Dissonance avertedSelf-concept organization moderates the effect of hypocrisy on attitude change

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笛卡尔的本体论之争

笛卡尔的本体论之争

笛卡尔的本体论之争首先周一公布2001年6月18日;实质性修改太阳2006年10月15日笛卡尔的本体论(或先验)的论点,既是哲学的一个最迷人,他的理解方面的不足。

论据与魅力源于努力证明神的存在,从简单的处所,但功能强大。

存在是产生立即从清晰和明确的想法是一个无比完美。

讽刺的是,简单的说法也产生了一些误读,加剧了部分由笛卡尔没有一套单一版本。

该声明的论点主要出现在第五沉思。

这种说法因果来得早在接踵而至的一个神的存在,沉思在第三,不同的证据提出问题的两项之间的秩序和关系。

重复笛卡尔哲学原理,包括本体论争论的几个文本等中央。

他还辩解首先由一些主要的知识分子,他在一天,严厉打击反对第二次回复,和第五。

笛卡尔不是第一位哲学家,制订一个本体论的论点。

一个早期版本的说法已大力安瑟伦辩护圣在11世纪,然后圣托马斯阿奎那批评由当代),后来被命名为Gaunilo和尚(安瑟伦(尽管他的言论是针对然而,另一个版本参数)。

阿奎那的批评被视为如此具有破坏性,本体论的争论了数百年死亡。

它的出现,作为一个同时代的惊喜笛卡尔,他应该试图复活它。

虽然他声称没有被证明的熟悉安瑟伦的版本,笛卡尔似乎他自己的工艺参数,以阻止传统的反对。

尽管相似之处,笛卡尔的论点的版本不同于安瑟伦方式在重要的。

后者的版本被认为要从定义这个词的含义“上帝”,上帝是一个被一大于不能设想。

笛卡尔的观点相反,中,主要是基于两个他的哲学的中心原则-天生的思想理论和学说明确的印象和独特的。

他声称不依赖于上帝的任意定义,而是一种天生的想法,其内容是“的。

” 笛卡尔的版本也非常简单。

神的存在是直接从推断的事实,有必要存在的想法是包含在一个清晰而鲜明的超级完美的存在。

事实上,在一些场合,他建议,所谓的本体论“的论调”是不是一个正式的哲学偏见的证据,而是在所有不言而喻的公理直观地掌握了一个心灵的自由。

笛卡尔的本体论的争论相比往往以几何论证,认为有必要存在的想法不能排除再从神比事实平等的角度,其角度,例如两权,可以被排除在一个三角形的想法。

当代研究生英语 第七单元 B课文翻译

当代研究生英语 第七单元 B课文翻译

价格的利润生物公司正在吞噬可改变动物DNA序列的所有专利。

这是对阻碍医学研究发展的一种冲击。

木匠认为他们的贸易工具是理所当然的。

他们买木材和锤子后,他们可以使用木材和锤子去制作任何他们所选择的东西。

多年之后来自木材厂和工具储藏室的人并没有任何进展,也没有索要利润份额。

对于那些打造明日药物的科学家们来说,这种独立性是一种罕见的奢侈品。

发展或是发现这些生物技术贸易中的工具和稀有材料的公司,对那些其他也用这些工具和材料的人进行了严格的监控。

这些工具包括关键基因的DNA序列,人类、动物植物和一些病毒的基因的部分片段,例如,HIV,克隆细胞,酶,删除基因和用于快速扫描DNA样品的DNA 芯片。

为了将他们这些关键的资源得到手,医学研究人员进场不得不签署协议,这些协议可以制约他们如何使用这些资源或是保证发现这些的公司可以得到最终结果中的部分利益。

许多学者称这抑制了了解和治愈疾病的进程。

这些建议使Harold得到了警示,Harold是华盛顿附近的美国国家卫生研究院的院长,在同年早期,他建立了一个工作小组去调查此事。

由于他的提早的调查,下个月出就能发布初步的报告。

来自安阿伯密歇根大学的法律教授,该工作组的主席Rebecea Eisenberg说,她们的工作组已经听到了好多研究者的抱怨,在它们中有一份由美国联合大学技术管理组提交的重量级的卷宗。

为了帮助收集证据,NIH建立了一个网站,在这个网站上研究者们可以匿名举报一些案件,这些案件他们相信他们的工作已经被这些限制性许可证严重阻碍了。

迫使研究人员在出版之前需要将他们的手稿展示给公司的这一保密条款和协议是投诉中最常见的原因之一。

另一个问题是一些公司坚持保有自动许可证的权利,该许可证是有关利用他们物质所生产的任何未来将被发现的产品,并且这些赋予他们对任何利用他们的工具所赚取的利润的支配权利的条款也有保有的权利。

Eisenberg说:“如果你不得不签署了许多这样的条款的话,那真的是一个大麻烦”。

考研英一伊丽莎白那篇文章

考研英一伊丽莎白那篇文章

考研英一伊丽莎白那篇文章DeepMind is one of the leading artificial intelligence (AI) companies in the world.The potential of this work applied to healthcare is very great, but it could also lead to further concentration of power in the tech giants.It is against that background that the information commissioner, Elizabeth Denham, has issued her damning verdict against the Royal Free hospital trust under the NHS,which handed over to DeepMind the records of 1.6 million patients in 2015 on the basis of a vague agreement which took far too little account of the patients' rights and their expectations of privacy.DeepMind has almost apologized. The NHS trust has mended its ways.Further arrangement sand there may be many - between the NHS and DeepMind will be carefully scrutinised to ensure that all necessary permissions have been asked of patients and all unnecessary data has been cleaned.There are lessons about informed patient consent to learn.But privacy is not the only angle in this case and not even the most important.Ms Denham chose to concentrate the blame on the NHS trust, since under existing law it "controlled" the data and DeepMind merely "processed" it.But this distinction misses the point that it is processing and aggregation, not the mere possession of bits, that gives the data value.The great question is who should benefit from the analysis of all the data that our lives now generate.Privacy law builds on the concept of damage to an individual from identifiable knowledge about them.That misses the way the surveillance economy works.The data of an individual there gains its value only when it is compared with the data of countless millions more.The use of privacy law to curb the tech giants in this instance feels slightly maladapted.This practice does not address the real worry.It is not enough to say that the algorithms DeepMind develops will benefit patients and save lives.What matters is that they will belong to a private monopoly which developed them using public resources.If software promises to save lives on the scale that dugs now can, big data may be expected to behave as a big pharm has done.We are still at the beginning of this revolution and small choices now may turn out to have gigantic consequences later.A long struggle will be needed to avoid a future of digital feudalism. Ms Denham's report is a welcome start.。

