不确定性决策违背“确定事件原则”的心理机制再探

不确定性决策违背＂确定事件原则＂的心理机制再探从决策理由切入,在现实情境中考察了违背确定事件原则（sure-thing principle）的心理机制,检验了基于理由（reason-based）的假设。研究结果表明,违背确定事件原则的被试在不确定条件下知觉到的理由冲突程度显著高于遵循确定事件原则的被试在不确定条件下知觉到的理由冲突程度;违背确定事件原则的被试在不确定条件下知觉到的理由清晰程度显著低于其在两种确定条件下知觉到的理由清晰程度,而遵循确定事件原则的被试在不确定条件下知觉到的理由清晰程度则介于其在两种确定条件下知觉到的理由清晰程度之间。研究结果支持了基于理由的假设。     

Affective responses to movie posters: differences between adolescents and young adults

Although the link between cognition and affect in the advertising context has been demonstrated in several studies, no research to date has considered adolescents’ affective responses to movie posters and their attitudes to negative and positive images. A 2 (between subjects) × 4 (within subjects) mixed‐factorial experiment design comprising two groups of subjects (80 adolescents and 80 young adults) and four advertising stimuli (two highly positive images and two highly negative images) was used to test the differences in the subjects’ attitudes to advertising, positive and negative affect, and viewing intentions. Although the adolescents, compared to the young adults, did not appear to have significantly stronger attitudes to emotional advertisements (ads), they showed a similar level of intensity of affective response when exposed to negative and positive images.     

Selective Self-Categorization: Meaningful Categorization and the In-Group Persuasion Effect

ABSTRACT

Research stemming from self-categorization theory (Turner et al., 1987 Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D. and Wetherell, M. 1987. Rediscovering the social group: A self-categorization theory, Oxford, , England: Basil Blackwell. [Crossref] , [Google Scholar]) has demonstrated that individuals are typically more persuaded by messages from their in‐group than by messages from the out-group. The present research investigated the role of issue relevance in moderating these effects. In particular, it was predicted that in-groups would only be more persuasive when the dimension on which group membership was defined was meaningful or relevant to the attitude issue. In two studies, participants were presented with persuasive arguments from either an in-group source or an out-group source, where the basis of the in-group/out-group distinction was either relevant or irrelevant to the attitude issue. Participants' attitudes toward the issue were then measured. The results supported the predictions: Participants were more persuaded by in-group sources than out-group sources when the basis for defining the group was relevant to the attitude issue. However, when the defining characteristic of the group was irrelevant to the attitude issue, participants were equally persuaded by in-group and out-group sources. These results support the hypothesis that the fit between group membership and domain is an important moderator of self-categorization effects.     

Locus of Control and Cooperative Behavior in 10-Year-Old Children

Abstract

A game-like task was used to evaluate the cooperative behavior of 10-year-old same-sex dyads that were paired homogeneously or heterogeneously on a premeasure of locus of control. Pairs of girls were relatively more cooperative than were boys, and dyads of internal locus of control boys who displayed relatively little cooperation on initial trials became more cooperative as the game progressed. In addition, male dyads heterogeneous in terms of locus of control (an internal and an external), who also displayed little cooperation initially, became even less cooperative over trials.     

The interaction of temporal generalization gradients predicts the context effect

In a temporal double bisection task, animals learn two discriminations. In the presence of Red and Green keys, responses to Red are reinforced after 1-s samples and responses to Green are reinforced after 4-s samples; in the presence of Blue and Yellow keys, responses to Blue are reinforced after 4-s samples and responses to Yellow are reinforced after 16-s samples. Subsequently, given a choice between Green and Blue, the probability of choosing Green increases with the sample duration-the context effect. In the present study we asked whether this effect could be predicted from the stimulus generalization gradients induced by the two basic discriminations. Six pigeons learned to peck Green following 4-s samples (S(+)) but not following 1-s samples (S(-)) and to peck Red following 4-s samples (S(+)) but not following 16-s samples (S(-)). Temporal generalization gradients for Green and Red were then obtained. Finally, the pigeons were given a choice between Green and Red following sample durations ranging from 1 to 16 s. Results showed that a) the two generalization gradients had the minimum at the S(-) duration, an intermediate value between the S(-) and the S(+) durations, and the maximum at the S(+) as well as more extreme durations; b) on choice trials, preference for Green over Red increased with sample duration, the context effect; and c) the two generalization gradients predicted the average context effect well. The Learning-to-Time model accounts for the major trends in the data.     

