Hirofumi Hashimoto  Yang Li  Toshio Yamagishi 《Asian Journal of Social Psychology》2011,14(2):140-147

Two laboratory experiments demonstrated that Japanese participants did not conform to the majority unless negative social implications of not conforming were clear. When their behaviour had no implications for others, they rather exhibited preference for uniqueness. Results of Study 2 further demonstrated that participants' conformity to the majority was particularly prevalent among those who were chronically concerned with how other people would perceive them. Participants in these studies were shown to be cultural game players who changed their behaviour in response to anticipated responses of others based on culturally shared beliefs.  相似文献   

    

Andrew Wilkins 《Journal of community & applied social psychology》2011,21(1):1-13

This paper draws on elements of critical discursive psychology in order to explore some of the issues and concerns raised by parents' responses to the policy and practice of school choice. Drawing on data from a group of mothers of diverse social class and racial backgrounds, this paper examines the dilemmas some mothers engage with in their role as chooser—reconciling competing rationalities for choosing or trying to manage contradictions. A central argument of this paper is that the policy and political context shaping the emergence of school choice in Britain has provisionally secured the development of certain trends in education—consumerism, individualism and competition. Alongside and coupled with this has been the veneration of a narrow utilitarian conception of parents as consumers of education services, defined as people who share the capacity and willingness to maximize the utility of their decisions in a rationally self‐interested way. This paper questions the value of this approach as a framing for understanding the aspirations, motivations and fantasies informing parents' school choice and highlights instead the ways in which some mothers articulate the importance of community in their decision‐making practices. Copyright © 2010 John Wiley & Sons, Ltd.  相似文献   

    

Thijs Verwijmeren  Johan C. Karremans  Wolfgang Stroebe  Daniël H.J. Wigboldus 《Journal of Consumer Psychology》2011,21(2):206-213

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Sugimori E  Tanno Y 《International journal of psychology》2010,45(2):90-101