认同还是承诺?国企员工组织中的认同、组织承诺与工作偏离行为

认同还是承诺?国企员工组织中的认同、组织承诺与工作偏离行为

认同还是承诺?国企员工组织中的认同、组织承诺与工作偏离行为郭晟豪;萧鸣政【摘要】基于社会认同理论和社会交换理论,文章关注管理实践中的工作偏离行为,探讨员工在组织中的组织认同、团队认同、关系认同以及组织承诺的影响.采用三个时点追踪并结合他评的形式对394名国企员工及其对应主管领导进行问卷调查,使用潜变量结构方程进行效应检验.研究发现:认同不同于承诺,认同均有助于提升组织承诺,组织认同、团队认同抑制了人际指向偏离行为,组织承诺对人际指向偏离行为影响不显著;但是,组织承诺却显著助长了组织指向偏离行为,具体地,控制组织承诺后,组织认同、团队认同、关系认同抑制了组织指向偏离行为,但在组织承诺的削弱下,即认同促进承诺,经承诺反而又促进了偏离,最终组织认同、团队认同对组织指向偏离行为的总效应不显著,关系认同的总效应尽管仍为显著抑制,但影响力也被减弱.【期刊名称】《商业经济与管理》【年(卷),期】2017(000)008【总页数】11页(P48-58)【关键词】组织认同;团队认同;关系认同;组织承诺;工作偏离行为【作者】郭晟豪;萧鸣政【作者单位】北京大学政府管理学院,北京100871;北京大学人力资源开发与管理研究中心,北京100871;北京大学政府管理学院,北京100871;北京大学人力资源开发与管理研究中心,北京100871【正文语种】中文【中图分类】F270郭晟豪,萧鸣政.认同还是承诺?国企员工组织中的认同、组织承诺与工作偏离行为[J].商业经济与管理,2017(8):48-58.国有企业如今备受社会各界的关注[1],对于国企员工,常有效率低下、人浮于事、勾心斗角的批评。

在学术研究中,上述行为属于工作偏离行为,一般而言,偏离行为关注的是员工在工作场所中的负面内容,即违反组织规范,并且影响组织和其他成员利益,可以具体为人际指向的偏离行为和组织指向的偏离行为[2]。

研究表明,偏离行为极大地影响着组织绩效[3]。

自我概念原始模型评析论文

自我概念原始模型评析论文

自我概念原始模型评析【摘要】自1890年james第一次提出自我概念至今,自我概念这一新起的研究领域在不断发展,从单维度逐渐向多维度多层次转变,而在这其中,shavelson的自我概念模型占据着主导地位,但shavelson模型仅适用于西方国家的学生。

对于如何使shavelson 模型适用于中国学生,本文作出了具体分析,并提出了一些提高具有中国特色的自我概念模型的策略。

【关键词】自我概念;shavelson多维度多层次模型;中国化自我概念(self-concept),是一个人对自身存在的认识和评估。

人们通过对自己内在、外在特征的认识,处理事情的经验,不断地自我反省和他人的反馈,逐步加深对自身的认识。

自我概念具有自我引导、自我解释、自我期望的作用,它影响人们自我理解的方式,经验解释的内容,自我期望的高度,并对自我实现有强大的预言性。

从19世纪开始,自我概念逐渐成为近代人们的课题,而shavelson 的多维度多层次模型,已然成为自我概念研究的一个重大的转折点。

一.shavelson的多维度多层次模型1.shavelson模型提出的教育发展背景(1)社会环境:1945年,二战结束后不久,另一场战争却无声的打响了,这就是以美苏两国为代表的“冷战”,它可以说是这一时期美国最大的政治,两个主要大国从此开始不断的全面抗争。

特别在1957年苏联发射了人类第一颗人造地球卫星之后,美国政府的压力剧增,发现美国中小学教育远远落后于苏联,从此开始了一连串的教育改革。

在十年内以国家科学基金会(nsf)为代表的各种中小学教育投入剧《国防教育法》的颁布,以及70年代后期,人们由于发现中小学学生的知识更加薄弱而开展的“回到基础学科运动”,在这期间内,引发了大量的科学家、心理学家去研究如何更好地教育中小学生,而1976年shavelson的模型也就是在这个大的社会背景下应运而生的。

(2)中学教育背景:20世纪50、60年代,美国基础教育将重视培养未来的科学家作为最终目标,为美国条高科技创新能力做准备。

shavelson自我概念模型中国化所引发的思考

shavelson自我概念模型中国化所引发的思考

shavelson自我概念模型中国化所引发的思考自1890年James第一次提出自我概念至今,自我概念这一新起的研究领域在不断发展,从单维度逐渐向多维度、多层次转变,而在这其中,shavelson的自我概念模型占据着主导地位,但shavelson模型仅适用于西方国家的学生。

