认识性信任：学龄前儿童的选择性学习

人类个体对外界知识的获取很大程度上依赖于沟通, 即他人的证言。对儿童来说尤其如此。发展心理学家最近致力于研究学龄前儿童对他人证言的信任。一方面, 学龄前儿童往往会盲目地接受他人所告知的信息, 表现为轻信偏差; 另一方面, 儿童在知识学习上又会表现出高度的胜任力, 他们会借助一系列线索保证获取更为可靠的信息, 包括知识性线索和社会性线索。正如有关婴儿是否存在心理理论尚有争论, 儿童认识性信任的潜在机制也存在两种不同的取向, 涉及儿童是否理解信息者的心理状态。尽管对儿童知识性信息的研究取得了大量的成果和发现, 未来仍有许多问题值得探讨。     

信任的跨文化差异研究：视角与方法

信任作为一种复杂的社会心理现象,其相关研究不能脱离个体所处的文化背景。个体在一般信任水平,信任的建立方式,信任的种类及信任修复的方式等方面都存在着显著的文化差异。信任存在文化差异的主要原因在于个体对线索的提取方式不同、所处社会文化情境不同及文化的变迁。量化研究和质性研究相结合的方法是信任研究主要采用的方法,其中卡片分类与深度访谈相结合法、“桌面游戏”法最受研究者的青睐。未来的研究应该进一步探查信任的本土化概念,并关注全球化背景下不同文化下个体的人际信任建立的问题。     

Judgmental God image,social embeddedness,and social trust among the highly religious in the United States

In this article we explore two propositions concerning the manner in which judgmental God image affects social trust among the highly religious in the United States. One proposition argues that having a judgmental God image and being highly embedded in a community of co-religionists can create low levels of social trust through social bonding and the formation of particularized trust. The other proposition maintains that embeddedness in a moral community of co-religionists helps to reinforce the idea that people are basically good and require love and forgiveness. This leads to higher levels of trust. We test an interaction between judgmental God image and social embeddedness with OLS analysis and data from the 2014 Baylor Religion Survey. We restrict the analysis to the highly religious, those who have no doubt about the existence of God and belong to a place of worship. We find that respondents with a judgmental God image who do not belong to a moral community with any or a few friends have the lowest levels of social trust. Those who have a judgmental God image but are highly embedded in a moral community with at least half of their friends have higher levels of social trust. Embeddedness negates the negative effects of judgmental God image on social trust. Implications for research are discussed in the conclusion.     

Pathways to trust and caution among South African university students

This study sought to characterise lifestyle factors of trust and caution among South African university students (n = 196; females = 78.06%; median age = 21 years). The students completed an online survey on trustworthiness in cultural context. The data were analysed using Structural Equation Modelling (SEM) to construct pathways among the trust and caution with social cynicism, and tolerance for ambiguity. Results indicate social cynicism to predict generalised caution, but not generalised trust. Tolerance for ambiguity was not a significant predictor of generalised trust, nor of generalised caution.     

信任对创造力的影响:激发、抑制以及倒U假设

信任和创造力都是心理学的重要研究对象。近年来,心理学、教育学以及管理学的研究者主要在团体情景中,围绕信任如何影响创造力的问题展开了一系列的理论和实证研究。从总体上看,当前学术界存在信任对创造力影响的激发、抑制和倒U三种假设。激发假设代表信任对创造力存在普遍的积极促进作用;抑制假设则意味信任对创造力存在消极抑制作用;而倒U假设表明信任在冲突等其它变量的影响下可能对创造力产生"甜点效应"。3种假设各有其理论基础和实证支持,但也都存在一些问题。未来该领域研究还应沿着妥善选择测量方法,厘清信任对创造力的影响,深化信任对创造力影响的机制问题等研究角度进一步拓展和深入。     

自动化信任和依赖对航空安全的危害及其改进

自动化系统在现今航空业中得到了广泛应用,然而复杂的自动化系统的引入产生了新的失误模式,使航空人因安全问题变得更加突出。受多种因素影响,操作者在与自动化系统的交互过程中并不总能达到适度的信任校准水平。非适度自动化信任和依赖引发了严重的航空安全事故。值得欣慰的是,以人为中心的自动化显示设计和训练能够将非适度自动化信任和依赖调整到适度状态。     

程序公正、不确定性对公共政策可接受性的影响:情感信任、认知信任的中介作用

为了研究程序公正、不确定性与公共政策可接受性之间的关系,并进一步考察情感信任和认知信任在其中的中介效应,本研究选取公共政策领域,通过问卷调查的方法随机选取510名北京市民进行研究。研究发现,程序公正与公共政策可接受性正相关,不确定性与公共政策可接受性负相关,情感信任中介程序公正与公共政策可接受性,并对不确定性与公共政策可接受性之间有遮掩效应,而认知信任不存在显著的中介作用。     

Trust,Endangerment, and Divine Vulnerability: An Interdisciplinary Conversation with Niklas Luhmann and K.E. Løgstrup

Faith is trusting God in the midst of endangerment. Yet, human experience of excessive suffering has challenged any spontaneous trust in God. In this article, I reconsider the idea of faith as trust in God, adding an emphasis on the divine vulnerability in the incarnation. I develop a more complex view of trust inspired by the Danish philosopher of religion K.E. Løgstrup and the German sociologist Niklas Luhmann. I use this view of trust to reconsider the relationship between trust and faith in the God of incarnation.     

Trust in Supervisor and Job Engagement: Mediating Effects of Psychological Safety and Felt Obligation

In the social context of job engagement, the role of trust in supervisor in predicting engagement of employees has received attention in research. Very limited research, however, has investigated the mechanisms mediating this dynamic relationship. To address this important gap in knowledge, the aim of this study was to examine psychological safety and felt obligation as two psychological mechanisms mediating the effect of trust in supervisor on job engagement. Drawing from job engagement and social exchange theories, the mediating roles of psychological safety and felt obligation in the trust-engagement relationship were empirically investigated in the Malaysian context. Using self-report questionnaires, data were collected from 337 nurses employed in a public hospital located near Kuala Lumpur, Malaysia. Results fully supported the proposed serial multiple mediator model. Trust in supervisor was indirectly related to job engagement via psychological safety followed by felt obligation. This study provides empirical evidence that trust in supervisor makes employees feel psychologically safe to employ and express their selves in their job roles. This satisfaction of the psychological safety need is interpreted by employees as an important socioemotional benefit that, in turn, makes them feel obligated to pay back to their organization through their enhanced level of job engagement. Implications for theory and practice were discussed.     

Education and Social Trust: Testing a Causal Hypothesis Using the Discordant Twin Design

One of the clearest results in previous studies on social trust is the robust positive relationship with educational attainment. The most common interpretation is that education has a causal effect on social trust. The theoretical argument and empirical results in this article suggest a different interpretation. We argue that common preadult factors such as cognitive abilities and personality traits rooted in genes and early‐life family environment may confound the relationship between educational attainment and social trust. We provide new evidence on this question by utilizing the quasi‐experiment of twinning. By looking at the relationship between education and social trust within monozygotic (MZ) twin pairs, we are able to avoid potential confounders rooted in genetic factors and common environmental influences because the monozygotic twins share both. The results suggest that when controlling for such familial factors the estimated effects of education on social trust are close to zero and far from reaching statistical significance. Further analyses show that the relationship between education and social trust largely is driven by common genetic factors.