Reactions to Motivational Accounts of Child Molesters

This study examined reactions to child molesters' accounts for their deviant behavior. Subjects (probation officers, therapists) rated various explanations for a man sexually touching his step-daughter. The results showed that almost all subjects changed their perceptions of an offender's culpability based on the accounts provided. The results suggest that authorities are most likely to be sympathetic to accounts that are perceived as credible and that minimize the offenders' responsibility for their offenses. Implications for the assessment and treatment of child molesters' "cognitive distortions" are discussed.     

Rapid Emotional Contagion and Expressive Congruence Under Strong Test Conditions

The present research examined whether the observation of emotional expressions rapidly induces congruent emotional experiences and facial responses in observers under strong test conditions. Specifically, participants rated their emotional reactions after (a) single, brief exposures of (b) a range of human emotional facial expressions that included (c) a neutral face comparison using a procedure designed to (d) minimize potential experimental demand. Even with these strong test conditions in place, participants reported discrete expression-congruent changes in emotional experience. Participants’ Corrugator supercilii facial muscle activity immediately following the presentation of an emotional expression appeared to reflect expressive congruence with the observed expression and a response indicative of the amount of cognitive load necessary to interpret the observed expression. The complexity of the C. supercilii response suggests caution in using facial muscle activity as a nonverbal measure of emotional contagion.

Understanding multi-methodology: Evaluating the perceived impact of mixing methods for group budgetary decisions

This paper reports on the design and implementation of a multi-methodology intervention intended to support a budget prioritisation decision by a multi-organisational group tasked with tackling the problem of teenage pregnancy in an English borough. The intervention approach involved the combined use of cognitive/causal mapping and a multi-criteria decision analysis method to develop and prioritise a number of projects aimed at alleviating issues associated with teenage pregnancy. The paper describes and discusses the process of developing and applying the intervention approach, and provides an evaluation of its perceived impact by the client group. Drawing on the rich seam of data gathered over the course of our work with the multi-organisational group, we explore the varying degrees of impact that the mapping and multi-criteria evaluation methods achieved during and after the intervention. Analysis of the intervention data suggests that both methods were perceived to facilitate a different way of thinking and learning. In addition, we find that the mapping and multi-criteria evaluation methods successfully addressed participants' democratic and rational concerns. However, despite these reported positive effects, the full recommendations of the intervention were not implemented. An attempt is made to explain this outcome in terms of both the multi-organisational context within which the intervention took place and the nature of the group task. Directions for further research are then proposed.     

从认知心理学角度论许渊冲诗词翻译“优化论”

翻译是一种心理认知和信息加工过程。译者翻译时的认知心理过程会直接影响到译文读者的理解和感受,从认知心理学角度分析了许渊冲先生诗词翻译＂优化论＂的＂三美＂、＂三化＂和＂三之＂的认知心理体现,指出认知心理学是＂优化论＂的理论基础。     

动物反谚语中的隐喻认知解读

谚语是语言的重要组成部分,蕴涵着丰富的文化内涵。本文首先介绍了动物反谚语的构成规律,然后介绍了动物反谚语的隐喻功能,最后,通过对其中两条反谚语的隐喻认知分析,得出以下结论：读者对反谚语的解读取决于文本信息、读者自身的知识结构以及相关的社会阅历和日常生活知识等诸因素。旨在帮助英语学习者熟悉这种有趣的语言现象,进而了解这种现象所反映的社会现实。     

基于认知语言学的教学法与基础英语词汇教学

认知教学法是指教学过程中教师以学习者为中心,结合学习者的认知特点和规律充分发挥学习者自身的能力。基于认知语言学的认知教学法主张在充分考虑语言学习者认知特点和规律的基础上,在教学过程中利用相关的认知语言学理论进行语言教学。由于基础英语词汇教学在专业基础英语教学中占有较大的权重,因此,如何有效地进行基础英语词汇教学值得广大基英教师共同探讨。     

从认知角度看语义模糊现象——原型范畴化与语义模糊

试图从认知层面,即运用原型范畴化理论来解释语义模糊现象,从而为研究模糊语言提供理论依据,更好地了解自然语言。     

大学生的角色认同状况研究——以钱江学院为例

角色认同是个人对自己身份的知觉和体验过程,大学生的角色认同既是个体心理问题,也是社会问题。本研究采用问卷调查法对468名大学生进行调查,主要探讨大学生的角色认同状况及其影响因素,研究的结果表明：大学生的角色认同的总体状况较为积极;性别、政治面貌、年级、是否独生子女等因素对大学生的角色认同的影响呈现不同程度的显著差异。     

从英语看汉语存在句句首方位结构的用法

文章以英语作为参照,从形式、功能和认知的角度出发,对汉语“LP＋VP＋NP”存在句句型中的句首方位结构进行了全面的分析：对方位词进行了界定,确定了方位结构的语法属性;对句首方位结构的语法功能作了探讨;从认知语言学的角度出发,分析了句首方位结构的认知功能。     

Escalation: The Role of Problem Recognition and Cognitive Bias

Escalation of commitment to a failing course of action is an enduring problem that remains central to the study of managerial behavior. Prior research suggests that escalation behavior results when decision makers choose to ignore negative feedback concerning the viability of a previously chosen course of action. Previous work has also suggested that certain cognitive biases might promote escalation behavior, but there has been little attempt to explore how biases other than framing affect escalation. In this article, we explore the extent to which decision makers actually perceive negative feedback as indicative of a problem and how this influences their decision to escalate. Although problem recognition and cognitive biases have been intensively studied individually, little is known about their effect on escalation behavior. In this research, we construct and test an escalation decision model that incorporates both problem recognition and two cognitive biases: selective perception and illusion of control. Our results revealed a significant inverse relationship between problem recognition and escalation. Furthermore, selective perception and illusion of control were found to significantly affect both problem recognition and escalation. The implications of these findings for research and practice are discussed. To improve problem recognition and reduce the incidence of escalation, practicing managers should implement modern project management practices that can help to identify and highlight potential problems while guarding against these two key cognitive biases that promote the behavior.