对于如何使shavelson模型适用于中国学生,做出了具体分析,并提出了一些提高具有中国特色的自我概念模型的策略。

标签:自我概念;shavelson多维度多层次模型;中国化自我概念(self-concept),是一个人对自身存在的认识和评估。

人们通过对自己内在、外在特征的认识,处理事情的经验,不断地自我反省和他人的反馈,逐步加深对自身的认识。

自我概念具有自我引导、自我解释、自我期望的作用,它影响人们自我理解的方式,自我期望的高度,并对自我实现有强大的预言性。

从19世纪开始,自我概念逐渐成为近代人们的课题,而shavelson的多维度多层次模型,已然成为自我概念研究的一个重大的转折点。

一、shavelson的多维度多层次模型(一)shavelson模型提出的教育发展背景1.社会环境。

1945年,二战结束后不久,另一场战争却无声地打响了,这就是以美苏两国为代表的“冷战”,它可以说是这一时期美国最大的政治,两个主要大国从此开始不断地全面抗争。

特别在1957年苏联发射了人类第一颗人造地球卫星之后,美国政府的压力剧增,发现美国中小学教育远远落后于苏联,从此开始了一连串的教育改革。

70年代后期,人们发现中小学学生的知识更加薄弱而开展了“回到基础学科运动”,在这期间内,引发了大量的科学家、心理学家去研究如何更好地教育中小学生,而1976年shavelson的模型也就是在这样的社会背景下应运而生的。

2.中学教育背景。

20世纪五六十年代,美国基础教育将重视培养未来的科学家作为最终目标,为美国高科技创新能力做准备。

到了20世纪70年代,美国中学科学教育的理念也有所改变,转向以培养学生的科学素养为核心。

刻板印象的英语作文

刻板印象的英语作文

Stereotypes are a common phenomenon in our society,often arising from the way we categorize and simplify the complex realities of the world around us.They can be defined as widely held but fixed and oversimplified ideas or beliefs about a particular type of person or thing.Here,we will explore the concept of stereotypes,their origins, effects,and how we can challenge them.Origins of Stereotypes:Stereotypes often emerge from a lack of exposure to diverse groups or a desire to make sense of unfamiliar situations.They can be rooted in historical,cultural,or social contexts that have shaped our perceptions over time.For example,the stereotype of the lazy person from a particular country may stem from colonialera narratives that sought to justify exploitation and control.Effects of Stereotypes:Stereotypes can have profound effects on individuals and society.They can lead to discrimination,prejudice,and unequal treatment of certain groups.On a personal level, being the subject of a stereotype can affect ones selfesteem and opportunities.On a societal level,stereotypes can perpetuate inequality and hinder social progress.The Harmful Impact on Individuals:When individuals are judged based on stereotypes,they may face unfair treatment in various aspects of life,such as employment,education,and social interactions.This can limit their opportunities and create a selffulfilling prophecy where individuals feel compelled to conform to the stereotype,even if it is not an accurate representation of their abilities or character.The Role of Media:The media plays a significant role in perpetuating stereotypes.Through movies, television shows,and news coverage,certain narratives are reinforced,which can influence public opinion and reinforce existing biases.It is crucial for media outlets to be aware of their influence and strive for balanced and diverse representation. Challenging Stereotypes:Challenging stereotypes begins with awareness and education.By understanding the origins and effects of stereotypes,we can work to dismantle them.This involves questioning our assumptions,seeking out diverse perspectives,and engaging in open dialogue with people from different backgrounds.Promoting Diversity and Inclusion:Encouraging diversity and inclusion in all aspects of life is essential to breaking downstereotypes.This includes promoting diverse representation in the workplace,schools, and media.By creating environments where everyone feels valued and included,we can foster a more understanding and accepting society.Educational Initiatives:Education is a powerful tool for challenging stereotypes.Teaching children about different cultures,histories,and perspectives from a young age can help them develop empathy and cational curricula should aim to dispel myths and promote critical thinking skills.Legislation and Policies:Governments and institutions can play a role in combating stereotypes by implementing policies that promote equality and protect against discrimination.This includes antidiscrimination laws,affirmative action programs,and initiatives to promote diversity in leadership positions.Conclusion:Stereotypes are complex and deeply ingrained,but they are not insurmountable.By recognizing their existence,understanding their impact,and actively working to challenge them,we can create a more equitable and inclusive society.It is the collective responsibility of individuals,communities,and institutions to promote understanding and respect for diversity,ensuring that everyone has the opportunity to be judged based on their merits,not preconceived notions.。

自体心理学知识

自体心理学知识
■ 英语中自恋(Narcissism)这个词,直译成 汉语是水仙花。这来自一个美丽的古西腊 神话:美少年纳西斯在水中看到了自己的 倒影,便爱上了自己,每天茶饭不思,憔 悴而死,变成了一朵花,后人称之为水仙 花。心理学家借用这个词,用以描绘一个 人爱上自己的现象。
■ 有人给这个古希腊故事加了一个有现代意味 的续集:纳西斯死了之后,有风从湖面 吹 过,风听到了湖水的哭声。风就问湖水,你 是不是为纳西斯的死伤心得哭啊?湖水 回 答说,纳西斯死我一点都不伤心,我伤 心 的是,我再也不能在他瞳仁里看到我美 丽 的倒影了。
■ Idealization理想化
是指将正性的特质(卓越、美丽、完美、全能、 全知、不失败、共情、不转离的爱、无比的胜任) 给另一个人、客体,或自体(的心智表象)。理想化 是指,需要去处理人想要融合或接近会让自己觉 得安全、舒适、平静的人的这种需求。能够将父 母理想化,并由理想化中摄入力量和舒适的结果, 儿童会发展出自体方向,以及一种去设定具挑战 性的、而且实际的目标之能力。
2、自恋型行为疾患(narcissistic behavior disorder) :以性 乱、反社会和成瘾的行为为特征。 3、融合饥渴人格(merger—hunger personality) :以倾向于与 他人有共生,满足融合的关系,并会有压倒性地要求他人 保持让自己随手可及的距离等等为特征。
4、 逃避接触型人格(contact—shunning personality): 当受到 关系亲密者威胁时,以逃避和自我隔离来避免自体的崩解 和失落的感受为特征。
■ 客体的爱:客体之爱的特征是一种施与受 的相互性。
■ Selfobject(亦即Self—object):自体客体 Kohut后来将中间的横线拿掉,变为一个词,于是这词更 明显的成为精神内在的表象。在自体心理学中的概念中, 自体客体指的是他人(或无生命的客体,或抽象概念)在精 神内部的表象,这个他人不被体验为一个分离而实际存在 的个体,而是被体验为自体需要的扩展。自体客体提供关 键的功能援助,之后被内化和转化(由婴孩到儿童期均持 续的过程,称为转变内化作用transmuting internalization)成 为发展中的自体的结构。整合的自体的发展需要一个共情 的父母或照顾者做为自体客体的一部分,父母扮演这一角 色的无力或失败,是婴儿内心冲突和后来生病的原因。