We investigated the relationship between levels of delusional ideation (whether positive or negative delusions) and the activation and distortion of memory by using pairs of positive and negative adjectives describing personality traits where those adjectives had similar meanings. We presented one of each pair of adjectives in the learning phase. Immediately after the learning phase in Experiment 1, we asked whether each adjective had been presented. Participants with high (positive or negative) delusional ideation were more likely to indicate that they had learned adjectives that they had not actually learned. This finding suggested that non-learned positive (or negative) adjectives that were associated with learned negative (or positive) adjectives were more likely to be activated in participants prone to positive (or negative) delusional ideation. However, in Experiment 2, two forced-choice tests were conducted immediately after the learning phase. In this context, participants, regardless of their proneness to delusional ideation, could almost always correctly distinguish what had and had not been presented, suggesting that the activation of learned items was still stronger than that for non-learned items in the immediate test. As time passed, the proportion of false alarms for positive or negative adjectives was higher in the two forced-choice tests among those with high proneness to (positive or negative) delusional ideation, suggesting that participants with delusional ideation were increasingly likely to depend on internal conditions for retrieval over time. Nous avons examiné la relation entre les niveaux d'idéation illusoire (qu'elle soit positive ou négative) et l'activation et la distorsion de la mémoire, en utilisant des paires d'adjectifs positifs et négatifs à significations similaires décrivant des traits de personnalité. Nous avons présenté un membre de chaque paire d'adjectifs lors d'une phase d'apprentissage. Dans une première expérience, immédiatement après la phase d'apprentissage, nous avons demandé si chaque adjectif avait été présenté. Les participants ayant un niveau d'idéation illusoire (positive ou négative) élevé étaient plus susceptibles d'indiquer qu'ils avaient appris les adjectifs qu'ils n'avaient pas appris. Ce résultat suggérait que les adjectifs positifs (ou négatifs) non appris qui étaient associés à des adjectifs négatifs (ou positifs) appris étaient plus susceptibles d'être activés chez les participants portés à l'idéation illusoire positive (ou négative). Dans une deuxième expérience, deux tests à choix forcés ont été menés immédiatement après la phase d'apprentissage. Dans ce contexte, les participants, indépendamment de leur tendance à l'idéation illusoire, pouvaient presque toujours distinguer correctement ce qui avait été présenté de ce qui n'avait pas été présenté, suggérant que l'activation des items appris était encore plus forte que celle des items non appris dans le test immédiat. Avec le temps, la proportion de fausses alarmes pour les adjectifs positifs ou négatifs était plus élevée dans les deux tests à choix forcés chez les participants portés à l'idéation illusoire (positive ou négative), ce qui suggère que les participants avec idéation illusoire étaient de plus en plus susceptibles de dépendre de leurs conditions internes lors du rappel à mesure que le temps passait. En este estudio se investigó la relación entre los niveles de ideación delusional (tanto delusiones positivas como negativas) y la activación y distorsión de la memoria a través del uso de pares de adjetivos positivos y negativos que describen rasgos de personalidad. Estos pares de adjetivos tenían significados similares. En la fase de aprendizaje se presentó un miembro de cada par de adjetivos. Inmediatamente después de la fase de aprendizaje se realizó el primer experimento, en el cual se preguntó al participanten si es que se le habían presentado cada uno de los adjetivos. Los participantes con elevada ideación delusiva (positiva o negativa) reportaran con una mayor probabilidad haber aprendido adjetivos que en realidad no se les había presentado. Este hallazgo sugiere que adjetivos positivos (o negativos) no aprendidos que estaban asociados con adjetivos negativos (o positivos) aprendidos, tenían una mayor probabilidad de ser activados en participantes propensos a una ideación delusiva positiva (o negativa). En el segundo experimento se llevaron a cabo inmediatamente después de la fase de aprendizaje dos pruebas de decisión forzada. En este contexto se pudo observar que los participantes a pesar de su tendencia hacia una ideación delusional, lograron distinguir en la mayoría de los casos correctamente entre los adjetivos que les fueron presentado y lo que no. Esto sugiere que la activación de los items aprendidos fue mucho más intensa que la de los items no aprendidos en el test. Sin embargo se pudo observar en los participantes de las dos pruebas de decisión forzada que con el paso del tiempo el porcentaje de falso reconocimiento de adjetivos positivos y negativos fue más elevado entre aquellas personas con una alta tendencia hacia una ideación delusional (positiva o negativa). Esto sugiere que en participantes con ideación delusional el reconocimiento de información a lo largo del tiempo probablemente es muy dependiente de condiciones internas.  相似文献   

    

Ulke-Kurkcuoglu B  Kircaali-Iftar G 《Journal of applied behavior analysis》2010,43(4):717-721

The present study compares the effects of providing choice between activities or between materials for completion of activities on the on-task behavior of 4 boys with autism spectrum disorders. Results showed that the participants displayed higher levels of on-task behavior during the choice conditions than in the no-choice condition. However, the type of choice opportunity did not seem to have a differential effect.  相似文献   

    

Shahan TA 《Journal of the experimental analysis of behavior》2010,93(2):269-289

Stimuli associated with primary reinforcers appear themselves to acquire the capacity to strengthen behavior. This paper reviews research on the strengthening effects of conditioned reinforcers within the context of contemporary quantitative choice theories and behavioral momentum theory. Based partially on the finding that variations in parameters of conditioned reinforcement appear not to affect response strength as measured by resistance to change, long-standing assertions that conditioned reinforcers do not strengthen behavior in a reinforcement-like fashion are considered. A signposts or means-to-an-end account is explored and appears to provide a plausible alternative interpretation of the effects of stimuli associated with primary reinforcers. Related suggestions that primary reinforcers also might not have their effects via a strengthening process are explored and found to be worthy of serious consideration.  相似文献   

    

Fantino E  Silberberg A 《Journal of the experimental analysis of behavior》2010,93(2):157-170

Results from studies of observing responses have suggested that stimuli maintain observing owing to their special relationship to primary reinforcement (the conditioned-reinforcement hypothesis), and not because they predict the availability and nonavailability of reinforcement (the information hypothesis). The present article first reviews a study that challenges that conclusion and then reports a series of five brief experiments that provide further support for the conditioned-reinforcement view. In Experiments 1 through 3, participants preferred occasional good news (a stimulus correlated with reinforcement) or no news (a stimulus uncorrelated with reinforcement) to occasional bad news (a stimulus negatively correlated with reinforcement). In Experiment 4 bad news was preferred to no news when the absence of stimulus change following a response to the bad-news option was reliably associated with good news. When this association was weakened in Experiment 5 the results were intermediate. The results support the conclusion that information is reinforcing only when it is positive or useful. As required by the conditioned-reinforcement hypothesis, useless information does not maintain observing.  相似文献   

