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131.
竞技运动中自我控制的逆效应 总被引:1,自引:0,他引:1
自我控制的逆效应是指在高压力下,在进行努力地自我控制的过程中产了与意愿相反的心理状态的现象。文章介绍了逆加工理论的双过程模型,评论了与竞技运动相关的动作控制、情绪控制、消极表象抑制、放松和集中注意的心理控制的逆加工效应研究,并指出竞技运动中自我控制的逆加工效应研究存在三方面的局限:缺乏生态学效度、心理控制的逆效应的测量不够客观和应对策略研究不足,未来的研究应该在这三个方面有所改进 相似文献
132.
中学生时间管理自我监控量表的研究 总被引:3,自引:0,他引:3
时间管理自我监控是一个多层次多维度的心理结构,按其抽象程度的不同,可分为整体监控和具体监控两个层次,整体监控系统分为主动性、开放性和有效性三个维度,具体监控系统分为目标设置、时间规划、灵活性、自制力和检查评估五个维度。通过对832名中学生的测试结果进行分析,编制了具有较高信度和效度的中学生时间管理自我监控量表。 相似文献
133.
The aim of the present study was to investigate Type A behavior as well as perceived work situation, and associations with burnout and work engagement. The associations in focus were investigated through hierarchical regressions in a sample (N= 329) of Swedish Information Communication Technology consultants. The findings indicated that both work situation and Type A behavior was correlated with work engagement and burnout; however, no interactions between Type A behavior and work situation were elicited. The main conclusion was that the achievement striving aspect of Type A behavior appears as "non-toxic" and is related only to work engagement. However, the irritability/impatience aspect appears to be responsible for burnout complaints among Type A individuals, possibly through negative effects of the mood itself than through perceived stress at work. 相似文献
134.
为探究积极和消极情绪与自我控制在自我同情与睡眠质量间的中介机制,采用问卷法对477名成人进行调查,建立结构方程模型对中介效应进行检验。结果发现:(1)自我同情、积极情绪、自我控制和睡眠质量两两之间均为显著正相关,而上述变量与消极情绪均为显著负相关;(2)自我同情可分别以积极情绪、消极情绪和自我控制为中介来预测睡眠质量;还可依靠消极情绪与自我控制的链式中介效应来间接预测睡眠质量,但自我同情对睡眠质量的直接效应不显著。该研究结果为改善睡眠质量提供了新的干预视角。 相似文献
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Little is known about the cognition of deception (Gombos, 2006). We propose a cognitive account of serious lying (i.e., deception involving high stakes) in response to a solicitation of a truth: Activation-Decision-Construction-Action Theory (ADCAT). Built on the Activation-Decision-Construction Model of answering questions deceptively (Walczyk, Roper, Seeman, & Humphrey, 2003), the theory elaborates on the roles of executive processes, theory of mind, emotions, motivation, specifies cognitive processing thoroughly, and considers the rehearsal of lies. ADCAT's four processing components are (a) activation of the truth, the (b) decision whether and how to alter deceptively the information shared, (c) construction of a deception, and (d) action [acting sincere while delivering a lie]. Core constructs are “theory of mind” and “cognitive resources”. Specifically, throughout serious deception, individuals are inferring the current or potential mental states of targets and taking steps to minimize the allocation of cognitive resources during delivery to appear honest and lie well. 相似文献
138.
Self-control in adult humans: variation in positive reinforcer amount and delay. 总被引:7,自引:5,他引:2 下载免费PDF全文
A W Logue T E Pea-Correal M L Rodriguez E Kabela 《Journal of the experimental analysis of behavior》1986,46(2):159-173
In five experiments, choice responding of female human adults was examined, as a function of variations in reinforcer amount and reinforcer delay. Experiment 1 used a discrete-trials procedure, and Experiments 2, 3, 4, and 5 used a concurrent variable-interval variable-interval schedule. Reinforcer amount and reinforcer delay were varied both separately and together. In contrast to results previously reported with pigeons, the subjects in the present experiments usually chose the larger reinforcers even when those reinforcers were delayed. Together, the results from all the experiments suggest that the subjects followed a maximization strategy in choosing reinforcers. Such behavior makes it easy to observe self-control and difficult to observe impulsiveness in traditional laboratory experiments that use adult human subjects. 相似文献
139.
With reinforcement contingent on a single peck on either of two available keys (concurrent continuous reinforcement schedules) 4 pigeons, at 80% of free-feeding weights, preferred a smaller-sooner reinforcer (2.5 s of mixed grain preceded by a 0.5-s delay) to a larger-later reinforcer (4.5 s of mixed grain preceded by a 3.5-s delay). However, when the smaller-sooner and larger-later reinforcers were contingent on a concurrent fixed-ratio 31 schedule (the first 30 pecks distributed in any way on the two keys), all pigeons obtained the larger-later reinforcer much more often than they did when only a single peck was required. This "self-control" was achieved by beginning to peck the key leading to the larger-later reinforcer and persisting on that key until reinforcement occurred. We call this persistence "soft commitment" to distinguish it from strict commitment, in which self-control is achieved by preventing changeovers. Soft commitment also effectively achieved self-control when a brief (1-s) signal was inserted between the 30th and 31st response of the ratio and with concurrent fixed-interval 30-s schedules (rather than ratio schedules) of reinforcement. In a second experiment with the same subjects, the fixed ratio was interrupted by darkening both keys and lighting a third (center) key on which pecking was required for various fractions of the fixed-ratio count. The interruption significantly reduced self-control. When interruption was complete (30 responses on the center key followed by a single choice response), pigeons chose the smaller-sooner reinforcer as frequently as they did when only a single choice response was required. 相似文献
140.
Merith Cosden Ph.D. Christy Gannon M.A. Thomas G. Haring Ph.D. 《Journal of Behavioral Education》1995,5(1):11-27
Increasing self-control for students with severe disabilities is an important step toward normalization. The classroom is one setting in which opportunities for self-control can be created. The effects of teacher-control versus student-control over academic task and reinforcement selection were evaluated for three 11-to 13-year-old males with severe behavior problems. Under student-control conditions students were able to select rewards and tasks from lists generated by the teacher; in the teacher-control conditions, the teacher selected rewards and tasks but attempted to make similar selections to those made by the students. An alternating treatments design was implemented. In Phase 1, task completion was the target behavior; in Phase 2 task accuracy was the target behavior. Task performance improved when the student, rather than the teacher, had control over task assignments and choice of reinforcement. While either student control of reinforcement or student control of task assignment resulted in higher performance than did teacher-control, the most effective instructional situation was the two procedures combined. This effect was apparent even when students and teachers selected the same tasks and the same reinforcers. Implications for increasing student-control over some classroom decisions are discussed.deceased. 相似文献