是一个内向的人英语作文

是一个内向的人英语作文

Being an introvert is a personality trait that is often misunderstood.Here are some points to consider when writing an essay about being an introverted person:1.Definition of Introversion:Start by explaining what it means to be an introvert. Introverts are individuals who prefer spending time alone or in small groups,and they often find social interactions draining.2.Personal Experience:Share personal experiences that illustrate your introverted nature. This could include your preference for quiet activities,such as reading or working on a hobby,over attending large social gatherings.3.Strengths of Introversion:Discuss the strengths that introverts possess,such as the ability to focus deeply on tasks,being good listeners,and having a rich inner life.4.Challenges Faced:Address the challenges that introverts may face in a predominantly extroverted society.This could include feeling misunderstood,being labeled as shy or antisocial,and struggling with the pressure to be outgoing.5.Coping Strategies:Describe the strategies that introverts use to cope with social situations.This might involve setting boundaries,preparing for social events,or finding ways to recharge after social interactions.6.Misunderstandings:Clarify common misconceptions about introverts,such as the belief that they are not interested in others or that they are always unhappy in social situations.7.Importance of Balance:Emphasize the importance of recognizing and valuing both introverts and extroverts in society.Highlight how diversity in personality types contributes to a balanced and productive environment.8.Famous Introverts:Mention some famous introverts who have made significant contributions to various fields,such as Albert Einstein,J.K.Rowling,or Steve Wozniak, to show that introversion is not a barrier to success.9.Acceptance and SelfUnderstanding:Conclude by discussing the importance of selfacceptance and understanding ones own introverted nature.Encourage readers to embrace their introverted qualities and to appreciate the unique contributions they can make.10.Call to Action:End with a call to action for society to be more inclusive andunderstanding of different personality types,fostering an environment where everyone can thrive.Remember to use descriptive language and personal anecdotes to make your essay engaging and relatable.By exploring both the challenges and strengths of being an introvert,you can provide a wellrounded perspective on this personality trait.。

高一英语心理学理论单选题30题

高一英语心理学理论单选题30题

高一英语心理学理论单选题30题1.Which one is related to human behavior and mental processes?A.PhysicsB.ChemistryC.PsychologyD.Biology答案:C。

本题考查对不同学科概念的理解。

Physics 是物理学,研究物质、能量及它们之间的相互作用;Chemistry 是化学,研究物质的组成、性质、结构与变化规律;Biology 是生物学,研究生命现象和生命活动规律;而Psychology 是心理学,研究人类行为和心理过程。

2.Which concept focuses on the study of how people learn and remember?A.CognitionB.EmotionC.MotivationD.Personality答案:A。

Cognition 认知,涉及人们如何学习、记忆、思考等;Emotion 是情绪;Motivation 是动机;Personality 是个性。

所以专注于人们学习和记忆研究的是认知概念。

3.Which term refers to the mental state of being happy or sad?A.IntelligenceB.EmotionC.AttitudeD.Belief答案:B。

Intelligence 是智力;Emotion 情绪,指的是高兴或悲伤等心理状态;Attitude 是态度;Belief 是信念。

4.Which concept is about how people perceive and understand the world around them?A.SensationB.PerceptionC.ImaginationD.Creativity答案:B。

Sensation 是感觉,指的是外界刺激作用于感觉器官产生的反应;Perception 知觉,是人们对世界的感知和理解;Imagination 是想象;Creativity 是创造力。

心理学理论总论考研名词解释(39)

心理学理论总论考研名词解释(39)