Repetition and Spacing Effects on True and False Recognition in the DRM Paradigm

Dubuisson, J.-B., Fiori, N. & Nicolas, S. (2012) Repetition and spacing effects on true and false recognition in the DRM paradigm. Scandinavian Journal of Psychology 53, 382-389. With the Deese-Roediger-McDermott (DRM) paradigm, the repetition effect on false memory had never been clarified. More importantly, the spacing effect on false memory was never directly investigated. So, we carried out two experiments to examine these effects on true and false recognition. In experiment 1, participants studied DRM lists which were presented one, three or five times. In experiment 2, we manipulated the repetition mode (massed vs. spaced with a short interval or a long interval) to explore the spacing effect. The results showed that true recognition increased monotonically with list repetition (experiment 1) and repetition spacing (experiment 2). The most striking finding was a similar spacing effect but no repetition effect on false recognition. Thus, these results were principally discussed in the light of the activation-monitoring framework.     

Study for now,but judge for later: Delayed judgments of learning promote long‐term retention

Larsson Sundqvist, M., Todorov, I., Kubik, V. & Jönsson, F.U. (2012) Study for now, but judge for later: Delayed judgments of learning promote long‐term retention. Scandinavian Journal of Psychology 53, 450–454. Delayed judgments of learning (JOL) are assumed to be based on covert retrieval attempts. A common finding is that testing memory during learning improves later retention (i.e., the testing effect), and even more so than an equivalent amount of study, but only after a longer retention interval. To test the assertion that also delayed JOLs improve memory, the participants either studied Swahili‐Swedish word pairs four times, or they both studied (two times) and performed delayed JOLs (two times) alternately. Final cued recall test were given after either five minutes or one week. Results showed a reliable learning‐group by retention‐interval interaction, with less forgetting in the group that alternated between studying and making JOLs. The results are discussed in relation to the self‐fulfilling prophecy account of Spellman and Bjork (1992) , and in terms of study advice, the results further underscore the importance of delaying JOLs when studying and evaluating one’s ongoing learning.     

The relation of self-supporting personality, enacted social support, and perceived social support

This study examines the relational model of self-supporting personality, enacted social support, and perceived social support in a sample of 482 Chinese high school students using the Self-Supporting Personality Scale for Adolescent Students (SSPS-AS), the Social Support Rating Scale (SSRS), and the Multidimensional Scale of Perceived Social Support (MSPSS). Results from the cross-sectional structural equation analyses revealed that interpersonal initiative, interpersonal openness, personal openness and personal initiative predicted perceived social support through the mediating role of enacted social support, while interpersonal responsibility, interpersonal flexibility, and personal initiative predicted perceived social support directly. Thus, the hypothesized relational model of personality, enacted social support, and perceived social support was supported. The positive relational schema may be the main underpinning of the relation of self-supporting personality, enacted social support, and perceived social support. Culture also may influence the relation.     

Modulation of motor area activity during observation of unnatural body movements

We investigated the processes underlying stimulus-response compatibility by using a lateralized auditory stimulus in a simple and choice reaction time (RT) paradigm. Participants were asked to make either a left or right key lift in response to either a control (80 dB) or startling (124 dB) stimulus presented to either the left ear, right ear, or both ears. In the simple RT paradigm, we did not find a compatibility effect for either control or startle trials but did find a right-ear advantage which we attribute to anatomical asymmetry of auditory pathways. In the choice RT paradigm, we found compatibility effects for both startle and control trials as well a high incidence of error for contralateral stimulus-response mapping. We attribute these results to automatic activation of the ipsilateral response, which must then be inhibited prior to initiation of the correct response. The presence of compatibility effects for startle trials also suggest that similar pathways are being used to initiate movements in a choice RT situation, as opposed to involuntary triggering that is thought to occur in a simple RT situation.