青少年内隐与外显自尊的比较研究

运用两种程序分别测量了青少年的内隐自尊与外显自尊。内隐自尊由内隐联想测验测量,外显自尊由三项自尊量表测量。研究结果表明:在不同年龄阶段与不同性别的青少年中内隐自尊普遍存在;无论是内隐自尊还是外显自尊都不存在显著的性别差异;内隐自尊无显著的年龄差异;外显自尊存在显著的年龄差异,其中高中生比初中生和大学生有更低的外显自尊;内隐自尊与外显自尊之间无显著相关。     

IAT范式下自尊内隐性的再证明

该研究用IAT测量了被试的内隐自尊,并通过操纵被试在不同的认知负荷条件下进行外显自我评价来考察外显自我评价和内隐自尊之间的关系。得到的结论是,在低认知负荷条件下进行外显自我评价时,外显自我评价和内隐自尊没有表现出一致性;在高认知负荷条件下进行外显自我评价时,外显自我评价和内隐自尊表现出一致性。该研究在IAT范式下表明了内隐自尊和外显自尊的分离,内隐自尊具有无意识性和自动化的特点。     

A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4½ and risky behavior in 6th grade. The longitudinal sample of participants (N = 1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior.     

大学生良知内隐观的调查研究

本研究采用社会效度的方法,对346名大学生的良知内隐观进行了调查研究,结果显示:1.大学生良知内隐观所涉及的范围广泛,经因素分析可以把大学生的良知内隐观概括为9个因素;2.大学生认为良知的诸特征中较重要和具有一致性的有:孝敬父母、有责任心、守信、善良、自爱、诚实、真诚、感恩、明辨是非和自尊等;3.年龄对大学生良知内隐观的影响显著,性别和专业对大学生良知内隐观的影响不显著。     

The impact of retrieval suppression on conceptual implicit memory

ABSTRACT

When people suppress retrieval of episodic memories, it can induce forgetting on later direct tests of memory for those events. Recent reports indicate that suppressing retrieval affects less conscious, unintentional retrieval of unwanted memories as well, at least on perceptually-oriented indirect tests. In the current study we examined how suppressing retrieval affects conceptual implicit memory for the suppressed content, using a category verification task. Participants studied cue-target words pairs in which the targets were exemplars of 22 semantic categories, such as vegetables or occupations. They then repeatedly retrieved or suppressed the targets in response to the cues for some of those pairs. Afterwards, they were exposed to the targets intermixed with novel items, one at a time, and asked to verify the membership of each of the words in a semantic category, as quickly as possible. Judgment response times to studied words were faster than to unstudied exemplars, reflecting repetition priming, as has been previously observed. Strikingly, the beneficial effects of prior exposure on response time were eliminated for targets that had been suppressed. Follow-up explicit memory tests also demonstrated that retrieval suppression continued to disrupt episodic recall for the items that had been just been re-exposed on the category verification test. These findings support the contention that the effects of retrieval suppression are not limited to episodic memory, but also affect indirect expressions of those memories on conceptually oriented tests, raising the possibility that underlying semantic representations of suppressed content are affected.     

Racial healthcare disparities: A social psychological analysis

Around the world, members of racial/ethnic minority groups typically experience poorer health than members of racial/ethnic majority groups. The core premise of this chapter is that thoughts, feelings, and behaviours related to race and ethnicity play a critical role in healthcare disparities. Social psychological theories of the origins and consequences of these thoughts, feelings, and behaviours offer critical insights into the processes responsible for these disparities and suggest interventions to address them. We present a multilevel model that explains how societal, intrapersonal, and interpersonal factors can influence ethnic/racial health disparities. We focus our literature review, including our own research, and conceptual analysis at the intrapersonal (the race-related thoughts and feelings of minority patients and non-minority physicians) and interpersonal levels (intergroup processes that affect medical interactions between minority patients and non-minority physicians). At both levels of analysis, we use theories of social categorisation, social identity, contemporary forms of racial bias, stereotype activation, stigma, and other social psychological processes to identify and understand potential causes and processes of health and healthcare disparities. In the final section, we identify theory-based interventions that might reduce ethnic/racial disparities in health and healthcare.     