    

da Silva SP  Lattal KA 《Journal of the experimental analysis of behavior》2010,93(3):395-413

The effects of reinforcer magnitude and response requirement on pigeons' say choices in an experimental homologue of human say-do correspondence were assessed in two experiments. The procedure was similar to a conditional discrimination procedure except the pigeons chose both a sample stimulus (the say component) and a comparison stimulus that corresponded to it (the do component). Correspondence was trained on red, green, and white key colors before the duration of food presentations following correspondence on each key color (Experiment 1) and the number of key pecks required as the say response on each key color (Experiment 2) were manipulated in an attempt to influence the initial say response. The frequency of say responses on each key color coincided with programmed changes in the duration of food presentations and the key-peck requirements assigned to each key color. Correspondence accuracy remained stable in all conditions, even those in which the say responding occurred primarily on two of the three key colors. Implications for human behavior are discussed.  相似文献   

    

Torres LV  Araújo Sda C  Sanchez CM  Body S  Bradshaw CM  Szabadi E 《Journal of the experimental analysis of behavior》2011,95(1):57-74

Twelve rats made repeated choices on an adjusting-delay schedule between a smaller reinforcer (A) that was delivered immediately after a response and a larger reinforcer (B) that was delivered after a delay which increased or decreased by 20% depending on the subject's choices in successive blocks of trials. In two phases of the experiment (100 sessions and 40 sessions), reinforcer sizes were selected which enabled theoretical parameters expressing the rate of delay discounting and sensitivity to reinforcer size to be estimated from the ratio of the indifference delays obtained in the two phases. Indifference delays, calculated from adjusting delays in the last 10 sessions of each phase, were shorter when the sizes of A and B were 14 and 25 μl of a 0.6 M sucrose solution than when they were 25 and 100 μl of the same solution. The ratio of the indifference delays was significantly smaller than that predicted on the basis of an assumed linear relation between reinforcer size and instantaneous reinforcer value, consistent with a previous proposal that this relation may be hyperbolic in form. Estimates of the rate of delay discounting based on the ratio of the two indifference delays (mean, 0.08 s(-1)) were similar to values obtained previously using different intertemporal choice protocols. Estimates of the size-sensitivity parameter (mean 113 μl) were similar to estimates recently derived from performance on progressive-ratio schedules. In both phases of the experiment, adjusting delays in successive blocks of trials were analyzed using the Fourier transform. The power spectrum obtained from individual rats had a dominant frequency that corresponded to a period of oscillation of the adjusting delay between 30 and 100 trial blocks (mean, 78). Power in the dominant frequency band was highest in the early sessions of the first phase and declined with extended training. It is suggested that this experimental protocol may have utility in neurobehavioral studies of intertemporal choice.  相似文献   

  总被引：4，自引：0，他引：4  

Xiao-Fei Xie  X. T. Wang 《Asian Journal of Social Psychology》2003,6(2):117-132

We investigated how situational (gain–loss), informational (opportunity–threat framing) and dispositional (achievement motive and avoidance motive) variables affected opportunity–threat perception and risky choice in managerial decision-making contexts. In Study 1, the risk preference of the participants showed a reflection effect due to situational differences (gain or loss) and a partial framing effect caused by presenting the same choice information in terms of either opportunities or threats. However, both effects were in the opposite direction of predictions from prospect theory. Gains and positive framing enhanced risk-seeking preference whereas losses and negative framing augmented risk-averse preference. Risk-seeking choices were mediated by opportunity perception whereas risk-averse choices were mediated by threat perception. In Study 2, the participants high in achievement motive perceived greater opportunities in a negative situation, and the participants high in avoidance motive perceived greater threats in a positive situation, suggesting that ambition (achievement motive) operates more significantly in the face of adversities whereas cautiousness (avoidance motive) functions more significantly in prosperity.  相似文献