ALL STIMULI ARE EQUAL,BUT SOME ARE MORE EQUAL THAN OTHERS: MEASURING RELATIONAL PREFERENCES WITHIN AN EQUIVALENCE CLASS

Two experiments used post‐class formation within‐class relational assessment test performances to evaluate whether participants demonstrated preference for certain members of an equivalence class based on the type of relation that existed between class members. In Experiment 1, two 5‐node 7‐member equivalence classes, consisting entirely of nonsense syllables, were established using the simultaneous protocol. Only 1 of the 6 participants in Experiment 1 formed classes. After class formation, the effects of the different relations between stimuli were evaluated using within‐class relational assessment tests, and the 1 participant showed an absolute preference for transitive over equivalence relations, and for baseline over symmetrical relations. Experiment 2 was identical to Experiment 1, except that one of the nonsense syllable stimuli in each class was replaced by a pictorial stimulus. Under these conditions, classes were formed by 5 of 13 participants. During the relational assessment tests, the 5 participants who formed classes demonstrated almost exclusive preferences for transitive relations over equivalence relations and for trained baseline relations over symmetrical relations. Thus, this research demonstrates that the members of equivalence classes are differentially related to each other based on relational type.     

The Protective Role of Teacher Preference for At‐Risk Children's Social Status

Aggressive behaviors have been associated with social costs (e.g., rejection) and benefits (e.g., popularity) in previous studies. The current study sought to examine the moderating effect of teacher preference on the association between distinct forms of aggressive behavior (i.e., physical aggression and relational aggression) and social status (i.e., rejection and popularity), and to explore whether these associations differed for boys and girls. Fourth and fifth grade students (N = 193) completed peer nomination procedures to assess rejection and aggressive behavior and teachers provided self‐reports of their preferences for their students. Findings indicated that relationally aggressive girls were more likely to be popular with their peers when their teachers also liked them. In addition, both relationally and physically aggressive girls were less likely to be rejected by their peers when their teachers liked them. Although physical aggression was most strongly associated with rejection among boys whose teachers liked them, relational aggression predicted popularity among boys whose teachers disliked them. Results suggest that teacher preferences may be a particularly important factor contributing to both physically and relationally aggressive children's social status (e.g., rejection and popularity), especially for girls. Aggr. Behav. 38:481‐493, 2012. © 2012 Wiley Periodicals, Inc.     

Main and Moderated Effects of Moral Cognition and Status on Bullying and Defending

This study analyzed the relations of two dimensions of moral cognition (i.e., acceptance of moral transgression and moral disengagement) and two forms of status in the peer group (i.e., social preference and perceived popularity) with bullying and defending among 235 primary‐school children and 305 middle‐school early adolescents. Social status was tested as a moderator of the associations between moral cognition and bullying and defending. Participants completed self‐reports assessing the two dimensions of moral cognition and peer nominations for status, bullying, and defending. Both acceptance of moral transgression and moral disengagement were associated to bullying among early adolescents only, whereas in childhood moral disengagement was linked to defending among girls. Social status moderated the associations between morality dimensions and bullying and defending. The moderating effects of status were discussed considering status as a magnifying lens for the relations between individual characteristics and social behavior. The results were also discussed with reference to age and gender differences in the associations. Aggr. Behav. 38:456‐468, 2012. © 2012 Wiley Periodicals, Inc.     

汉语背景下左右走向的心理时间线

摘 要 通过两个实验探讨了汉语背景下是否存在左右走向的心理时间线。实验一,表示过去和未来的时间词作为刺激,呈现在屏幕的左侧或右侧,要求被试用两手按键对刺激进行过去意义词和未来意义词的分类。实验二,采用线索提示范式的变式,中央的时间词作为线索,完成左侧或右侧闪现的圆点的定位任务。结果发现：（1）对过去意义词用左手反应或呈现在左边反应更快,对未来意义词用右手反应或呈现在右边反应更快,存在空间时间反应编码联合效应（STEARC效应）。（2）未来意义词显著激活对右空间的注意,过去意义词存在激活左空间注意的倾向。表明时间存在左右走向的心理表征,过去表征到左边,未来表征到右边。     

青年人与老年人网页颜色偏爱研究

前人研究表明：年龄影响颜色偏爱、抽象颜色偏爱不同于具体颜色偏爱。因此本研究在抽象颜色偏爱实验基础上通过设计高保真网页研究青年人、老年人的网页颜色偏爱（包括主题色及其与文本色的搭配）。结果表明：（1）年龄、性别不会影响网页颜色偏爱。（2）浅蓝色、蓝色比较适合作为网页主题色。（3）网页主题采用不同颜色时,被试对文本色偏爱表现出较高的规律性,黑色、蓝色更适合作为网页文本色。     