Opening up Openness to Experience: A Four‐Factor Model and Relations to Creative Achievement in the Arts and Sciences

Openness to experience is the broadest personality domain of the Big Five, including a mix of traits relating to intellectual curiosity, intellectual interests, perceived intelligence, imagination, creativity, artistic and aesthetic interests, emotional and fantasy richness, and unconventionality. Likewise, creative achievement is a broad construct, comprising creativity across the arts and sciences. The aim of this study was to clarify the relationship between openness to experience and creative achievement. Toward this aim, I factor analyzed a battery of tests of cognitive ability, working memory, Intellect, Openness, affect, and intuition among a sample of English Sixth Form students (N = 146). Four factors were revealed: explicit cognitive ability, intellectual engagement, affective engagement, and aesthetic engagement. In line with dual‐process theory, each of these four factors showed differential relations with personality, impulsivity, and creative achievement. Affective engagement and aesthetic engagement were associated with creative achievement in the arts, whereas explicit cognitive ability and intellectual engagement were associated with creative achievement in the sciences. The results suggest that the Intellectual and Openness aspects of the broader openness to experience personality domain are related to different modes of information processing and predict different forms of creative achievement.     

Exploring Pathways From Television Viewing to Academic Achievement in School Age Children

The author's purpose in this study was to test 4 hypotheses that proposed different paths for the influences of children's television viewing on their academic achievement. Data were drawn from the 1997 Child Development Supplement (CDS) to the Panel Study of Income Dynamics (PSID). The population for this study included 1,203 children between the ages of 6 and 13 years from the CDS-PSID data set. The author used structural equation modeling to test pathways from children's television viewing to their academic achievement. The author assumed that children's television viewing hindered their academic achievement by reducing certain traits that related to academic achievement. Results showed that 3 hypothetical models fit the data—the time-displacement hypothesis, the mental effort-passivity hypothesis, and the attention-arousal hypothesis. A 4th hypothetical model, the learning-information hypothesis, which proposed that children's television viewing practices stimulate their academic achievement, was not supported. In sum, children who watched more television tended to spend less time doing homework, studying, and reading for leisure. In addition, their behaviors became more impulsive, which resulted in an eventual decrease in their academic achievement.     

Contextual Cueing Effects Across the Lifespan

The authors evaluated age-related variations in contextual cueing, which reflects the extent to which visuospatial regularities can facilitate search for a target. Previous research produced inconsistent results regarding contextual cueing effects in young children and in older adults, and no study has investigated the phenomenon across the life span. Three groups (6, 20, and 70 years old) were compared. Participants located a designated target stimulus embedded in a context of distractor stimuli. During exposure, the location of the target could be predicted from the location of the distracters in each display. During test, these predictable displays were intermixed with new displays that did not predict the target location. Response times to locating predictable relative to unpredictable targets were compared. All groups exhibited facilitation effects greater than 0 (95% CIs [.02, .11], d = .4; [.01, .12], d = .4; and [.01, .10], d = .4, for the children, young adults, and older adults, respectively) indicating that contextual cueing is robust across a wide age range. The relative magnitude of contextual cueing effects was essentially identical across the age range tested, F(2, 103) = 1.71, ηρ² = .02. The authors argue that a mechanism that uses environmental covariation is available to all age ranges, but the expression of the contextual cueing may depend on the way it is measured.     

Factorial validity of the Mental Toughness Questionnaire-48

The purpose of this study was to assess the factorial validity of the Mental Toughness Questionnaire-48 (Clough, Earle, & Sewell, 2002). In total, 8207 participants (male n = 4019, female n = 3922, unspecified = 266) aged between 16 and 68 years (M = 37.00, SD = 12.09) completed the MTQ48. Model fit was assessed using confirmatory factor analysis (CFA) and exploratory structural equation modeling, in addition to the robust maximum likelihood estimator. Overall, our results support the factorial validity of the MTQ48 and indicate that the MTQ48 is a robust psychometric measure of mental toughness. Along with previous data, which supports the internal validity of the MTQ48 in addition to results of this study, it would appear that the MTQ48 is an acceptable method of assessing mental toughness.