摘要:

AbstractAnalyzes observational learning of attitudes within the classical conditioning paradigm after reviewing the relevant theoretical formulations and empirical evidence. In this analysis an attitude is conceived of as a habit between an attitudinal stimulus and an attitudinal response, the attitudinal response being an internal emotional response. Thus vicarious emotional arousal is the basis of observational learning of attitudes. A model's positive or negative emotional behavior should normally lead to an arousal of a similar emotion in an observer because of the latter's conditioning history. Given that the model's emotional behavior is in the context of a particular stimulus situation, this stimulus situation should be able to elicit the relevant emotion in the observer through higher‐order conditioning. Thus the specific stimulus situation, or another similar stimulus situation, comes to be a positive or negative attitudinal object for the observer, depending on the nature of the model's emotional respons

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060102

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

摘要:

AbstractStudied the degree to which 40 children (half boys, half girls) in each of three age groups of 5–6, 7–8 and 9–10 years would be affected by the qualities of the actors and the outcomes in perceiving certain acts as either intentional or accidental. Each subject was randomly assigned to either the liked‐actor or the disliked‐actor conditions and was then administered both the good‐ and the bad‐outcome stories, represented by pictures. Upon listening to each story in which the motivation of the actor was left ambiguous, the subject was asked to specify whether the act was meant to be done or not. The results indicate that in general all children showed a significant tendency to interpret a bad outcome caused by a liked actor as being accidental and that caused by a disliked actor as being intentional; conversely, when the outcome was good, the behavior of the disliked actor was interpreted as being accidental and that of the liked one as being intentional. Although there were no age differences within the experimental conditions, differences were observed between the conditions for different age groups. In general a developmental lag was revealed in the attributive behavior with respect to the disliked‐actor condition. One important implication of the study is that children by 5 years of age seem to have learned the evaluative difference between causing something intentionally or accidentally, depending on the outcome quality. The results were interpreted in terms of Heider's ‘balance principles’ which were suggested to serve as a vehicle for makin

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060103

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

摘要:

AbstractWhen several items of information are combined to give an overall judgement, it is usually found that some kinds of item are given greater weight than others. This study examines the relations between three criteria which judges may use in deciding how to apportion these weights. The criteria of evaluative direction and extremity have of ten been studied within impression formation, while demonstrations of the influence of ambiguity have produced unclear findings.Simple models of the combination of these three criteria are shown to be inadequate and a more complex account is suggested. A study is reported in which divergence between the criteria of extremity and ambiguity results in a generally greater bias to negative. This effect is related to other studies of the influence of inconsistency, and range adjustment model of the judgement process is extended to take it into account.

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060104

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

摘要:

AbstractNegotiations were conducted to investigate the effects on settlement‐points andon the attitudes and perceptions of participants of (i) group participation and (ii)belief in own group's point of view, in a 2 × 2 factorial design. Ninety‐six school children prepared cases in groups of four before representing their group's position against an individual of a similarly prepared opposed group. Group participation was manipulated by groups either participating in preparatory discussions or observing video films of another group's discussions. Belief was manipulated by systematically varying the composition of groups according to scores on a pre‐test of attitudes towards the raising of the school‐leaving age.In general the belief manipulation operated as expected, ‘believers’ exhibiting less variability, more tit‐for‐tat agreements and less opinion change than the ‘disbelievers’. Group participation did not influence the measures as predicted, and measures of interpersonal perception did not conform to the pattern of findings in recent experiments on intergroup discrimination. The results are discussed in terms of (i) their relevance to the issue of the appropriate relationship of the representative to his group in a negotiation and (ii) their implications for intergr

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060105

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

摘要:

AbstractStudied the effect of linguistic development and social appropriateness of a language upon the meaningfulness of personal constructs articulated in this language. Subjects were 60 bilingual pupils from a boys secondary school in Tanzania. Linguistic development was manipulated by choosing pupils who had either 1½ years or 3½ years experience of instruction in English. For each subject constructs were elicited and grids administered in both English and Swahili. Two types of elements were used, for one of which Swahili was the socially more appropriate language and for the other, English. Results from the study indicate that rating polarization is a function of both linguistic development and appropriateness of language for construing the domain in question. These results are therefore interpreted as indicating that meaningfulness of personal constructs, as indicated by rating polarization, can have linguistic determinant

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060106

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

摘要:

AbstractStudied the effects of distracting stimuli, presented simultaneously with a persuasive but counterattitudinal communication, on subvocal counterargumentation and attitude shift. All subjects were first‐year undergraduate male students at Birmingham University, England. The 80 experimental Ss who formed ten different treatment groups, responded to distracting sequences of numbers by performing visual, auditory, vocal and manual tasks, and combinations thereof, while listening to the message. The base‐line group of 28 Ss merely listened to the same communication, which advocated compulsory male sterilisation. After task completion, all Ss were given a six‐item Likert‐type attitude measurement questionnaire, a counterargumentation measurement similar to that devised by T. C. Brock (1967) and a three‐item comprehension test of the arguments used in the communication. The results suggest that distracting stimuli which are greater in intensity or which require a more ‘active’ response from the recipient (up to a certain level of activity) are more likely to inhibit counterargumentation and thus elicit shift toward agreement with the message (while leaving comprehension levels unaffected) than those which are lower in intensity, or which require either a ‘passive’ or a ‘hi

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060107

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060108

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060109

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060110

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY

ISSN:0046-2772    

DOI:10.1002/ejsp.2420060111

出版商:John Wiley&Sons, Ltd.    

年代:1976

数据来源: WILEY