个性化(individuation):①个体在社会生活实践中形成独特的精神面貌和行为模式的过程。

它使人在气质、性格、能力、需要和价值观等方面表现出与其他人的差异,表现出独特的个性(人格)。

②亦译“个体性”。

荣格人格理论用语。

指个体在自性的统领下,意识与潜意识融为一体,使个体的精神生活丰富完美,具有整体性和独特性人格的过程。

分析过程(analytical process):分析心理学用语。

心理治疗过程。

分为四个阶段:(1)倾诉表白阶段。

此阶段的目的是让患者倾诉,表白内心的痛苦,释放受压抑的情绪和隐私,以使患者的心灵得到平衡、协调。

(2)解释阶段。

患者在表白之后,会对医生或自己的潜意识产生“依附关系”(即移情现象)。

故需要向患者解释这种依附关系的内涵真相。

使患者摆脱潜意识中幻想意念的诱惑,回到现实中。

(3)教育阶段。

对不重视道德价值或对解释法持怀疑态度者,还要通过适当的教育、反复练习,养成符合社会道德要求的新习惯。

(4)相互改变阶段。

医生和患者之间相互影响、相互改变,即医生同患者一样接受分析,从教育他人走向自我教育,以身作则,接受患者的挑战,帮助患者自我教育、自我完善。

荣格认为将以前的医学治疗法转化为自我教育法,具有更为重要的意义。

心理能转换(transformation of psychic energy):分析心理学用语。

心理能量在整个心理结构中的分配,以及从某一心理结构向另一心理结构转移的现象。

根据荣格的观点,整个精神系统中能量的分配由等值原则和均衡原则决定。

前者指一种心理能量一旦在某种心理结构中消失,与之相等的能量就必然会出现在另一个或另一些心理结构中。

后者指心理能量总是倾向于从高能量的心理结构向低能量的心理结构转移,直到双方在能量值上相等为止,由此使人格处于一种平衡状态。

当心理能量不平衡时,就要借助于精神分析治疗的疏导,达到新的平衡状态。

追求心理能量的平衡也是精神分析的重要目标。

熵定律((entropy law):亦称“熵原理”。

基于自我决定理论的品牌依恋

基于自我决定理论的品牌依恋

数据分析
01
对于品牌依恋的认知
大多数受访者认为品牌依恋是一个重要的概念,75%的受访者表示自己
会因为喜欢某个品牌而产生购买行为。
02
对于自我决定理论的认知
超过90%的受访者表示了解自我决定理论,并认为该理论对于理解品牌
依恋有指导意义。
03
对于品牌依恋与自我决定理论的关系
大多数受访者认为品牌依恋和自我决定理论之间存在密切联系,其中
讨论
本研究结论为品牌营销提供了新的思路和启示。首先 ,品牌需要关注消费者的自主需求,即给予消费者更 多的选择自由和决策空间,避免过度限制或强制消费 者接受某种产品或服务。其次,品牌需要提高消费者 的能力需求,即通过提供高质量的产品或服务来提高 消费者的自信心和自我效能感。最后,品牌需要建立 良好的关系需求,即通过与消费者建立情感联系和信 任来增强消费者的品牌依恋。
响品牌依恋的形成。
04
研究方法与数据收集
研究设计
实验法
通过实验来探究自我决定理论如何影响人们对品 牌的依恋。
随机分组
将参与者随机分配到不同的实验组,以消除个体 差异对实验结果的影响。
控制变量
在实验过程中,要确保所有参与者都处于相同的 情境中,以避免其他因素对实验结果的影响。
数据收集与处理
问卷调查
研究不同文化背景下的品牌依恋
不同文化背景下的消费者对品牌的依恋可能会有所不同。因此,可以进一步研究不同文化背景下的品牌依恋,了解其特点和影响因素。
研究消费者个人特征对品牌依恋的影响
消费者的个人特征,如性格、价值观、生活方式等可能会影响他们对品牌的依恋。因此,可以进一步研究这些因素对品牌依恋的影响,以及如何针对不同特征 的消费者制定有效的营销策略。

自由之心无界的英语作文

自由之心无界的英语作文

The heart of freedom knows no bounds,and this concept is beautifully encapsulated in the English essay that follows.In the pursuit of freedom,the human spirit is boundless.It is a journey that transcends physical barriers,societal norms,and even the limitations of our own minds.The essay explores the essence of freedom,delving into its various dimensions and the profound impact it has on the human experience.The essay begins by examining the philosophical underpinnings of freedom.It discusses the works of great thinkers such as John Stuart Mill and JeanJacques Rousseau,who have contributed to our understanding of the ls harm principle and Rousseaus social contract theory are highlighted,showing how these ideas have shaped our perception of individual liberty and collective responsibility.Moving beyond theory,the essay then delves into the practical aspects of freedom.It discusses the importance of free speech,the right to privacy,and the freedom of movement.The essay argues that these rights are fundamental to a democratic society and are essential for the flourishing of human creativity and innovation.The essay also explores the psychological aspects of freedom.It discusses the concept of cognitive liberty,which refers to the freedom of an individual to control their own thoughts,beliefs,and emotions.The essay argues that cognitive liberty is crucial for personal growth and selfactualization,as it allows individuals to explore their own identities and make meaningful choices in their lives.Furthermore,the essay touches upon the cultural and artistic expressions of freedom.It highlights the role of art,literature,and music in challenging oppressive systems and promoting social change.The essay cites examples of works by artists such as Pablo Picasso,George Orwell,and Bob Dylan,who have used their creative talents to advocate for freedom and social justice.The essay also acknowledges the challenges and complexities associated with the pursuit of freedom.It discusses the potential for freedom to be misused or abused,leading to chaos and conflict.The essay emphasizes the importance of balancing individual liberty with social responsibility,and the need for a collective commitment to upholding the values of freedom and justice.In conclusion,the essay reaffirms the boundless nature of the heart of freedom.It argues that freedom is not just a political or legal concept,but a deeply human aspiration that drives us to seek knowledge,express ourselves,and pursue our dreams.The essayencourages readers to embrace the spirit of freedom in their own lives,and to work towards creating a world where freedom can truly flourish.In essence,the essay is a celebration of the human spirits boundless quest for freedom.It provides a comprehensive exploration of the concept,drawing from philosophy, psychology,culture,and art to present a rich and nuanced understanding of freedom.By doing so,it inspires readers to reflect on their own values and aspirations,and to consider the role they can play in advancing the cause of freedom in their own lives and in society at large.。

弗洛伊德人格理论对大学生心理健康教育的启示

弗洛伊德人格理论对大学生心理健康教育的启示

Advances in Psychology 心理学进展, 2023, 13(9), 3617-3622 Published Online September 2023 in Hans. https:///journal/ap https:///10.12677/ap.2023.139451弗洛伊德人格理论对大学生心理健康教育的启示徐星月贵州大学哲学学院,贵州 贵阳收稿日期:2023年8月2日;录用日期:2023年8月23日;发布日期:2023年8月31日摘要 著名的精神分析学家西格蒙德·弗洛伊德曾提出著名的“三部分人格结构”说,该理论对大学生心理健康教育有着诸多启发。

