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不同SOA条件下的情感启动效应研究 总被引:5,自引:0,他引:5
在150ms和250ms两种SOA条件下,以彩色图片为启动刺激,以汉语双字词为目标刺激,通过评价分类任务考察情感启动效应。结果表明在两种SOA条件下均存在显著的情感启动效应;积极启动和消极启动对目标词产生了不同的影响。类似Stroop效应的反应冲突机制可解释本研究所获得的结果。 相似文献
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Bart de Langhe Stijn M.J. van Osselaer Berend Wierenga 《Organizational behavior and human decision processes》2011
This article challenges the view that it is always better to hold decision makers accountable for their decision process rather than their decision outcomes. In three multiple-cue judgment studies, the authors show that process accountability, relative to outcome accountability, consistently improves judgment quality in relatively simple elemental tasks. However, this performance advantage of process accountability does not generalize to more complex configural tasks. This is because process accountability improves an analytical process based on cue abstraction, while it does not change a holistic process based on exemplar memory. Cue abstraction is only effective in elemental tasks (in which outcomes are a linear additive combination of cues) but not in configural tasks (in which outcomes depend on interactions between the cues). In addition, Studies 2 and 3 show that the extent to which process and outcome accountability affect judgment quality depends on individual differences in analytical intelligence and rational thinking style. 相似文献
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两个实验均以汉字为材料,采用2×3被试内设计,分别使用语义范畴判断和语音判断任务考察了汉字频率对阅读中情绪价效应的影响。结果发现:在语义任务中,情绪价与字频之间交互作用不显著,低频消极字和积极字的反应时均快于中性字,高频消极字的反应时也快于中性字,但高频积极字与中性字之间无差异。在语音任务中,情绪价与字频之间交互作用显著,低频消极字和积极字的反应时均快于中性字,而高频字的语音通达则不受情绪价的影响。汉字阅读中的情绪价效应不是自动化的过程,会受到字频与任务形式的影响。 相似文献
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以康奈尔情绪DRM词表为主要实验材料, 使用简化的联合再认范式(DRM范式的变式), 结合多项式加工树建模的统计手段, 对34名年轻人(23 ± 2岁)和28名老年人(68 ± 5岁)的再认记忆进行比较, 以考察不同年龄组中情绪效价对错误记忆的作用机制。结果发现材料的情绪效价对错误记忆的影响存在显著年龄差异:(1) 积极情绪能够有效降低老年人的错误记忆, 其作用机制为积极情绪增强了老年人的字面痕迹而减弱了要点痕迹提取; (2) 消极情绪能够有效地降低年轻人的错误记忆, 其作用机制为消极情绪使年轻人反应偏向降低, 但不影响其记忆痕迹的提取。结果表明, 简化的联合再认范式下, 情绪效价对错误记忆的效应存在明显的年龄差异:老年人表现出积极情绪降低错误记忆的积极偏向; 年轻人表现出消极情绪降低错误记忆的消极偏向; 情绪效应对错误记忆的认知机制存在年龄差异。 相似文献
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In two studies, we predicted that support for reparation policies would be influenced positively by feelings of group-based guilt and negatively by dehumanization of the outgroup. We also hypothesized that a valence manipulation of the ingroup's behavior would cause differences in such support which would be mediated by guilt. In the first study, we manipulated the valence of past ingroup behavior and assessed guilt, dehumanization, and reparation support. As expected, guilt predicted positively and dehumanization negatively participants' support. In addition, guilt partially mediated the manipulation effects on policy support. Consistent with previous research, guilt and dehumanization were unrelated. In Study 2, we assessed individual differences in dehumanization before the manipulation and examined their associations with guilt and reparation support. Initial analyses replicated Study 1. In addition, guilt partially mediated the influence of dehumanization on reparation support. Results suggest that the presence of guilt motivates support for reparation policies, while the absence of guilt explains in part why individual differences in dehumanization inhibit such support. 相似文献
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The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men’s and women’s career related learning experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some learning experiences; similar to prior findings for self-efficacy and interests, women reported more learning experiences in the Social domain, and men reported more experiences in the Realistic and Investigative domains. Results also supported that more reported learning experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain. 相似文献
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This study examines how the types of language expression and message valence used by teachers to convey classroom-compliance instructions affect elementary-school children's psychological reactance and their intention to follow instructions. Altogether, 178 elementary-school children (54% girls) participated in a mixed-design experiment. Participants read four self-developed cartoons, where a hypothetical teacher conveyed classroom-compliance instructions through four expressions, and responded to questions measuring psychological reactance and the intention to follow instructions based on the cartoons. The results showed that psychological reactance was relatively significant in the high-controlling language condition. In the low-controlling language condition, the approach evoked less psychological reactance and enhanced the intention to follow instructions, whereas avoidance did so in the high-controlling language condition. Our findings offer suggestions on how teachers can improve classroom management by altering their messages in accordance with the motivation characteristics of their students. 相似文献
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The movement toward evidence-based treatments, interventions, or practices pressures single case research (SCR) to use statistical summaries which have broad credibility. These summaries also need to be easily understood and useful in schools and clinics. To date the effect size families, “proportion of variance” (R2, Eta2) and “standardized mean difference” (Cohen's d, Hedges' g) have little popularity in SCR. This paper demonstrates a set of alternative Clinical Outcome indices widely used in the field of medicine: Risk Difference, Relative Risk, Relative Risk Improvement, and Odds Ratio, which compare patients in treatment versus control conditions. Translated to SCR designs, the baseline phase becomes the control condition, the intervention phase becomes the treatment condition, and improvement is defined as non-overlapping data between phases. The positive attributes of Clinical Outcomes are demonstrated: (a) easily interpretable results, (b) close relationship with concept of non-overlapping data, (c) minimal data assumptions, (d) minimal statistical expertise required, (e) multiple contrasts possible for diagnostic understanding, (f) exact confidence intervals for results, and (g) close relationship to Pearson R effect size family. 相似文献