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141.
“Leave Your Comment Below”: Can Biased Online Comments Influence Our Own Prejudicial Attitudes and Behaviors? 下载免费PDF全文
Increased use of online communication in everyday life presents a growing need to understand how people are influenced by others in such settings. In this study, online comments established social norms that directly influenced readers' expressions of prejudice both consciously and unconsciously. Participants read an online article and were then exposed to antiprejudiced or prejudiced comments allegedly posted by other users. Results revealed that exposure to prejudiced (relative to antiprejudiced) comments influenced respondents to post more prejudiced comments themselves. In addition, these effects generalized to participants' unconscious and conscious attitudes toward the target group once offline. These findings suggest that simple exposure to social information can impact our attitudes and behavior, suggesting potential avenues for social change in online environments. 相似文献
142.
Early language development is considered critical for children’s adjustment in school, for social adaptation and for later educational achievement. Despite the role of children’s receptive skills as a foundation for later productive word use, receptive language skills have received surprisingly little attention. The present research extends recent work on the prediction of preschool language skills by exploring whether a decontextualized measure of lexical comprehension can account for unique variance in preschool language skills above and beyond parent report and how early such a prediction can be made. For this purpose, 65 French-speaking children have been tested at 16, 22, 29 and 36 months.The results of the current study suggest that up to the age of two, although parent reports of lexical comprehension and/or production account for a portion of variance in later receptive, productive or general language outcome, they have less predictive validity than a direct measure of early lexical comprehension. By contrast, after age two, parent reported vocabulary production is the strongest predictor of later language production skills. 相似文献
143.
144.
《Quarterly journal of experimental psychology (2006)》2013,66(4):707-732
This paper examines controversial claims about the merit of “unconscious thought” for making complex decisions. In four experiments, participants were presented with complex decisions and were asked to choose the best option immediately, after a period of conscious deliberation, or after a period of distraction (said to encourage “unconscious thought processes”). In all experiments the majority of participants chose the option predicted by their own subjective attribute weighting scores, regardless of the mode of thought employed. There was little evidence for the superiority of choices made “unconsciously”, but some evidence that conscious deliberation can lead to better choices. The final experiment suggested that the task is best conceptualized as one involving “online judgement” rather than one in which decisions are made after periods of deliberation or distraction. The results suggest that we should be cautious in accepting the advice to “stop thinking” about complex decisions. 相似文献
145.
《Quarterly journal of experimental psychology (2006)》2013,66(7):1294-1303
Two experiments investigate the influence of verb aspect on situation representations. The results demonstrate that comprehenders use verb aspect as a cue to regulate the activation of ongoing simulations of situations over time. Experiment 1 measured word-by-word reading as well as sensibility judgements on sentences in which a target object word had been replaced by a picture. For the past imperfective sentences, participants were faster to process the picture, the two words following the picture, and the sensibility judgements when objects were pictured in use rather than not in use. However, this in-use facilitation was limited to processing of the picture for the past perfect sentences. Experiment 2 served as a control to ensure that the use effect and its interaction with verb aspect were a result of contextual manipulations rather than surface features of the pictures themselves. The results are interpreted within the framework of perceptual simulations during language comprehension. 相似文献
146.
《Quarterly journal of experimental psychology (2006)》2013,66(1):81-107
According to experiential theories of language comprehension, perceptual information plays an essential role when word meanings are accessed. We conducted four experiments to investigate how different types of perceptual information such as colour and shape are combined during word access. One possibility is that the colour and shape of a word's referent are activated independently from one another and are combined in an additive manner. Alternatively, words might activate perceptual representations via a multiplicative integration of colour and shape. Experiment 1 established that participants follow a multiplicative similarity rule when they judge the similarity of schematic pictures to actual fruits and vegetables. In Experiments 2 to 4, participants performed a classification task, a lexical decision task, or a word-naming task on names of fruits and vegetables that were superimposed on a background picture. Responses were facilitated only when both colour and shape of the picture matched the word's referents. Response times were associated negatively with mean similarity ratings and the consistency of these ratings obtained in the first experiment. These results suggest a multiplicative integration of different types of perceptual information during word access. 相似文献
147.
《Quarterly journal of experimental psychology (2006)》2013,66(12):2305-2312
A well-established finding in the simulation literature is that participants simulate the positive argument of negation soon after reading a negative sentence, prior to simulating a scene consistent with the negated sentence (Kaup, Lüdtke, & Zwaan, 2006; Kaup, Yaxley, Madden, Zwaan, & Lüdtke, 2007). One interpretation of this finding is that negation requires two steps to process: first represent what is being negated then “reject” that in favour of a representation of a negation-consistent state of affairs (Kaup et al., 2007). In this paper we argue that this finding with negative sentences could be a by-product of the dynamic way that language is interpreted relative to a common ground and not the way that negation is represented. We present a study based on Kaup et al. (2007) that tests the competing accounts. Our results suggest that some negative sentences are not processed in two steps, but provide support for the alternative, dynamic account. 相似文献
148.
Recent studies in the psychological literature reveal that cospeech gestures facilitate the construction of an articulated mental model of an oral discourse by hearing individuals. In particular, they facilitate correct recollections and discourse-based inferences at the expense of memory for discourse verbatim. Do gestures accompanying an oral discourse facilitate the construction of a discourse model also by oral deaf individuals trained to lip-read? The atypical cognitive functioning of oral deaf individuals leads to this prediction. Experiments 1 and 2, each conducted on 16 oral deaf individuals, used a recollection task and confirmed the prediction. Experiment 3, conducted on 36 oral deaf individuals, confirmed the prediction using a recognition task. 相似文献
149.
Abstract Gibbs and O'Brien (1990) recently claimed that the images that people associate with everyday idioms reflect the deep conceptual metaphors that underlie the meanings of those idioms. However, because idiomatic strings can convey both a literal and an idiomatic meaning, people must be able to inhibit or ignore literal meanings if they are to produce mental images that uniquely reflect idiomatic meanings. We investigated the potential interference between literal and idiomatic meanings in three experiments. Experiment 1 used a mental-image production task similar to that used by Gibbs and O'Brien. Counter to Gibbs and O'Brien's claim, the images that we obtained referred overwhelmingly to the literal meanings of idiomatic strings rather than to their idiomatic meanings. Experiments 2 and 3 employed a paraphrase verification task to examine the effects of mental imagery on idiom comprehension. If the images associated with an idiom reflect that idiom's meaning, then imagery should facilitate comprehension. No evidence for facilitation was found in either experiment. Instead, imagery interfered with comprehension, as assessed by paraphrase verification time, both for idiomatic meanings and for literal, concrete meanings. We conclude that the images associated with idioms do not reflect idiom meanings. 相似文献
150.