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951.
David J. Pritchard T. Andrew Hurly Maria C. Tello‐Ramos Susan D. Healy 《Journal of the experimental analysis of behavior》2016,105(1):41-55
An animal's behavior is affected by its cognitive abilities, which are, in turn, a consequence of the environment in which an animal has evolved and developed. Although behavioral ecologists have been studying animals in their natural environment for several decades, over much the same period animal cognition has been studied almost exclusively in the laboratory. Traditionally, the study of animal cognition has been based on well‐established paradigms used to investigate well‐defined cognitive processes. This allows identification of what animals can do, but may not, however, always reflect what animals actually do in the wild. As both ecologists and some psychologists increasingly try to explain behaviors observable only in wild animals, we review the different motivations and methodologies used to study cognition in the wild and identify some of the challenges that accompany the combination of a naturalistic approach together with typical psychological testing paradigms. We think that studying animal cognition in the wild is likely to be most productive when the questions addressed correspond to the species’ ecology and when laboratory cognitive tests are appropriately adapted for use in the field. Furthermore, recent methodological and technological advances will likely allow significant expansion of the species and questions that can be addressed in the wild. 相似文献
952.
Junhua Dang Shanshan Xiao Ting Zhang Ying Liu Bin Jiang Lihua Mao 《Scandinavian journal of psychology》2016,57(4):288-291
Recent research has shown that poverty directly impeded cognitive functions because the poor could be easily distracted by monetary concerns. We argue that this effect may be limited to functions relying on working memory. For functions that rely on proceduralized processes however, monetary concerns elicited by reminding of financial demands would be conducive rather than harmful. Our results supported this hypothesis by showing that participants with lower income reached the learning criterion of the information‐integration categorization task faster than their more affluent counterparts after reminding of financial demands. 相似文献
953.
Jeb S. Puryear 《创造性行为杂志》2016,50(4):321-332
The parallels between cognitive development and creativity are neglected in the literature. Piaget's information transformations are personalized, meaning individual constructions can involve creativity. Vygotsky's work considers the implications and interactions of social influences, conventions, and personal implications for creative development. The Cognitive‐Creative Sifting Model is proposed to focus attention on these and other connections between cognitive development and creativity. Other common methods of assessing creativity are compared to the proposed model. It is argued that the model provides a foundation to evaluate individual creative potentials more holistically. Specifically, the conceptual elements of metacognition are described and their role in the development of creativity is suggested. It is argued that future researchers should pay particular attention to the interaction effects metacognition has with traditional measures of creativity focused on ideation and product evaluation. 相似文献
954.
As postindustrial societies become more dependent on technology, they also become encumbered by greater risk. With the mounting news reports of cyberattacks, a common reaction to these technology‐based hazards is anxiety. Whether anxiety enhances or erodes information processing is a topic of debate in previous literature, and equally uncertain is whether mass anxiety facilitates or hobbles the public's ability to contemplate current events. In light of three theoretical models in the basic research of anxiety, we hypothesized that (1) anxious participants are less able to recall the information in a news report of cyberattack than their nonanxious counterparts, (2) they become increasingly inept at recalling the details as the storyline unfolds, and (3) this impairment is unique to anxiety. Participants in Study 1 (130 college students) and Study 2 (392 American adults) viewed a news story of a cyberattack and then reported their emotional states and their levels of understanding of the various parts of the report—except that the anxiety in Study 1 was naturalistic, and in Study 2, experimentally manipulated. Results from both studies showed that anxiety undermined recall performance. In addition, Study 1 found that the recall was worse towards the middle and the end of the news story and that other emotions were not significantly associated with memory deficit. Anxiety is discussed as a barrier for the public to stay informed about cyberattacks. 相似文献
955.
Knowing Who Knows: Laypersons' Capabilities to Judge Experts' Pertinence for Science Topics 下载免费PDF全文
Because modern societies are built on elaborate divisions of cognitive labor, individuals remain laypersons in most knowledge domains. Hence, they have to rely on others' expertise when deciding on many science‐related issues in private and public life. Even children already locate and discern expertise in the minds of others (e.g., Danovitch & Keil, 2004). This study examines how far university students accurately judge experts' pertinence for science topics even when they lack proficient knowledge of the domain. Participants judged the pertinence of experts from diverse disciplines based on the experts' assumed contributions to texts adapted from original articles from Science and Nature. Subjective pertinence judgments were calibrated by comparing them with bibliometrics of the original articles. Furthermore, participants' general science knowledge was controlled. Results showed that participants made well‐calibrated pertinence judgments regardless of their level of general science knowledge. 相似文献
956.
For centuries, humans have contemplated the minds of gods. Research on religious cognition is spread across sub‐disciplines, making it difficult to gain a complete understanding of how people reason about gods' minds. We integrate approaches from cognitive, developmental, and social psychology and neuroscience to illuminate the origins of religious cognition. First, we show that although adults explicitly discriminate supernatural minds from human minds, their implicit responses reveal far less discrimination. Next, we demonstrate that children's religious cognition often matches adults' implicit responses, revealing anthropomorphic notions of God's mind. Together, data from children and adults suggest the intuitive nature of perceiving God's mind as human‐like. We then propose three complementary explanations for why anthropomorphism persists in adulthood, suggesting that anthropomorphism may be (a) an instance of the anchoring and adjustment heuristic; (b) a reflection of early testimony; and/or (c) an evolutionary byproduct. 相似文献
957.
Alex North 《Journal of counseling and development : JCD》2016,94(1):114-122
Recent scholars have argued that counseling has begun to embrace social constructivism as a paradigm for counseling. However, this commitment to social constructivist tenets may be both premature and undesirable. This article provides a critique of a dominant branch of social constructivism: radical social constructivism. Three arguments are presented establishing that radical social constructivism leads to logically impossible conclusions, violates counseling's moral convictions, and denies secure scholarship in related fields. 相似文献
958.
959.
Leila Selimbegović Isabelle Régner Pascal Huguet Armand Chatard 《Memory (Hove, England)》2016,24(10):1382-1389
Autobiographical memories are a major feature of mental life in humans. However, research on the influence of autobiographical recall on actual behaviour is scarce. We predicted and found that general memories of failure and specific memories of success resulted in worse performance than general memories of success and specific memories of failure. This performance pattern was mediated by task appraisal, suggesting that autobiographical memories (of failure and success) impact performance by shaping the perception of the upcoming task. Combined with the fact that these effects occurred even when the content of autobiographical memories was unrelated to the upcoming task, the present research represents an important step forward in understanding how autobiographical recall influences actual behaviour. 相似文献
960.
Background and Objectives: Basic human values have been categorized into two dimensions: those that are self or agentically focused, and those that are other or communally focused. We apply this model to cognitive appraisals of stress and argue that threat appraisals also fall into these two dimensions. The mediating roles of communal and agentic threats in linking stressors with coping responses were examined. Design: A daily process methodology was used. Methods: Three-hundred and fifty undergraduate students were followed midday and evening over one week, completing structured electronic diaries regarding their experiences of the past half-day. Participants described stressors in open-ended format, which were then coded into social stress, achievement stress, and other stress categories. They also completed scales measuring stress appraisals and coping. Results: Communal threat mediated links between social stressors and empathic responding, support seeking, and confrontation. Agentic threat mediated links between achievement stressors and empathic responding, support seeking, confrontation, and problem solving. Conclusions: Individuals tend to cope in ways that maintain communion when they perceive communion to be threatened; they tend to cope in ways that maintain agency when they perceive agency to be threatened. 相似文献