弗洛伊德认为人的人格由本我、自我与超我共同构成,但三者关系不和谐、不协调、不平衡、不统一时会对个体的心理健康造成危害。

因此大学生的心理健康教育需要引导大学生适度接纳“本我”、积极把握“自我”、合理发展“超我”。

关键词弗洛伊德,人格理论,大学生,心理健康教育The Enlightenment of Freud’s Personality Theory on Psychological Health Education for College StudentsXingyue XuSchool of Philosophy, Guizhou University, Guiyang Guizhou Received: Aug. 2nd , 2023; accepted: Aug. 23rd , 2023; published: Aug. 31st , 2023AbstractThe famous psychoanalyst Sigmund Freud once put forward the famous “three part personality structure” theory, whose theory has many inspirations for college student’ mental health educa-tion. Freud believed that a person’s personality is composed of Id, Ego, and Superego. However, when the relationship between the three is disharmonious, uncoordinated, imbalanced, or incon-徐星月sistent, it can harm an individual’s mental health. Therefore, for the mental health education of college students, it is necessary to guide them to moderately accept the “Id”, actively grasp the “Ego”, and reasonably develop the “superego”.KeywordsFreud, Personality Theory, College Students, Mental Health Education Array Copyright © 2023 by author(s) and Hans Publishers Inc.This work is licensed under the Creative Commons Attribution International License (CC BY 4.0)./licenses/by/4.0/1. 引言近年来,大学生群体不断壮大,但同时大学生心理健康问题也日益加剧,有关数据显示,超过60%的大学生存在中度以上的心理问题,因此加强大学生心理健康教育,健全大学生健康人格也需加强重视。

05认知失调与自我辩护

05认知失调与自我辩护


认知失调与行为恶性循环 若行为造成无辜者受害(如战争时屠杀平民), 会使人严重认知失调。为了减轻失调,很可能会 合理化错误行为,进而造成态度与行为的恶性循 环。
这些人本来就该死、他 们根本不是「人」....
我是有道德的 人。
认知失调 我杀了手无寸 铁的人。
持续行为
自我辩护相关论点

如何避免恶性循环? 理想上,为了从错误中学习,也许我们必须容忍 一段时间的认知失调,以便能客观地检讨情况, 而不是急着在当下找借口合理化行为,陷入合理 化陷阱(rationalization trap)。如此才有可能找机会 打破态度与行为的恶性循环。 你认为上述想法可能达成吗?你认为有什么方法 可以解决认知失调之行为恶性循环的问题?


增加新的信念,为自己的行为辩护 其实吃得没有想象那么多啊 我吃的都是健康食品....
你遇过任何认知失调的经验或例子吗? 这些经验牵涉的行为是可改变的吗?

认知失调

决策后失调 做出决定后不可避免会产生认知失调,因为你的 选择会和所有「被选上者的缺点」产生不一致, 也和所有「未被选上者的优点」产生不一致。 怎么减轻决策后失调?

认知失调

入社活动实验(续) 结果显示,加入社团的活动或仪式愈严格,加入后对于社 团的评价就愈高。
认知失调

找理由的心理
出现认知失调感受时,若能找到外部理由(external justification)可以解释自己的行为,就比较不会调整原本 内心信念。 若缺乏足够的外部理由来解释自己的行为,则较可能改变 信念,使其与行为一致。(类似「自我知觉理论」) 给很多钱 事后立场不变 (有外部理由) 事后立场改变
1972)

迪昂主题的四个变奏

迪昂主题的四个变奏

迪昂主题的四个变奏【内容提要】迪昂主题讨论的是抽象的法式思维和具象的英式思维之间的鲜明对比,本文则主要探讨迪昂主题的四个变奏。

第一变奏阐明了抽象方法与具体方法在方法及结果上的实质区别。

第二变奏对卡伦德—科恩提出的科学表征的紧缩主义进行了批判性的讨论。

第三变奏从认识论结构主义角度探讨了模型与结构之间的关系。

第四变奏联系抽象模型和具体模型的区分,批判性地讨论了模型与虚构的关系。

文章最后给出了作者本人对具体模型之本质的看法,并阐明了为什么只有具体模型才能被视为是完全虚构的。

【关键词】迪昂主题/科学表征/心灵模型/虚构/紧缩主义/结构主义一、迪昂主题及其第一变奏:方法而非心智皮埃尔•迪昂(Pierre Duhem)是一位具有深邃哲学思想的物理学家。

在20世纪来临之前,他在其如今享有盛名的一部著作——英译名为《物理学理论的目的与结构》①——中写道:对于法国人和德国人而言,物理学理论本质上是一个逻辑系统,绝对严格的推理贯穿着理论的基本假设与结论;结论都是从假设中推导出来的,并且要接受实验定律的检验。

……因此法国和德国数学物理学的奠基者,诸如拉普拉斯、傅里叶、柯西、安培、弗朗茨•诺依曼等,在构建用来联系理论的出发点(基本量的定义和基本假设的合理性)与其代数展开之路的桥梁时,都显得极为谨慎。

[Duhem1954,p.78]与此形成鲜明对比,“对于英国学派的物理学家而言”,迪昂继续说道,“理解物理现象无非是设计一个模拟该现象的模型;因此,理解事物本质的途径就是设想出一种能够表征和模拟该事物性质的力学机制。

