描述信息与经验不一致对个体风险选择的影响：决策模型的拟合

采用描述−经验冲突范式,考察损益情境下,描述信息与经验不一致对个体风险选择的影响,通过模型拟合探究其内在机制。研究1a和研究1b采用单因素被试间设计,自变量为描述信息与经验不一致程度,因变量为风险选项选择率。结果发现,获益情境中,描述信息与经验不一致程度的主效应不显著;而损失情境中,风险选项选择率受到显著影响。研究2比较决策模型参数发现,获益情境中,描述信息权重参数ξ和选择一致性参数c显著小于损失情境,而近因参数φ显著大于损失情境。这表明,当描述信息与经验不一致时,相对于获益情境,损失情境下个体更大程度地采用描述信息进行决策。研究揭示了损益情境中描述信息与经验不一致影响个体风险选择的机制。     

Imagination and the imaginary

This paper argues that real imagination depends on the capacity to acknowledge the absence of what is imagined from the world of material actuality. This leads on to a view of symbol formation as the operation of the transcendent function between the opposites of presence and absence. 'The imaginary' is contrasted with this as a defensive misuse of imagination that attempts to deny 'negation' where negation is defined as all those aspects of the world that constitute a check to the omnipotence of fantasy--e.g., absence, loss, difference, otherness etc. Parallels are drawn with theoretical antecedents in analytical psychology and psychoanalysis, with particular attention to papers published in the Journal of Analytical Psychology (JAP) in the 1960s on the relation between active imagination, transference and ego development. A clinical example is given to show the use of the imaginary as a means of warding off the unbearable pain of Oedipal disappointment.     

Imitation of High-Interest Comic Strip Models' Appropriate Classroom Behavior:

Animated cartoons depicting aggressive behavior have been used widely in the investigation of reinforced and generalized imitation in the laboratory. Little research has examined the use of either animated or comic strip cartoons in the teaching and encouragement or desirable skills and activities in real-life settings. The present study employed comic strip drawings of high-interest cartoon models to symbolize and teach skills contributing to the social and educational development of children in a child care center. The results demonstrate that high-interest cartoon models are both effective and feasible agents for positive behavioral change when used within the generalized imitation framework. In addition, four alternative explanations of generalized imitation were tested: the failure to discriminate explanation, the variable-ratio schedule explanation, the demand characteristics explanation and the reinforcement value of stimulus similarity explanation. The findings contradicted the first three and offered evidence in support of the fourth.