The present study demonstrated that Winter's (1973) power arousal procedure and scoring system for the need for power, which were developed in the United States, are valid for English-speaking South African female graduates. Subjects in whom the need for power had been aroused by a prerecorded inspirational speech (n = 20) had significantly higher n Power scores than matched nonaroused subjects (n = 20), T2(8, 31) = 56.17, p ≤ .01. Further, it was argued that the fear of assertiveness is a component of the need for power, and a scoring system for measuring this motive was suggested. Fear of assertiveness was shown to correlate significantly with various behavioral and dispositional measures of assertiveness, relating especially to a dependency pattern of behavior. 相似文献
Anagram solution, as related to single-letter retrieval cues and first letter of the solution word (consonant or vowel), was examined. In Experiment 1, college-aged solvers were presented both types of 5-letter words and either the first letter of the solution word as a cue, or no cue. In Experiment 2, the effects of four types of retrieval cues (first, middle, or last letter or no cue) upon solving consonant-beginning words was examined. Finally, Experiment 3 examined the solution of both types of solution words as related to the preceding four types of retrieval cues. The results of all 3 experiments showed that a single letter can be an effective cue. For consonant-beginning words, the middle and last letters were as effective as the first letter. For vowel-beginning words, the first letter was more effective than either the middle or last letter. It was concluded that solvers select one letter of the anagram, typically a consonant, to serve as the first letter of the solution word, and then rearrange the remaining letters. 相似文献
This study examined whether African American children's ability to identify emotion in the facial expressions and tones of voice of European American stimuli was comparable to their European American peers and related to personality, social competence, and achievement. The Diagnostic Analysis of Nonverbal Accuracy (DANVA; Now-icki & Duke, 1994) was administered to 84 African American children. It was found that they performed less accurately on adult and child tones of voice and adult facial expressions. Further, girls' ability to read emotion in tones of voice was related to better social competence and achievement, whereas boys' ability to identify emotion in adult tones of voice was related to teacher-rated social competence. Results suggest that more research is needed with ethnic groups to clarify the impact of nonverbal processing skills on social and achievement outcomes. 相似文献
Deferred imitation studies are used to assess infants’ declarative memory performance. These studies have found that deferred imitation performance improves with age, which is usually attributed to advancing memory capabilities. Imitation studies, however, are also used to assess infants’ action understanding. In this second research program it has been observed that infants around the age of one year imitate selectively, i.e., they imitate certain kinds of target actions and omit others. In contrast to this, two-year-olds usually imitate the model's exact actions. 18-month-olds imitate more exactly than one-year-olds, but more selectively than two-year-olds, a fact which makes this age group especially interesting, since the processes underlying selective vs. exact imitation are largely debated. The question, for example, if selective attention to certain kinds of target actions accounts for preferential imitation of these actions in young infants is still open. Additionally, relations between memory capabilities and selective imitation processes, as well as their role in shaping 18-month-olds’ neither completely selective, nor completely exact imitation have not been thoroughly investigated yet. The present study, therefore, assessed 18-month-olds’ gaze toward two types of actions (functional vs. arbitrary target actions) and the model's face during target action demonstration, as well as infants’ deferred imitation performance. Although infants’ fixation times to functional target actions were not longer than to arbitrary target actions, they imitated the functional target actions more frequently than the arbitrary ones. This suggests that selective imitation does not rely on selective gaze toward functional target actions during the demonstration phase. In addition, a post hoc analysis of interindividual differences suggested that infants’ attention to the model's social-communicative cues might play an important role in exact imitation, meaning the imitation of both functional and arbitrary target actions. 相似文献
Objective: Based on the Limited Capacity Model of Motivated Mediated Message Processing, this study explored the effects of smoking cues in antismoking Public Service Announcements (PSAs) on message processing among intermittent/light smokers and nonsmokers.
Method: A 2 (smoking cues: present vs. absent) × 2 (smoking status: smokers vs. nonsmokers) mixed experimental design was conducted. Self-report measures and two physiological measures including skin conductance and heart rate were examined.
Results: Messages with smoking cues generated higher levels of arousal (F = 4.57, p = .04), attention (F = 2.51, p = .04), positive message evaluation (F = 28.70, p < .001) and less intent to smoke (F = 26.60, p < .001). Intermittent and light smokers had much stronger reactions to messages containing tobacco-related visuals, including arousal (F = 4.10, p = .04), perceived ad effectiveness (F = 9.24, p = .03) and intent to smoke (F = 22.98, p < .001).
Implication: The antismoking arguments may have suppressed cue-induced smoking urges, which dampened negative persuasion outcomes. Limitations included the restricted generalisability and the focus on short-term effect. Future research may use a random sample of PSAs with a general population. 相似文献
Researchers have demonstrated that attentional shift triggered by gaze direction is reflexive. However, here we show that attentional shift by gaze direction was not always reflexive, but could be modulated by another's perspective. In Experiment 1, a schematic face's line of sight to a peripheral target was obstructed by a vertical barrier located between the face and the target under two conditions. However, the line of sight of the face was clear under another two conditions, in which the barrier was located behind the line of sight by utilizing a depth cue. The gaze cue shifted attention only when the line of sight was not blocked (i.e. joint attention was attained). The arrow cue did not shift attention regardless of the obstruction conditions in Experiment 2. These results suggest that attentional shift by gaze cues, but not arrow cues, involve a higher social cognitive process such as interpretation of the gaze. 相似文献
Infants watched a video of an adult pointing towards two different objects while hearing novel labels. Analyses indicated that 14- and 18-month-olds looked longer at the target object, but only 18-month-olds showed word learning. The results suggest that different types of social cues are available at different ages. 相似文献
Because children hear language in environments that contain many things to talk about, learning the meaning of even the simplest word requires making inferences under uncertainty. A cross-situational statistical learner can aggregate across naming events to form stable word-referent mappings, but this approach neglects an important source of information that can reduce referential uncertainty: social cues from speakers (e.g., eye gaze). In four large-scale experiments with adults, we tested the effects of varying referential uncertainty in cross-situational word learning using social cues. Social cues shifted learners away from tracking multiple hypotheses and towards storing only a single hypothesis (Experiments 1 and 2). In addition, learners were sensitive to graded changes in the strength of a social cue, and when it became less reliable, they were more likely to store multiple hypotheses (Experiment 3). Finally, learners stored fewer word-referent mappings in the presence of a social cue even when given the opportunity to visually inspect the objects for the same amount of time (Experiment 4). Taken together, our data suggest that the representations underlying cross-situational word learning of concrete object labels are quite flexible: In conditions of greater uncertainty, learners store a broader range of information. 相似文献