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排序方式： 共有612条查询结果，搜索用时 15 毫秒
181.
Li Zhao Lulu Chen Wenjin Sun Brian J. Compton Kang Lee Gail D. Heyman 《Developmental science》2020,23(5)
Research on moral socialization has largely focused on the role of direct communication and has almost completely ignored a potentially rich source of social influence: evaluative comments that children overhear. We examined for the first time whether overheard comments can shape children's moral behavior. Three‐ and 5‐year‐old children (N = 200) participated in a guessing game in which they were instructed not to cheat by peeking. We randomly assigned children to a condition in which they overheard an experimenter tell another adult that a classmate who was no longer present is smart, or to a control condition in which the overheard conversation consisted of non‐social information. We found that 5‐year‐olds, but not 3‐year‐olds, cheated significantly more often if they overheard the classmate praised for being smart. These findings show that the effects of ability praise can spread far beyond the intended recipient to influence the behavior of children who are mere observers, and they suggest that overheard evaluative comments can be an important force in shaping moral development. 相似文献
182.
Motor imagery (MI), the mental rehearsal of a motor task, is thought to be a synergistic interaction between processes that allow for the generation, maintenance, and manipulation, of motor images. While our understanding of the multidimensional nature of MI stems from research examining various methods to assess MI ability, limited research has been conducted employing multiple assessments across participants to probe the underlying dimensions of MI. Accordingly, the current study sought to explore the multidimensional nature of MI using an exploratory approach that would allow for the dimensions of imagery to be examined and linked to each assessment measure. Specifically, participants (N = 81) underwent a battery of MI-assessments (including questionnaires, mental chronometry, a hand laterality judgment task, and a MI-based learning task), and data was analyzed via principal component analysis (PCA). Three components resulted, which were named based on which outcome measures loaded on to the component: generation, maintenance, and manipulation of motor images. We further discuss a fourth component, named ‘temporal sequencing’ of motor images, identified via the initial component solution. Concordant with previous research, we highlight the importance of employing multiple measures when assessing imagery ability prior to its use in training. Notably, this work allowed us to link assessments of MI to the different dimensions of MI, informing on the nature of MI. 相似文献
183.
Previous meta‐analytic studies have revealed that set‐shifting ability contributes to achievement in math and reading equally during childhood, but less is known about whether set‐shifting ability plays an equally important role in achievement in different school subjects during high‐school learning. To fill this research gap, the current study examined the association between set‐shifting ability and academic achievement among 10th‐grade Chinese adolescents who attended high school (N = 221). Meanwhile, we further explored the possible mechanisms underlying this association by testing the mediating role of math abilities (i.e., arithmetic and algebraic ability). Set‐shifting ability was measured through a task‐switching task in which participants continuously change task rules based on color and shape sets. Academic achievement was indexed by curriculum‐based examination scores. Based on exploratory factor analyses, the achievement scores could be classified into two categories: (a) science and math achievement, including math, physics, chemistry, biology, and geography scores; and (b) humanities achievement, comprising Chinese, English, history, and politics scores. Arithmetic ability and algebraic ability were measured by participants' ability to perform calculations and solve algebraic equations, respectively. Correlation and regression analyses found that set‐shifting ability was related to science and math achievement, but not to humanities achievement. Furthermore, the association between set‐shifting ability and science and math achievement is partly mediated by algebraic ability. Together, these results suggest that set‐shifting ability plays a domain‐specific role in achievement. That is, set‐shifting ability is specifically linked to science and math achievement in Chinese adolescents, and this specific link may be partly mediated by algebraic ability. 相似文献
184.
We offer the first systematic quantitative meta-analysis on sex differences in humor production ability. We included studies where participants created humor output that was assessed for funniness by independent raters. Our meta-analysis includes 36 effect sizes from 28 studies published between 1976 and 2018 (N = 5057, 67% women). Twenty of the 36 effect sizes, accounting for 61% of the participants, were not previously published. Results based on random-effects model revealed that men's humor output was rated as funnier than women's, with a combined effect size d = 0.321. Results were robust across various moderators and study characteristics, and multiple tests indicated that publication bias is unlikely. Both evolutionary and cultural explanations were considered and discussed. 相似文献
185.
