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相关概念视频

Associative Learning01:27

Associative Learning

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
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Theory of Attribution I: Correspondent Inference Theory01:15

Theory of Attribution I: Correspondent Inference Theory

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Correspondent inference theory, proposed by Jones and Davis in 1965, seeks to explain how individuals infer stable personality traits from observed behaviors. It suggests that people attribute actions to underlying dispositions rather than external circumstances, particularly when the behavior appears intentional and socially significant.Voluntary Behavior and Dispositional AttributionAccording to this theory, individuals are more likely to attribute behavior to personal traits when it appears...
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Cause and Effect01:53

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While variables are sometimes correlated because one does cause the other, it could also be that some other factor, a confounding variable, is actually causing the systematic movement in our variables of interest. For instance, as sales in ice cream increase, so does the overall rate of crime. Is it possible that indulging in your favorite flavor of ice cream could send you on a crime spree? Or, after committing crime do you think you might decide to treat yourself to a cone?
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Group Polarization01:01

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Group polarization is the strengthening of an original group attitude following the discussion of views within a group (Teger & Pruitt, 1967). That is, if a group initially favors a viewpoint, after discussion the group consensus is likely a stronger endorsement of the viewpoint. Conversely, if the group was initially opposed to a viewpoint, group discussion would likely lead to stronger opposition.
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Higher Mental Functions of Brain: Learning and Memory01:26

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Deception is a pervasive aspect of human communication. Empirical studies have shown that most individuals engage in some form of deceit on a daily basis, with approximately 20% of social exchanges involving deceptive elements. Lying follows a developmental trajectory, peaking during adolescence and declining with age, possibly due to the maturation of cognitive control and social accountability.Cognitive and Social Factors in Deception DetectionDespite its prevalence, accurately detecting...
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相关实验视频

Updated: Jan 6, 2026

Holistic Facial Composite Creation and Subsequent Video Line-up Eyewitness Identification Paradigm
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Holistic Facial Composite Creation and Subsequent Video Line-up Eyewitness Identification Paradigm

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在一个阴谋框架中的关联学习.

Tom Kelly1,2, Michael Hattersley3, Elliot A Ludvig1

  • 1Department of Psychology, University of Warwick, Coventry, UK.

Quarterly journal of experimental psychology (2006)
|November 1, 2025
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概括
此摘要是机器生成的。

阴谋信仰可以通过关联式学习来学习,类似于其他信仰. 这项研究表明,阻断,一个学习过程,如何有助于收购和维护阴谋论.

关键词:
协会式学习是一种协会式学习.更新信念,更新信念.阻止阻 阻止阻一些阴谋论,一些阴谋论.

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科学领域:

  • 认知心理学 认知心理学
  • 社会心理学 社会心理学

背景情况:

  • 阴谋论普遍存在,并对社会产生负面影响.
  • 阴谋论背后的学习机制尚未得到充分理解.
  • 关联式学习原理,如阻断,可以解释信念形成.

研究的目的:

  • 调查关联式学习过程,特别是阻断,如何有助于收购阴谋论的信念.
  • 为了检查是否具有先前存在的阴谋信念的个人表现出增强的阻断效应.

主要方法:

  • 参与者被介绍了一个涉及政治家和阴谋 (中毒) 的场景.
  • 使用了一个阻断范式,将一个与阴谋一致的位置与一个新的位置配对,两者都与疾病有关.
  • 了解新地点的学习是在存在阴谋一致地点时进行评估的.

主要成果:

  • 了解这部小说的地点被这个与阴谋相关的地点显著阻碍了.
  • 总的来说,参与者支持阴谋论.
  • 在那些倾向于相信阴谋的人和那些不相信的人之间,没有发现一般阻断能力的差异.

结论:

  • 阴谋论可以通过标准的关联式学习机制 (如阻止) 获得和维持阴谋论.
  • 这项研究提供了认知过程的经验证据,这些认知过程是阴谋信念形成的基础.
  • 了解这些学习过程对于解决阴谋论信仰对社会影响至关重要.