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相关概念视频

Self-Schemas02:16

Self-Schemas

31.1K
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-Discrepancy Theory02:45

Self-Discrepancy Theory

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One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
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Stereotypes, Prejudice, and Discrimination02:55

Stereotypes, Prejudice, and Discrimination

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
90.2K
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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Purposive Learning01:22

Purposive Learning

121
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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相关实验视频

Updated: Jul 9, 2025

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
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Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

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有动机的知识获取:隐含的自我理论和对知识宽度或深度的偏好.

Cammy Crolic1, Joshua J Clarkson2, Ashley S Otto3

  • 1University of Oxford, Oxford, UK.

Personality & social psychology bulletin
|December 4, 2023
PubMed
概括

隐含的自我理论塑造了人们寻求知识的方式. 增量理论家更喜欢广泛的知识,而实体理论家更喜欢深入的知识,由学习与绩效目标驱动.

关键词:
隐含的自我理论是隐含的自我理论.知识的知识知识的知识.学习学习学习学习学习学习动机 激励 动机

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning
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Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

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科学领域:

  • 心理学 心理学 心理学
  • 社会心理学 社会心理学
  • 认知心理学 认知心理学

背景情况:

  • 隐含的自我理论影响目标导向.
  • 个人持有增量或实体自我理论.
  • 这些理论与学习和绩效目标有关.

研究的目的:

  • 调查隐性自我理论如何影响对知识宽度与深度的偏好.
  • 检查学习和绩效目标在调解这些偏好方面的作用.
  • 探索负面反对知识偏好的影响.

主要方法:

  • 进行了五项经验研究.
  • 评估了参与者的隐含自我理论.
  • 测量了对知识广度和深度的偏好.
  • 分析了学习和绩效目标的影响.

主要成果:

  • 隐含的自我理论显著预测了对知识广度 (增量) 和深度 (实体) 的偏好.
  • 学习目标调解了对广度的偏好,而绩效目标则调解了对深度的偏好.
  • 负面反反转了这些知识偏好.

结论:

  • 隐含的自我理论引导个人走向不同的知识探索策略.
  • 目标导向在塑造知识偏好方面发挥着至关重要的作用.
  • 这些偏好的可塑性,特别是负面反,突出了自我理论的动态性质.