英国学派完全信奉物理现象的纯粹力学解释”。

[p.72]迪昂进而把英国学派和欧洲大陆学派在理论构造方式之间的巨大差异看成两类不同心智或思维(mind)的特殊表现——一种深而窄,另一种广而浅。

“法式思维与英式思维的差异在于:法式思维不惧深奥的抽象和冗长的演绎,但却排斥设想太过复杂、无法恰当归类的东西;英式思维处理的对象非常丰富,然而大多比较浅显。

两种自我构念形式的研究简述

两种自我构念形式的研究简述

两种自我构念形式的研究简述冯瑞兵【摘要】When facing the problem of understanding the relationship between themselves and the envi-ronment,individual will take a variety of factors like environment or role factors to prime the concept of self-construal. The cultural background factors will start the two forms of self-construal: Namely,the independent self-construal is defined as independent,isolated,prominent in the environment,and emotional expression tend to be personal;However,the interdependent self-construal is defined as a part of the environment,flexi-bility,no boundary and emotional expression consistent with the environment. This paper approaches the cur-rent studies about self-construal theory;it also introduces and discusses the two kinds of self-construal from summarization,research methods and further research,and hopes that further concern of the self-construal could be aroused.%当面临认知自我与环境关系的时候,个体就会采取多种环境或角色因素来启动自我构念。

外国哲学名词解释(49)

外国哲学名词解释(49)

