承诺续扩现象及其心理机制

承诺续扩是指决策者在面对失败的结果时,仍然决定向先前的行动持续投入资源的现象。目前,自我申辩理论、前景理论和决策困境理论是承诺续扩解释机制中较有影响的三种理论。以往的相关实证研究所发现的影响承诺续扩的因素可以归为计划因素、心理因素、个体差异因素以及情境因素等四类。今后的研究有必要关注各解释机制的整合、相关变量之间关系体系的构建和因果路径的确定以及承诺续扩对决策者心理与行为可能造成的影响等问题     

Revisiting the university front

The article argues that the most important trends in the recent metamorphosis of higher education, especially of university teaching and research, cannot be understood without placing them in the context of general developments in political life. Both processes reveal alarming features and there is a link between them. In recent decades a religion has established its dominance in the public policy field. Its dogmas are called “liberalization”, “economic man”, “individual preference”, “the free market”, “competition” and “efficiency”. The consequences of the progressive imposition of this doctrine on the universities—including on the relation between teaching and research—are well documented but not always well understood. It is argued that the “commercialization” of higher education and research means in reality their hyper-bureaucratization, via the imposition of so-called evaluation, assessment and accreditation schemes, the latest avatars of the managerialist ideology. Might the final result be the disintegration of the university as an institution?     

The relationship between self-reported received and perceived social support: A meta-analytic review

Social support is broad term encompassing a variety of constructs, including support perceptions (perceived support) and receipt of supportive behaviors (received support). Of these constructs, only perceived support has been regarded as consistently linked to health, and researchers have offered differing assessments of the strength of the received-perceived support relationship. An overall estimate of the received-perceived support relationship would clearly further the dialogue on the relationship between received and perceived support and thus assist in the theoretical development of the field. This study evaluated all available studies using the Inventory of Socially Supportive Behaviors (ISSB; Barrera, Sandler, & Ramsey, 1981, American Journal of Community Psychology, 9, 435–447) and any measure of perceived social support. Using effect sizes from 23 studies, we found an average correlation of r = .35, p < .001. Implications of this estimate for further development of models of social support as well as interventions to enhance social support are discussed.     

Emotional and motivational reactions to failure: the role of illusions of control and explicitness of feedback

Previous research has found that illusions of control (IOC) can buffer against the emotional consequences of failure and may increase persistence in the face of failure. Theoretical analyses suggest that IOC are most closely related to a better mood and higher motivation if failure feedback is open to reinterpretation. Two experiments were conducted to test the hypothesis that explicitness (vs. ambiguousness) of failure feedback moderates the consequences of IOC following a failure experience. In accord with predictions, it was found that IOC were subsequently related to a better mood (Study 1) and higher persistence (Study 2) if individuals received ambiguous task-inherent failure feedback. In contrast, explicit failure feedback seemed to neutralize the beneficial effects of IOC. These results are discussed with respect to the adaptiveness of IOC.

Stressful events compromise control strivings during a major life transition

Prior research on stressful events has largely ignored their potential impact on motivational processes. This study prospectively examined the association of a stressful event with control strivings in the school-to-work transition. Five waves of data on stressful events, control strategies, and potential mediating variables were collected from an adolescent sample in Berlin (N = 420) during the year before high school graduation. The occurrence of a stressful event (death of family member, parent divorce) predicted a decline in general career-related and specific apprenticeship-related control strivings. This association was mediated by a decline in control-related means-ends beliefs. Proximity to the deadline of graduation exacerbated this association for apprenticeship-seeking control strivings, but this effect was buffered by usage of selective secondary control strategies (cognitive strategies to enhance commitment to a goal). Thus, stressful events can exacerbate challenges and require additional means of control striving.