It has been argued that the high achievement of Confucian Asian students is at the cost of their psychological well‐being, since high self‐doubt consistently accompanies their high achievement. However, other researchers cautioned that the attitude toward self‐doubt could be different in Asian versus Western cultures. This study examined the debate with a survey of both American and Chinese college students that measured level of self‐doubt, attitude toward self‐doubt, beliefs about ability, and psychological well‐being outcomes. As hypothesized, Chinese students showed a more positive attitude toward self‐doubt than American students, despite having higher level of self‐doubt. Furthermore, self‐doubt engendered less negative consequences on Chinese students' psychological well‐being, relative to American students. Implications for theories and research on cultural differences in the effects of self‐constructs are discussed. 相似文献
186.
Eric Christian Barnes 《Theoria》2019,85(4):289-311
The law of desire has been proposed in several forms, but its essential claim is that agents always act on their strongest proximal action motivation. This law has threatening consequences for human freedom, insofar as it greatly limits agents’ ability to do otherwise given their motivational state. It has proven difficult to formulate a version that escapes counterexamples and some categorically deny its truth. Noticeable by its absence in the literature is any attempt to provide an argument for the law of desire – I propose such an argument here. It is noted that Sripada's “divided mind” theory of willpower provides a counterexample to the version of the law of desire my argument defends, but I note that a reformulated version of the law of desire survives this critique. I conclude that there is a serious case for the law of desire, and note the broader implications of this. 相似文献
187.
Jessica Meise Anja Leue 《Journal of Investigative Psychology & Offender Profiling》2019,16(2):124-137
By using a video‐based narrative (unidirectional) eyewitness statement of an alleged victim, participants were asked to imagine they were police officers. We compared the quality of mock police officer written records in a between‐subjects design comprising three conditions: (a) a free recall (n = 27), (b) a free recall by using recall strategies of the cognitive interview (n = 27), or (c) note taking while watching the video (n = 26). The quality of the reports was determined by the amount of correctly recalled details, omitted details, added details (commission errors), and changed details (confabulations). As predicted, the number of correct details was higher in the “Note Taking” condition whereas performance in the “Free Recall” and in the “Cognitive Interview” conditions did not differ. Higher verbal memory ability resulted in a better quality of the written records. Our results suggest that note taking facilitates the quality of written records. 相似文献
188.
In this paper, we study the connections between working memory capacity (WMC) and learning in the context of economic guessing games. We apply a generalized version of reinforcement learning, popularly known as the experience-weighted attraction (EWA) learning model, which has a connection to specific cognitive constructs, such as memory decay, the depreciation of past experience, counterfactual thinking, and choice intensity. Through the estimates of the model, we examine behavioral differences among individuals due to different levels of WMC. In accordance with ‘Miller’s magic number’, which is the constraint of working memory capacity, we consider two different sizes (granularities) of strategy space: one is larger (finer) and one is smaller (coarser). We find that constraining the EWA models by using levels (granules) within the limits of working memory allows for a better characterization of the data based on individual differences in WMC. Using this level-reinforcement version of EWA learning, also referred to as the EWA rule learning model, we find that working memory capacity can significantly affect learning behavior. Our likelihood ratio test rejects the null that subjects with high WMC and subjects with low WMC follow the same EWA learning model. In addition, the parameter corresponding to ‘counterfactual thinking ability’ is found to be reduced when working memory capacity is low. 相似文献
189.
190.
Three studies were conducted to examine the relation of spatial visualization to solving kinematics problems that involved either predicting the two-dimensional motion of an object, translating from one frame of reference to another, or interpreting kinematics graphs. In Study 1, 60 physics-naíve students were administered kinematics problems and spatial visualization ability tests. In Study 2, 17 (8 high- and 9 low-spatial ability) additional students completed think-aloud protocols while they solved the kinematics problems. In Study 3, the eye movements of fifteen (9 high- and 6 low-spatial ability) students were recorded while the students solved kinematics problems. In contrast to high-spatial students, most low-spatial students did not combine two motion vectors, were unable to switch frames of reference, and tended to interpret graphs literally. The results of the study suggest an important relationship between spatial visualization ability and solving kinematics problems with multiple spatial parameters. 相似文献