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191.
刻板印象威胁效应研究回顾与展望   总被引:2,自引:0,他引:2  
刻板印象威胁是个体经历的一种风险,处于该风险中的个体担心自己会验证所属群体的消极刻板印象。刻板印象威胁会导致个体行为上的表现下降和心理上的分离与不认同。同时,刻板印象威胁效应也会受领域认同、群体认同和自我等因素的影响。心理机制方面,已由焦虑、唤醒等单一机制研究转向了多威胁线索加工模型、综合过程模型的探讨。研究发现,刻板印象威胁可以采用重塑任务与建立认同安全环境等手段进行应对。未来研究将集中于心理后果的研究、不同类型威胁的后继研究、现场研究及本土化研究。  相似文献   
192.
消极刻板印象和群际焦虑是阻碍群际交往的重要因素。基于群际接触理论和群际焦虑理论模型,测量了少数民族和汉族交往时的群际焦虑水平、彼此持有的刻板印象和外群体态度等变量,考查了这些变量的特征及关系。结果表明:(1)汉族在群际交往过程中的群际焦虑水平显著高于少数民族;(2)女性比男性持有更积极的外群体态度;(3)消极刻板印象是产生群际焦虑和偏见态度的重要原因。减少消极刻板印象、降低群际焦虑是促进群际交往的重要途径。  相似文献   
193.
The operant training of two retarded children simultaneously on a picture-naming task was investigated as an alternative to the more commonly reported one-to-one student-teacher ratio. In Experiment I, two conditions were compared in which the children received primary reinforcement on a fixed-ratio schedule for responding correctly on prompt and probe trials in a standardized picture-naming procedure. During the “Group Condition”, the experimenter alternated from one child to the other after each primary reinforcement, after each incorrect response, after each response omission, and after each 10-sec period in which a child did not “attend” (by making a trial-initiating response) when it was his or her turn to be worked with. During the “Individual Condition”, the experimenter worked with only one child, and presented trials whenever the child made attending responses. Experiment I demonstrated that the Group Condition was more efficient than the Individual Condition in terms of total correct responses and total pictures learned per unit of training time. Incidental learning was also found in that the children learned some of each others' pictures as well as their own, thus indicating a further advantage of the larger student-teacher ratio. In Experiment II, an attempt was made to equate the two conditions, except for the presence of two children in the Group Condition, by ignoring the child in the Individual Condition for brief periods equal to those that occurred in the Group Condition when the experimenter presented training trials to the other child. The results demonstrated that the greater efficiency of the Group Condition was not due to the manner in which training time was allocated to the two members of a group. It also replicated the finding that the children learned some of each others' words in the Group Condition.  相似文献   
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195.
There has been little research on the effects of the many procedural variables in applied group contingencies. In the present study, an individualized contingency and three group contingencies with different “responder” criteria (e.g., reward based on the group average, reward based on the work of a designated, low-achieving student, or reward based on the work of a randomly selected student) were applied to the academic work of primary grade children in a learning disabilities classroom. Group social interaction during each contingency was measured systematically. Although there were large individual differences in students' academic and social responses to the different contingencies, some consistent effects were observed. Two of the four low-achieving target students did their best academic work during the group contingency which focused on their performance as a designated responder. This type of contingency also produced high levels of positive social interaction in three of four groups of children observed.  相似文献   
196.
Qian T  Jaeger TF 《Cognitive Science》2012,36(7):1312-1336
Recent years have seen a surge in accounts motivated by information theory that consider language production to be partially driven by a preference for communicative efficiency. Evidence from discourse production (i.e., production beyond the sentence level) has been argued to suggest that speakers distribute information across discourse so as to hold the conditional per-word entropy associated with each word constant, which would facilitate efficient information transfer (Genzel & Charniak, 2002). This hypothesis implies that the conditional (contextualized) probabilities of linguistic units affect speakers' preferences during production. Here, we extend this work in two ways. First, we explore how preceding cues are integrated into contextualized probabilities, a question which so far has received little to no attention. Specifically, we investigate how a cue's maximal informativity about upcoming words (the cue's effectiveness) decays as a function of the cue's recency. Based on properties of linguistic discourses as well as properties of human memory, we analytically derive a model of cue effectiveness decay and evaluate it against cross-linguistic data from 12 languages. Second, we relate the information theoretic accounts of discourse production to well-established mechanistic (activation-based) accounts: We relate contextualized probability distributions over words to their relative activation in a lexical network given preceding discourse.  相似文献   
197.
This research investigated whether people are biased against migrants partly because they find migrants more difficult to cognitively process than nonmigrants. In Study 1, 181 undergraduate students evaluated migrant and nonmigrant members of two minimal groups and reported the difficulty that they experienced in thinking about each type of target. Participants rated migrants less positively than nonmigrants, and difficulty ratings partially mediated this effect. Study 2 (N = 191) replicated these findings and demonstrated similar findings for individuals who had been excluded from minimal groups. This evidence implies that migrant bias can be explained partly in terms of the difficulty that people have in processing information about migrants, and that it is related to migrants’ exclusion from their original group.  相似文献   
198.
Aim: To explore therapists' perceptions of the relative benefits and pitfalls of group work and individual counselling for bereaved clients. Method: Semi-structured interviews with nine experienced bereavement therapists from a range of different contexts generated data which was analysed using grounded theory methodology. Findings: Groups were perceived as having a normalising influence, helping members make new social contacts and practice social skills. Individual counselling was seen as facilitating the initial telling of the story and the expression of extreme emotion. Discussion: The findings suggest that individual counselling may be useful as a primary intervention easing ‘emotional loneliness’ caused by the death of a spouse or attachment figure. Group work may be of more benefit later in the bereavement process, facilitating an engagement with the outside world and alleviating ‘social loneliness’. Implications for practice: This suggests that bereavement services might usefully combine group and individual provision. Initial assessment could help clients clarify their needs and facilitate their choice of service. This would be more cost effective and potentially ease clients' bereavement experience.  相似文献   
199.
College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods.  相似文献   
200.
不同沟通方式下群体决策信息利用分析   总被引:2,自引:0,他引:2  
以180名被试组成45个四人群体.完成模拟人事选拔的问题解决型任务,通过对群体决策过程的信息提取数量和提取次序的分析,考察不同的沟通方式和信息分享程度对群体决策信息利用的影响。结果表明。(1)在不同沟通方式下,决策成员的讨论前偏好对最终决策的影响很大。(2)在不同的沟通方式下,分享程度不同的信息在决策过程中的提取具有差异,体现了不同的规律。  相似文献   
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