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Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

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When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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Hindsight Biases01:12

Hindsight Biases

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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Preparedness and Phobias01:09

Preparedness and Phobias

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Human fear responses to certain stimuli, such as darkness, heights, deep water, and blood, can often arise despite the absence of direct negative experiences. This phenomenon is rooted in evolutionary psychology, which posits that humans have developed a predisposition to fear stimuli that historically posed significant survival threats. This predisposition, known as preparedness, suggests that early humans who developed a fear of potentially dangerous entities, such as venomous snakes and...
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Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

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Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
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Fundamental Attribution Error01:14

Fundamental Attribution Error

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According to some social psychologists, people tend to overemphasize internal factors as explanations—or attributions—for the behavior of other people. They tend to assume that the behavior of another person is a trait of that person, and to underestimate the power of the situation on the behavior of others. They tend to fail to recognize when the behavior of another is due to situational variables, and thus to the person’s state. This erroneous assumption is...
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Milgram's Obedience to Authority02:20

Milgram's Obedience to Authority

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Obedience to authority is classically demonstrated in a more famous series of social psychology experiments performed by Stanley Milgram. He was a social psychology professor at Yale who was influenced by the trial of Adolf Eichmann, a Nazi war criminal. Eichmann’s defense for the atrocities he committed was that he was “just following orders.”
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相关实验视频

Updated: Jun 5, 2025

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat
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Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

Published on: September 12, 2014

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学生对触发警告的信念

A Timur Sevincer1,2, Leonie Tenbrueggen1, Marvin Sokolis1

  • 1Leuphana University Lueneburg, Lueneburg, Germany.

Psychological reports
|December 13, 2024
PubMed
概括

触发警告不会显著影响情绪反应或理解,但可能会增加负面预期. 在德国,学生喜欢触发警告,但误解其实际影响,强调需要基于证据的讨论.

科学领域:

  • 心理学 心理学 心理学
  • 社会学 社会学 社会学
  • 教育教育教育教育教育教育.

背景情况:

  • 触发警告的有效性在为准备个人对潜在的令人痛苦的内容进行辩论.
  • 社会和学术话语质疑触发警告是否有帮助,伤害或没有实质性的影响.
  • 现有的元分析表明,触发警告不会影响情绪反应,避免或理解,但可以增加负面预期.

研究的目的:

  • 调查德国学生对触发警告的态度,一个非英语语言的背景.
  • 评估德国学生对触发警报效应的信念是否与经验证据一致.
  • 为正在进行的社会和学术辩论提供有关触发警报实用性的信息.

主要方法:

  • 基于调查的学生态度和触发警告的感知影响的检查.
  • 学生的信念与关于触发警报有效性的已建立的元分析结果的比较.
  • 德国学生群体中触发警告感知的跨文化分析.

主要成果:

  • 德国学生通常对触发警告持积极态度,并支持使用它们.
  • 学生对触发警告影响的信念与元分析证据不太一致.
  • 触发警告的感知好处和经验证明的影响之间存在差异.
关键词:
触发器警告 触发器警告他们的态度和态度.避免是避免了避免.情绪反应 情绪反应学生的信仰 学生的信仰

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结论:

  • 意识到关于触发警告的经验证据对于富有成效的讨论至关重要.
  • 在实施或讨论触发警报政策时,教育机构应考虑基于证据的方法.
  • 进一步的研究可能会探索积极态度的心理基础,尽管有相互矛盾的证据.