Cognitive imitation in typically-developing 3- and 4-year olds and individuals with autism

Individuals diagnosed with autism suffer from numerous social, affective and linguistic impairments. It has also been suggested that they have a global imitation deficit. That hypothesis, however, is compromised by the fact that individuals with autism suffer from various motor impairments. Here we describe an experiment on cognitive imitation, a type of imitation that doesn’t require motor learning. Nine male autistic subjects and 20 typically-developing 3- and 4-year olds were trained to respond, in a prescribed order, to different lists of photographs that were displayed simultaneously on a touch-sensitive monitor. Because the position of the photographs varied randomly from trial to trial, sequences could not be learned by motor imitation. In three different imitation treatments, including a ghost control, autistic subjects learned new sequences more rapidly after observing a model execute those sequences than when they had to learn new sequences entirely by trial and error. Moreover, the performance of autistic subjects did not significantly differ from the performance of typically-developing controls. The result of this and other studies suggests that individuals with autism suffer from a specific novel motor imitation deficit.     

The Relations of Effortful Control and Impulsivity to Children's Sympathy: A Longitudinal Study

The relations of children's (n = 214 at Time 1; M age = 6 years at Time 1) dispositional sympathy to adult-reported and behavioral measures of effortful control (EC) and impulsivity were examined in a longitudinal study including five assessments, each two years apart. Especially for boys, relatively high levels of EC and growth in EC were related to high sympathy. Teacher-reported impulsivity was generally modestly negatively related to measures of teacher-reported sympathy for boys, and a decline in impulsivity was linked to boys’ sympathy. Some findings suggested a positive association between impulsivity and children's self-reported sympathy. EC, especially when reported by teachers, was more often a unique predictor of sympathy than was impulsivity. Results generally support the argument that sympathetic individuals, especially boys, are high in EC and that EC is a more consistent predictor of sympathy than impulsivity.     

Information repetition in evaluative judgments: Easy to monitor,hard to control

The sampling approach [Fiedler, K. (2000a). Beware of samples! A cognitive-ecological sampling approach to judgment biases. Psychological Review, 107(4), 659–676.] attributes judgment biases to the information given in a sample. Because people usually do not monitor the constraints of samples and do not control their judgments accordingly, systematic judgment biases occur. Three experiments demonstrate this for an obvious sampling constraint, the emptiness of merely repeated information. When evaluating stock market shares, participants did not correct for the repetition of positive or negative information about a share. Although original and repeated information was reliably distinguished in estimates of occurrence (successful monitoring), preferences were misled by mere repetition of success and failure reports (unsuccessful control). This effect could even override a share’s actual success rate. Explicit instructions to ignore repetitions provided no remedy; however, a cognitive load manipulation reduced repetition’s undue influence. Possible reasons for and benefits of this lack of direct metacognitive control are discussed.     

Response Expectancies and Irrational Beliefs Predict Exam-Related Distress

Individual differences in cognitive factors such as response expectancies and irrational beliefs (IBs) have been shown to contribute to variability in distress associated with stressful situations. However, their independent influence on distress when examined within the same study has not been established, nor has the potential of mediational relationships. The purpose of this study was to investigate the contribution of response expectancies and IBs (both general and exam-specific) to exam-related distress in a prospective study. Results revealed that both response expectancies and general IBs separately predicted exam-related distress (p’s<.05; N=105). Observed effects of general IBs were perfectly mediated by, and observed effects of exam-specific IBs were partially mediated by, response expectancies using the Baron and Kenny approach. These data support the view that cognitive factors contribute to psychological distress and are consistent with response expectancy and rational emotive behavior theories. The results suggest that interventions focused on response expectancies and IBs might be an effective means to reduce psychological distress associated with real life stressors such as exams. Future research is needed to determine whether this effect generalizes to other stressful situations. Dr. Montgomery is Director of the Integrative Behavioral Medicine Program at the Mount Sinai School of Medicine. Dr. David is an associate professor at Babes-Bolyai University, in Romania. Dr. DiLorenzo is an assistant professor in the Psychology Department of Stern College. Dr. Schnur is a postdoctoral fellow in the Department of Oncological Sciences at Mount Sinai School of Medicine. This work was supported by the National Cancer Institute (CA81137) and the American Cancer Society (PF-05-098-01-CPPB).