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相关概念视频

The Sense of Self: Reflected Self-Appraisal and Social Comparison02:57

The Sense of Self: Reflected Self-Appraisal and Social Comparison

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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

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People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Self-Schemas02:16

Self-Schemas

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In general, a schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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Self-Concept01:19

Self-Concept

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Self-concept is the cognitive and emotional understanding individuals hold about their identity. It evolves through various developmental stages, beginning in infancy and maturing as children grow. This concept influences how individuals perceive their abilities, interact with others, and manage challenges throughout life.
Infancy and Emerging Recognition
During infancy, self-concept is virtually nonexistent. Babies do not distinguish themselves as separate entities and often mistake their...
63
Cognitive Dissonance01:38

Cognitive Dissonance

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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相关实验视频

Updated: Jul 24, 2025

Creating Virtual-hand and Virtual-face Illusions to Investigate Self-representation
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Creating Virtual-hand and Virtual-face Illusions to Investigate Self-representation

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客观化课堂:研究自我客观化及其对虚拟课堂环境中的认知资源的影响.

Leah R Savage1, Amelia C Couture Bue2

  • 1Department of Communication & Journalism, University of Maine, 5724 Dunn Hall, Room 420, Orono, ME 04469, USA.

Body image
|July 10, 2023
PubMed
概括

视频会议的自我视图设置可能会影响认知表现. 关闭或打开摄像头而没有自我视图,对女学生的数学考试成绩产生了不同的影响.

科学领域:

  • 心理学 心理学 心理学
  • 人与计算机的交互
  • 认知科学 认知科学

背景情况:

  • 视频会议平台 (例如,Zoom) 具有自视设置,可以持续监控外观.
  • 这种持续的自我监测引发了人们对自我客观化的担忧,这与认知表现下降和潜在的学习障碍有关.

研究的目的:

  • 研究不同视频会议摄像头设置对女大学生身体形象和认知表现的影响.
  • 为了确定视频会议平台上的自我视图设置是否影响自我客观化,外表焦虑和认知任务结果.

主要方法:

  • 167名女大学生被随机分配到三个条件之一:带有自我视图的摄像头,没有自我视图的摄像头或关闭摄像头.
  • 参与者参与了一项协作任务,完成了自我客观化和外表焦虑的自我报告措施,并参加了标准化的数学测试.

主要成果:

  • 在相机条件下,在状态自我客观化或外表焦虑方面没有发现显著差异.
  • 与那些没有自视条件的摄像机参与者在数学测试中表现明显差,与那些摄像机关闭的人相比.
  • 更高的特征自我客观化与增加的外表焦虑相关,但没有缓解摄像头设置对认知表现的影响.

结论:

  • 视频会议摄像头设置,特别是自我视图的存在或不存在,可以有意义地影响认知表现.
关键词:
认知负载的认知负载大学女大学生都是这样的.远程教育是远程教育.自我对象化的自我对象化.放大的疲劳.

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  • 虽然自我观看并没有增加状态的自我客观化,但它的缺失对认知任务的表现产生了负面影响,这表明虚拟存在和认知之间存在复杂的关系.