大学生网络幸福感的特点及其与网络使用偏好的关系

采用自编的大学生网络幸福感问卷、网络使用偏好问卷,对400名大学生进行测试,以探索大学生网络幸福感的特点及其与网络使用偏好的关系。结果表明：（1）大学生的网络幸福感总体处于中等偏上水平,网络使用偏好中休闲娱乐维度的得分最高,网络使用偏好类型中普通型居主导地位;（2）网络幸福感和网络使用偏好类型存在显著正相关,其中与休闲娱乐偏好的相关最高;（3）回归分析结果表明,休闲娱乐偏好对网络幸福感有正向预测作用,游戏偏好对网络幸福感中的便利感、活力感、自由感因子有预测作用。     

文字熟悉度对电影字幕偏好性影响的眼动研究

字幕作为电影和电视节目的重要组成部分,在视频观看过程中起到辅助加工的作用。研究以电影视频作为刺激材料,设置了中文、英文、乱码三种字幕,采用眼动技术探讨了文字熟悉性对电影观看过程中字幕偏好性的影响作用。结果发现:虽然仅凭电影中的声音就完全可以理解电影内容,但是被试仍然对不同熟悉度的字幕表现出了字幕偏好性;字幕的偏好性受到文字熟悉性的影响,随着文字熟悉度的下降,字幕的偏好性也随之降低。     

A Brief Pause between a Tagline and Brand Increases Brand Name Recognition and Preference

This paper explores the outcome of the visual encoding of brands in meaningful sentences (i.e. in taglines) on brand name recognition and preference. In this paper, it is shown that, above and beyond the role of conceptual priming during encoding at increasing recognition memory, there is a role of creating a temporal delay, or pause, between meaningful cues in the sentence and a key word (Experiment 1) or brand (Experiments 2a and 3) on memory. The pause is also associated with increased preference towards brands (Experiment 2b). These findings demonstrate a new way to enhance recognition of brand names that is not due to a pure generation effect but rather by increasing attention, which increases processing fluency of the target. Copyright © 2011 John Wiley & Sons, Ltd.     

If you have a choice,you have trouble: Stimulus valence modulates presentation‐order effects in preference judgment

It is well known that the presentation order of choice options often affects decision outcomes to a significant degree. However, despite the significance and wide occurrence of the effects, they are ignored in most preference models. Furthermore, psychophysical findings of stimulus‐magnitude dependent presentation‐order effects have not been acknowledged previously in the cognitive literature on preference judgments. Thus, the potential moderating effect of the level of stimulus magnitude (here, valence) on the direction and size of order effects in preference judgment has not been investigated previously. In two experiments, participants (117 and 204, respectively) rated their preference for pairs of everyday‐type objects and phenomena (e.g., apple–pear, headache–stomachache). Stimuli were spaced horizontally, and each participant received them in one of two opposite within‐pair presentation orders. Participants also rated the stimuli's valence on a scale from very bad to very good. The results showed a positive correlation between the rated valence and the tendency to prefer the first‐mentioned (left) stimulus; that is, the effect was greatest, and opposite, for choices between the most attractive and the most unattractive options, respectively. In terms of Hellström's ( 1979 ) sensation‐weighting model, the positive correlation is caused by a higher weight (i.e., impact on the preference judgment) for the left stimulus than for the right, which is possibly due to the left stimulus being compared to the right. The results suggest that researchers may have failed previously to find important moderators of presentation‐order effects in preference judgment due to the failure to use sufficiently attractive or unattractive stimuli. Copyright © 2010 John Wiley & Sons, Ltd.     

Overpredicting and Underprofiting in Pricing Decisions

This research examines sellers' price‐setting behavior and discovers a naturally occurring mismatch between sellers and buyers: Sellers who make a price decision often consider alternative prices and engage in the joint evaluation mode, whereas buyers who make a purchase decision see only the finally set price and are in the single evaluation mode. This mismatch in evaluation modes leads sellers to overpredict buyers' price sensitivity and underprice their products. However, these effects apply only to products unfamiliar to buyers and without salient reference prices and can be alleviated if sellers are encouraged to mimic single evaluation when making pricing decisions. These propositions are empirically tested and verified. Copyright © 2011 John Wiley & Sons, Ltd.