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The extent to which subjects reciprocate unfavorable evaluations of performance was investigated in a dyadic inspection situation. The members of twelve male subject pairings alternated in their roles as ‘inspector’ and ‘operator’ on a discrimination task. As operators, the subjects were led to believe that their inspectors had evaluated their performance favorably or unfavorably on the basis of either a subjective judgment or an objective matching evaluation criterion. Results showed that those operators who reciprocated most were those whose discriminations were rejected by means of the judgment criterion. This result is in line with the attribution hypothesis that a person is held more responsible for an act having an unfavorable outcome for others when that act is perceived as voluntary and intended than when it is perceived as compulsory or externally determined. 相似文献
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We report an empirical study on leaf-carrying, a newly discovered nest-building technique that involves collecting nest materials
before reaching the nest site. We assessed whether leaf-carrying by rehabilitant orangutans on Kaja Island, Central Kalimantan,
owes to cultural influences. Findings derive from ca 600 h observational data on nesting skills and nesting associations in
Kaja’s 42 resident rehabilitants, which yielded 355 nests and 125 leaf-carrying cases by 34 rehabilitants. Regional contrasts
with 14 other communities (7 rehabilitant, 7 wild) indicated cultural influences on leaf-carrying on Kaja. Association data
showed exceptional social learning opportunities for leaf-carrying on Kaja, with residents taking differential advantage of
these opportunities as a function of development, experience, and social position. Juvenile males with basic nesting skills
were most influenced by social input. Most (27) leaf-carriers had probably learned leaf-carrying when caged and 7 probably
learned it on Kaja. Social priming was probably the main impetus to leaf-carrying on Kaja, by simply prompting observers to
copy when leaf-carrying associates collected nesting materials, what they collected, and where they used their collected materials. Implications concern acquisition processes and ontogenetic schedules that orchestrate
sets of features—needs or interests, cognitive abilities, social preferences—which enable cultural transmission. 相似文献
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A qualitative case study design was used to explore educational risk factors that may contribute to psychological truancy in a Lesotho secondary school. Purposively sampled teachers (n = 4, females = 50%) and pupils (n = 4, females = 75%), who have experience of psychological truancy, took part in a focus group and individual interviews. Inductive content analysis was used to analyse data emanating from the interviews. The findings indicate that pupil–teacher relationships, the use of English as medium of instruction and a lack of resources may be educational risk factors contributing to psychological truancy. Positive pupil–teacher relationships and active classroom engagement are prerequisites for successful and active learning. 相似文献
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Erica J. Wilkins Jason B. Whiting Marlene F. Watson Jody M. Russon Allena M. Moncrief 《Contemporary Family Therapy》2013,35(1):14-28
Marriage and family therapists grapple with the intersection of societal influence and African American clients’ presenting problems. Questions include: what impact has the historical trauma of slavery had on African Americans and what are the clinical implications of this trauma? This paper reviews the literature on the various residual effects of slavery (RES) within the African American community. A case vignette and a broad discussion of therapeutic techniques will be used to highlight the clinical implications of RES. 相似文献
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Harinck F De Dreu CK Van Vianen AE 《Organizational behavior and human decision processes》2000,81(2):765-358
It is argued that a negotiator's fixed-pie perception, cooperative motivation, problem-solving behavior, and integrative outcomes are influenced by the content of the negotiation—the conflict issue. Negotiation involves conflicting interests, conflicting ideas about intellective problems, or conflicting ideas about evaluative problems. Study 1 showed that individuals in a negotiation about interests have a stronger fixed-pie perception and have a lower cooperative motivation than individuals in an evaluative negotiation, with intellective negotiations taking an intermediate position. Study 2 showed that individuals in a negotiation about interests made more trade-offs and reached higher joint outcomes than individuals in an intellective or evaluative negotiation. Study 3 replicated this finding in a field study. The studies bridge insights from negotiation research and decision-making research and show that the conflict issue has important effects on the negotiation process. 相似文献
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