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241.
Susan T. Fiske David A. Kenny Shelley E. Taylor 《Journal of experimental social psychology》1982,18(2):105-127
Previous research has demonstrated that salient information is overrepresented in causal attributions. Two experiments were conducted to investigate potential mediators for this effect and to make a case for the use of structural models in explanations of process. Two mediators were considered: enhanced visual recall of salient stimuli and exaggerated schema-relevant recall of salient stimuli. Although analyses of variance supported the visual recall model, structural analyses demonstrated its implausibility. Analyses of variance and structural models revealed that schema-relevant recall, that is, information seen as representative of causal influence, is a plausible mediator; this was particularly true of relevant visual information. Results suggest that salience effects (S. E. Taylor & S. T. Fiske in L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 11). New York: Academic Press, 1978) are due to: (a) the attentional advantage of inherently salient visual events and (b) the influence of stored visual and nonvisual schema-relevant information on causal judgments. 相似文献
242.
Jeff Greenberg Tom Pyszczynski Sheldon Solomon 《Journal of experimental social psychology》1982,18(1):56-67
An experiment was conducted to provide empirical support for the notion that asymmetrical causal attributions for favorable and unfavorable outcomes result from a self-serving attributional bias that occurs independently of self-presentational concerns. Subjects did either well or poorly on an ego-involving test for which their performance, attributions, and evaluations of the test were either public or private. A pattern of self-serving responses for subjects' attributions and evaluations of the test was found in the private conditions, thus providing evidence of the influence of outcome favorability on individuals' perceptions of causality. Theoretical and practical implications of these finding are discussed and suggestions for future research are offered. 相似文献
243.
Brian P. Ackerman 《Journal of experimental child psychology》1982,33(3):439-454
This study examines children's comprehension of idioms. First, third, and fifth grade children (6, 8, and 10 years old) and college adults were read short stories containing contextual information and a key terminal sentence. The contextual information biased either an idiomatic, a literal, or am ambiguous (neutral) interpretation of the terminal sentence. The terminal sentence contained either an idiom (“fix his wagon”) or a changed form (“repair his wagon”) of the idiom. These manipulations were used to determine the role of contextual information and the conventional forms of idioms in idiom comprehension. After each story, the subjects were asked to explain the terminal sentence and to answer a “yes-no” question about the action described in the story. The results showed that idiomatic explanations and interpretations occurred more frequently for the idiom than the changed forms, and that there were strong developmental increases in making idiomatic interpretations of both forms. The results are discussed in terms of two current models of idiom comprehension. 相似文献
244.
David O. Greenleaf 《Journal of School Psychology》1982,20(2):122-130
In behavior change literature, little attention has been paid to the systematic study of variables affecting transfer of training. The present study employed a skill-training method known as Structured Learning Therapy (SLT) for the dual purpose of testing the effectiveness of this method and to identify variables that will promote transfer of training. Forty-three disruptive male adolescents were assigned to three experimental and two control conditions. One experimental group received SLT plus an additional transfer-enhancing procedure referred to as Transfer Programming (TP) which consisted of in vivo practice of treatment gains and peer reinforcement. Another group received only SLT, and a third group received only TP. One control group received only brief instructions pertaining to the nature of the skill, while the second group served as an attention control. Consistent with predictions, the results were that the two groups receiving the SLT performed significantly better than the three groups not receiving SLT on all dependent measures at posttest. These differences generally maintained at follow-up. Contrary to expectations, the implementation of TP did not prove to promote transfer of training beyond that found with SLT alone. 相似文献
245.
The test-retest reliability and predictive validity of a five-item hand preference questionnaire (writing, drawing, throwing a baseball, brushing teeth, and cutting with scissors) were investigated in a sample of 80 children attending first and second grade. After 1 month, 81% of the second choices were the same as the first choices. There were interitem differences in the reliabilities of the five items. Writing and drawing hand exhibited the greatest degree of temporal stability. Writing hand was the one task which was significantly related to visual field bias as indexed by a face perception task. 相似文献
246.
College student subjects estimated the duration of time intervals (8–54 sec) by counting or not (N=35 per group). Counting eliminated the repetition effect (a decline in the magnitude of estimations across trials), and resulted in a truncation of the psychophysical function. The former result was interpreted as contrary to Treisman's (1963) model. The latter result was attributed to the effortfulness of counting, which was established in a subsequent experiment. 相似文献
247.
N Cloete 《Acta psychologica》1979,43(3):177-183
A white noise stimulus (85 dB) was used to investigate differences in heart rate (HR) and skin conductance (SC) responsivity of 32 male subjects. The subjects were divided into high and low body boundary (HB and LB) groups, according to Fisher's (1970) revised scoring system of Holtzman Inkblot responses. The hypothesis predicting a significantly larger HR response, that is resistant to habituation, for the LB group, was confirmed. The prediction that the HB group would reveal a larger SC amplitude response accompanied by a shorter recovery time, was supported for the latter. The results confirmed the hypothesis, based on behavioral observations, that the HB individual experiences stress less intensely than the LB person. It also points to individual differences as an important variable in evaluating noise as a stressor. 相似文献
248.
The present study evaluated the effects of live modeling, covert modeling, and rehearsal in unassertive psychiatric patients. Psychiatric patients scoring 19 or below on the Wolpe-Lazarus Assertiveness Scale were assigned to one of five conditions, with 10 subjects in each group: (1) Test-retest (no treatment). (2) Live modeling plus rehearsal. (3) Live modeling without rehearsal. (4) Covert modeling plus rehearsal, and (5) Covert modeling without rehearsal. All subjects were videotaped (pre- and post-test) while responding to eight interpersonal situations (four training scenes; four generalization scenes) requiring assertive responses. Pre- and post-test responses for all subjects were rated independently by judges on several verbal and non-verbal components of assertiveness. The results indicated that live modeling and covert modeling effected improvements in the assertive behavior of the patients, but that the two treatments were not differentially effective. Generally, the addition of rehearsal to live or covert modeling failed to enhance treatment. But on two measures, the covert modeling plus rehearsal condition was superior to the other treatments. There was evidence for transfer of treatment effects from training to generalization scenes. No differences were found among the groups on the Wolpe-Lazarus Assertiveness Scale and the Eysenck Personality Questionnaire. The results were discussed in light of prior findings with live and covert modeling procedures. 相似文献
249.
250.