally support the hypotheses advanced by this theory. In order to further integrate these findings suggestions for the study sequences of behavior, where reconciliations follow aggression, are made.     

The over-generalization problem: predicates rigidly signifying the “unnatural”

According to the simple proposal, a predicate is rigid iff it signifies the same property across the different possible worlds. The simple proposal has been claimed to suffer from an over-generalization problem. Assume that one can make sense of predicates signifying properties, and assume that trivialization concerns, to the effect that the notion would cover any predicate whatsoever, can be overcome. Still, the proposal would over-generalize, the worry has it, by covering predicates for artifactual, social, or evaluative properties, such as ‘is a knife,’ ‘is a bachelor,’ or ‘is funny.’ In defense, it is argued that rigidity for predicates as characterized plays the appropriate theoretical role, and that the contention that “unnatural” properties are not to be rigidly signified is ungrounded.     

Identification of Early Child and Family Risk Factors for Aggressive Victim Status in First Grade

This prospective investigation sought to discriminate children who were both aggressive towards and victimized by peers in the first grade, from those who were only aggressive, only victimized, or neither (i.e., socially adjusted), using early child and family risk factors. Two hundred thirty-eight children, their mothers, and teachers participated in a longitudinal study since birth. All three aggressor/victim subgroups showed greater temperamental dysregulation than the socially adjusted children, but only aggressive victims had significantly poorer social perception skills. Aggressive victims were distinguished from aggressors by greater exposure to maternal depression and from victims by lower levels of early inhibition, but they shared the experiences of negative family emotional expressiveness with aggressors and greater mother-child negativity with victims. The identification of early risk factors is crucial to prevention and early intervention efforts that have the potential to attenuate the long term emotional, social, and academic problems associated with aggressive victim status.