时间框架对决策的影响

时间是影响决策偏好一致性的重要因素,时间框架与行为决策之间的相互关系是决策科学领域关沣的重要问题.本研究采用实验方法,运用跨时选择研究范式对延迟决策和提前决策进行对比研究.实验结果表明,时间框架对跨时选样产生显著影响;同一时间距离条件下,提前框架下的时间折扣低于延迟框架下的时间折扣,即存在时间维度的框架效应.     

情绪和任务框架对自我和预期他人决策时风险偏好的影响

两个实验考察了情绪和任务框架对自我和预期他人决策时风险偏好的影响。结果表明:(1)获益框架下,悲伤情绪比愉悦情绪诱发更强的风险偏好,自我决策比预期他人决策表现出更强的风险偏好;(2)损失框架下,愉悦情绪比悲伤情绪诱发更强的风险偏好,预期他人决策比自我决策表现出更强的风险偏好;(3)在自我决策时,愉悦情绪在损失框架下比在获益框架下诱发了更强的风险偏好,悲伤情绪在获益框架下比在损失框架下诱发了更强的风险偏好;在预期他人决策时,无论是愉悦情绪还是悲伤情绪,损失框架均比获益框架诱发了更强的风险偏好。     

全球公民社会:理论模式与研究框架

全球公民社会作为一种兴起于上世纪末的新话语,在新世纪初已备受关注。西方学术界围绕着全球公民社会的概念、全球公民社会的产生与发展以及全球公民社会对现实政治的影响及其发展趋势等问题展开了广泛讨论,并且形成了不同的理论分析框架和研究阵营。虽然西方的全球公民社会研究取得了一系列的成果,但是仍表现出规范性研究不足、研究主要囿于自由民主框架中等不足之处。我国学者已分别从国际关系、政治学和政治哲学的角度关注全球公民社会,但从总体上看,这一领域的研究力量还比较薄弱,成果不足,进一步的研究有待作出。     

The role of verbal behavior in the establishment of comparative relations

Twelve college students received conditional discrimination training with nonarbitrary and arbitrary stimuli, and derived comparative and transformation of function tests with a think-aloud condition across 2 experiments. Participants who failed these tests received remedial verbal operant training. Four control participants received verbal operant training alone. Across both experiments, only 1 participant passed the derived comparative test after conditional discrimination training. However, all participants passed derived comparative tests and 11 out of 12 participants passed transformation of function tests following verbal operant training, including the 4 control participants. Participants who passed derived comparative tests engaged in a high percentage of correct vocalizations during the think-aloud condition, while participants who failed did not. These results suggest that mediating verbal behavior could have played a crucial role in participants' responses during derived stimulus relations tests.     

Paradoxical frames and creative sparks: Enhancing individual creativity through conflict and integration

Across industries, organizations operate in increasingly complex and uncertain environments. To succeed in such environments, organizations require their members to think creatively and integrate conflicting demands. We propose that the adoption of paradoxical frames—mental templates that encourage individuals to recognize and embrace contradictions—increases creativity. In four laboratory studies using different creativity tasks and different manipulations for eliciting paradoxical frames, participants who adopted paradoxical frames were more creative than their counterparts who did not. Our results suggest that the positive influence of paradoxical frames on creativity is due to the paradoxical relationship between task elements and not merely to their joint activation. This paradoxical relationship creates a sense of conflict in individuals and enhances their ability to integrate contradictions, which in turn increases creativity.     

Distractor Interference in Selective Reaching: Dissociating Distance and Grouping Effects

In the present experiment, the authors sought to differentiate between a distance and a grouping explanation for the symmetric versus asymmetric patterns of distractor interference in selective reaching. Participants (N = 16) pointed to a green target that appeared either with or without a red distractor. Target-distractor separation was manipulated within an array of 5 closely grouped stimulus boxes, and distractor interference (difference in performance between trials with and trials without a distractor) was measured in reaction time, movement time, percentage errors, and movement endpoints. Small distances (5 mm) between target and distractor yielded a symmetric pattern of interference, whereas large distances (20 mm) yielded an asymmetric pattern, with more interference from near than from far distractors. Those findings support the distance account of distractor interference and refute the grouping account.     

Music Sight-Reading Skill in Flute Players

This article reports an investigation of factors related to music sight-reading skill. Flute players (N = 30) performed six tasks: (a) sight-reading standard music, (b) sight-reading random music, (c) recall of music notation, (d) recall of letters, (e) eye-performance span, and (f) choice reaction time for playing individual notes. Sight-reading ability was significantly correlated with eye-performance span (.85), and music recall (.80), but not with letter recall (-.39), thus replicating results of previous work with pianists. Sight-reading skill was correlated with choice reaction time to notes (- .54), and there was a significant partial correlation between sight-reading skill and eye-performance span, with music-reading ability controlled. These results are consistent with the idea that increased skill involves both the speed-up of individual processing stages, and an increase in the degree to which these stages operate in parallel.