Religious identification and interreligious contact in Indonesia and the Philippines: Testing the mediating roles of perceived group threat and social dominance orientation and the moderating role of context

This study integrates three theoretical perspectives provided by social identity theory, realistic group conflict theory, and social dominance theory to examine the relationship between religious identification and interreligious contact. It relies on a unique dataset collected among Christian and Muslim students in ethnically and religiously diverse regions of Indonesia and the Philippines, where social cleavages occur along religious lines. Religious identification directly predicts a higher quality of interreligious contact, whereas it indirectly predicts a lower quantity and quality of contact, mediated by higher perception of group threat, and a higher quality of contact, mediated by lower social dominance orientation. Furthermore, these direct and indirect relationships are moderated by religious group membership and relative group size. We conclude that religious identification functions as a ‘double‐edged sword’ predicting both higher quality and lower quantity and quality of interreligious contact through various pathways and with a varying strength depending on intergroup context.     

大学生记忆的自我与专业参照效应:专业认同的作用

群体参照效应研究证实社会群体身份及内群体认同对记忆的参照加工具有重要作用。以往研究从大学生的多重社会群体身份角度探讨了内群体记忆加工优势,却忽视了其另一重要群体身份划分标准——专业。本研究结合自我和群体参照范式,设置多个参照条件(自我、专业内群体、专业外群体、语义),从专业身份这一新视角考察大学生记忆的自我与专业参照效应以及专业认同的作用,并对比个体自我与群体自我之间的差异。结果发现:(1)参照自我和专业内群体时的记忆成绩优于参照其他编码条件;(2)相比专业参照,自我参照的记忆效果更佳;(3)专业认同度越高,对专业内群体信息记忆越好。结果提示,大学生的记忆存在自我和专业参照效应,但自我参照效应更强;专业认同是专业参照效应强弱的影响因素之一。     

Effects of self-generated versus experimenter-provided cues on the representation of future events

Most experimental studies of prospection focused on episodic forms of future events prompted by means of verbal cues. However, there is evidence suggesting that future events differ considerably according to whether they are produced in response to external, experimenter-provided verbal cues or they are self-generated. In the present study, we compared the quality, the phenomenal characteristics, the temporal distribution, and the content of imagined events prompted by experimenter-provided cues (i.e., cue-words and short verbal sentences) or elicited by means of verbal cues that were self-generated in an autobiographical fluency task. The results showed that future events prompted by means of self-generated cues contained fewer event-specific details than future events prompted by experimenter-provided cues. However, future events elicited by means of self-generated and by experimenter-provided cues did not differ with respect to their phenomenal characteristics. The temporal distribution and the thematic content of future representations were also affected by the type of cue used to elicit prospection. These results offer a holistic view of the properties of future thinking and suggest that the content and the characteristics of envisioned future events may be affected by the method used to elicit prospection.     

Common magnitude representation of fractions and decimals is task dependent

Although several studies have compared the representation of fractions and decimals, no study has investigated whether fractions and decimals, as two types of rational numbers, share a common representation of magnitude. The current study aimed to answer the question of whether fractions and decimals share a common representation of magnitude and whether the answer is influenced by task paradigms. We included two different number pairs, which were presented sequentially: fraction–decimal mixed pairs and decimal–fraction mixed pairs in all four experiments. Results showed that when the mixed pairs were very close numerically with the distance 0.1 or 0.3, there was a significant distance effect in the comparison task but not in the matching task. However, when the mixed pairs were further apart numerically with the distance 0.3 or 1.3, the distance effect appeared in the matching task regardless of the specific stimuli. We conclude that magnitudes of fractions and decimals can be represented in a common manner, but how they are represented is dependent on the given task. Fractions and decimals could be translated into a common representation of magnitude in the numerical comparison task. In the numerical matching task, fractions and decimals also shared a common representation. However, both of them were represented coarsely, leading to a weak distance effect. Specifically, fractions and decimals produced a significant distance effect only when the numerical distance was larger.     

Connecting the dots between fantasy and reality: The social psychology of our engagement with fictional narrative and its functional value

This essay provides an overview of research and theory on narrative and its important, functional role in human experience, including the ways people use media to interrogate their own beliefs and feelings, and derive social meaning. Thought‐provoking film, television, and books can help us make meaning of our lives and grow in ways that are important for our successful social functioning. Research reviewed here demonstrates that exposure to fiction can increase empathy and social skills and reduce prejudice. Our connection to characters and stories has been studied in various ways as extensions of the self into another, while at the same time bringing the other into the self. Bringing together disparate perspectives, we propose that connecting to story worlds involves a process of “dual empathy”—simultaneously engaging in intense personal processing while also “feeling through” characters, both of which produce benefits. Because the value of entertainment narratives may not always be well understood, we explain how those experiences can be personal, social, and can serve important adaptive functions.     

The New Learning Environment and Adult Developmental Needs

The link between an adult's learning capabilities and an organization's learning and adaptation is highlighted in this study of workers in a new training program. Studies have found that worker productivity differences are rooted in psychological factors. The most successful firms have supportive workplace psychologies that foster perspective transformation, yield high productivity, high involvement, high job satisfaction, low cost, and high profits. This study suggests the importance of workers having a whole-organization perspective. The findings of this study are generalizable to other organizations making the transition from training to learning in which individuals learn to continuously grow, develop, and problem solve to the benefit of all.     

互依性与团队协作

互依性是指团队成员在完成作业的过程中相互依赖的程度,分为作业互依性和产出互依性两大类。该文全面的阐述了互依性的概念、分类和测量方法,并重点介绍了20世纪90年代以后有关互依性在团队协作领域中的研究结果。总结发现,两类互依性与很多团队变量均有显著相关,特别是团队的结果变量。在对结果变量的影响上,两类互依性存在交互作用,或互依性与其他变量存在交互作用。文章最后提出了目前研究的局限性,以及未来的研究展望     

Towards a ‘manifesto’ for super‐recognizer research

This article provides a response to five excellent commentaries on our article ‘Super‐recognizers: From the lab to the world and back again’. Specifically, the response summarizes commonalities between these commentaries. Based on this consensus, we propose a flexible framework for the assessment of superior face recognition and outline guiding principles to advance future work in the field.     

Assessing preferences of individuals with developmental disabilities using alternative stimulus modalities: A systematic review

The purpose of this systematic review was to identify investigations comparing the efficacy of alternative modality (e.g., pictorial, verbal, video) stimulus preference assessments for individuals with developmental disabilities. We identified articles by searching peer‐reviewed journals using the PsycINFO and ERIC databases, conducting table of contents searches of common behavioral outlets, and conducting ancestral searches of recent reviews and practitioner summaries of preference assessment methodology. A total of 32 articles met our inclusion criteria. These studies were then coded across a variety of features to gain a better understanding of the efficacy of alternative format preference assessments for individuals with developmental disabilities. In addition, we reviewed this literature for the use of prerequisite‐skill assessments and contingent‐reinforcer access to further investigate the relation between these variables and the accuracy of pictorial, verbal, and video preference assessments. A variety of methodological concerns are discussed as well as suggestions for future research.