自知:(英self-knowledge)哲学术语。

指人对其自身的价值有所估量。

一般含有人应知其知识有限,从而避免僭越其限度而轻视他人与上帝。

古希腊泰勒斯第一个提出“知道你自己”的观念,并认为“人不能过分”。

苏格拉底以德尔斐的神谕中所说的“他是最聪明的人”为比喻,引申出“自知其无知”的命题,并进一步论述了自知在哲学上的意义。

古罗马奥古斯丁的哲学不再把自知看成认识上的无知,或达到快乐的途径,而认为它是达到最后拯救的途径。

认为人追求的是真、善、美,这种追求的最后目的是上帝。

当我们知道我们自己与处境的最后归宿不可避免是上帝时,我们不安息的心就在上帝之中安息了。

德意志库萨的尼古拉的“有学识的无知”理论,以自知为基础。

认为当人有了自知,他才知道他自己的有限性与没有知识,在自知他自己无知时,则正表示出他有了知识。

这种观点在神学意义上说明,神作为无限的极大,有限的人是不能认识的。

其哲学意义则在于提出了有限与无限的辩证关系,论述了从知识的有限才能够达到知识的无限。

人格的同一:(英personal identity)哲学术语。

指肉体与灵魂的同一、身心同一或单一普遍的持久性与变易性的同一。

古希腊柏拉图认为持久性与灵魂相联系,变易性与肉体相联系。

人格同一在于肉体与灵魂的结合。

亚里士多德和他的理论的追随者均认为持久性、连续性与形式相联系,形式作为一种发展的原则,灵魂是肉体的形式,因而人格同一在形式与质料的结合中得以解决。

德国康德提出先验的自我作为统觉,以统率经验材料。

认为人格的同一是先验自我的同一性。

法国柏格森的生命冲动理论认为过去作为记忆而结合于现在之中,人格同一存在于生命冲动的统一之中。

这些哲学体系均以不同形式肯定人格的同一。

英国休谟的印象原子论认为自我是流动的印象、观念的连续,像演戏一样,但连戏台也没有,因而人格同一是不可能的。

怀特海的有机体论着重于说明变化与过去状态的继承,但认为没有变化的连续性,它以连续性中的变化代替人格同一。

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ReportDissonance averted:Self-concept organization moderates the effect of hypocrisy on attitude changeAllen R.McConnell a,*,Christina M.Brown ba Department of Psychology,Miami University,Oxford,OH 45056,United States bDepartment of Psychology,Saint Louis University,St.Louis,MO,United Statesa r t i c l e i n f o Article history:Received 27February 2009Revised 13October 2009Available online 4November 2009Keywords:DissonanceSelf-affirmation Self-complexity Self-concept Attitudesa b s t r a c tThe current work explored how self-concept representation affects how experiencing dissonance results in changing one’s attitudes in response to acknowledging hypocrisy.We found a relation between self-complexity and attitude change after admitting past hypocritical actions.Specifically,people lower in self-complexity changed their attitudes to bring them more in line with their transgressions (presumably to quell the especially strong feelings of unpleasantness resulting from their acknowledging behavior-belief discrepancies)whereas those greater in self-complexity showed more bolstering of their attitudes following hypocrisy.This relation between self-complexity and attitude change following hypocrisy was eliminated when participants were given a chance to reaffirm their sense of personal value and integrity through other means (i.e.,self-affirmation).Implications for how self-concept representation may play a role in moderating a number of psychological phenomena,ranging from goal attainment to stereotype threat,are discussed.Ó2009Elsevier Inc.All rights reserved.IntroductionActing in ways that are inconsistent with one’s beliefs and ide-als produces powerful psychological consequences.Specifically,people experience cognitive dissonance,an aversive state of psy-chological tension and discomfort,when their thoughts and ac-tions are in conflict (Cooper &Fazio,1984;Elliot &Devine,1994;Festinger,1957;Stone &Cooper,2001).These negative affective experiences not only make people feel uncomfortable,but they motivate people to achieve their goals,to reduce unpleasant self-awareness,and to change their attitudes and beliefs (Carver,2004;Duval &Wicklund,1972;Higgins,1987).For instance,peo-ple who promote safety yet acknowledge past unsafe sexual prac-tices later buy more condoms (Stone,Aronson,Crain,Winslow,&Fried,1994)and individuals who make sexist assumptions that violate their egalitarian beliefs provide more generous affirmative action judgments in the wake of their guilt (Sherman &Gorkin,1980).In addition to changing behaviors,people can respond to dissonance by changing their attitudes to promote consistency too (Fried,1998;McKimmie et al.,2003).In short,acting in ways that contradict one’s ideals compels people to modify their beliefs or actions to eliminate inconsistencies and restore psychological consonance (Aronson,1997;Stone &Fernandez,2008).Yet,not everyone experiences this psychological discord in the same way.Hypocrisy disturbs some people quite profoundly,whereas others seem unfazed by it.Some people respond swiftly and forcefully to cognitive dissonance by changing their attitudes to justify their actions,whereas others seem relatively indifferent to their transgressions.The current work explores individual and situational conditions that affect how acts of hypocrisy result in changing one’s attitudes to bring about greater consonance with one’s behaviors,and in particular,it explores the role of self-con-cept representation in these outcomes.At the heart of experiencing cognitive dissonance is the self.For example,dissonance and its resulting consequences (e.g.,changing beliefs to produce consistency following hypocrisy)are more likely for people who violate personally important values (e.g.,Sherman &Gorkin,1980).Also,if people can reaffirm other positive qualities of the self that are unrelated to their transgressions,these self-affirming acts can bolster the perception that they are decent,mor-al individuals and subsequent changes to one’s beliefs or behaviors can be averted (McQueen &Klein,2006;Sherman &Cohen,2006;Steele,1988).Indeed,the self is central to triggering dissonance,to how its discomfort is translated into action,and even to its forbearance.In the current work,we extend this theme of the centrality of the self in cognitive dissonance by considering how the organiza-tion of one’s self-concept plays an important role in dissonance-re-lated responses.Specifically,we propose that the representation of the self in memory will influence how hypocritical acts lead people0022-1031/$-see front matter Ó2009Elsevier Inc.All rights reserved.doi:10.1016/j.jesp.2009.10.019*Corresponding author.E-mail address:mcconnar@ (A.R.McConnell).Journal of Experimental Social Psychology 46(2010)361–366Contents lists available at ScienceDirectJournal of Experimental Social Psychologyj o u r n a l ho m e p a g e :w w w.e l s e vier.com/locate/jespto modify their attitudes.The basis of this prediction is research on self-complexity,which has shown that self-concept organization influences how self-relevant feedback is experienced(for reviews, McConnell&Strain,2007;Rafaeli-Mor&Steinberg,2002).Self-complexity captures two features of self-concept representation: the number of meaningful self-aspects one has(e.g.,one’s roles, important relationships,group memberships)and the extent to which each self-aspect is relatively unique(i.e.,shares few attri-butes with other self-aspects).People are greater in self-complex-ity when they report a greater number of self-aspects(e.g.,spouse, parent,employee,athlete)comprised of relatively unique attri-butes(i.e.,the attributes one exhibits in each self-aspect show little redundancy with one’s other self-aspects).Research has demonstrated that individuals lower in self-com-plexity experience greater affective responses following self-rele-vant feedback,with people receiving positive feedback revealing especially positive affect and people receiving negative feedback reporting especially negative affect(Linville,1985;McConnell, Rydell,&Brown,2009).People lower in self-complexity show this affective spillover effect because feedback about a particular self-aspect represents a larger proportion of their overall self-concept when they have fewer self-aspects,and because feedback concern-ing one self-aspect also implicates(i.e.,spills over onto)other self-aspects that share attributes with the self-aspect implicated by the feedback.Thus,the organization of one’s self-concept amplifies the impact of self-relevant experiences for people lower in self-com-plexity(e.g.,McConnell,Rydell et al.,2009;McConnell,Strain, Brown,&Rydell,2009;Renaud&McConnell,2002).Because self-complexity moderates the experience of affect,we anticipated that it would play a role in how dissonance arousal is translated into responses to restore consonance within the individ-ual.In the current work,we used a hypocrisy induction to produce cognitive dissonance(for a review,Stone&Fernandez,2008).In-stead of examining behavioral implications of hypocrisy(e.g., water conservation,condom purchasing),we explored how acknowledging one’s hypocritical actions leads to changes in one’s attitudes,which typically results in attitude bolstering(i.e.,adopt-ing an even stronger attitude in the wake of hypocrisy).In the cur-rent work,we considered two possible outcomes.The straightforward pure bolstering response hypothesis predicts that because hypocrisy should promote greater attitude bolstering, those lower in self-complexity following the induction of disso-nance would feel the most self-directed negative affect and thus show more attitude bolstering than those greater in self-complex-ity,who themselves should show some degree of attitude bolster-ing relative to people who do not experience any hypocrisy at all.However,a second more complex possibility exists,which we refer to as the mixed response hypothesis.Specifically,although many people reveal attitude bolstering in the wake of dissonance, those who are lower in self-complexity may feel overwhelmed by the especially intense negative affect that results from their hypoc-risy and look for an immediate response to eliminate their espe-cially strong negative affect,leading them to weaken their attitudes(i.e.,shift them to be more consistent with their acknowl-edged transgressions)rather than to bolster their attitudes.Why would this occur?People who are lower in self-complexity experi-ence stronger affect(Linville,1985;McConnell,Rydell et al.,2009), experience greater difficulty in getting their shortcomings off their mind(Renaud&McConnell,2002),and‘‘listen to their affect”more when acting(Brown&McConnell,2009a)than those greater in self-complexity.As a result,following hypocrisy,those lower in self-complexity will feel a more intense sting and be highly motivated to quell this relatively strong negativity.Yet,when people do not have an ave-nue for immediate action(e.g.,a behavioral option that instantly restores consonance,such as buying condoms following an acknowledgement of past unsafe sexual practices),attitude bol-stering requires that they face their inconsistencies in the anticipa-tion that down the road opportunities will provide them with occasions to‘‘right their wrongs.”However,for those lower in self-complexity,such a long-term orientation will be less attractive because the sting of their own hypocrisy will be especially acute and focusing on improvements down the road does not eliminate current inconsistencies,making short-term solutions(e.g.,attitude weakening)more attractive in restoring consonance immediately rather than vowing to do better in the future.In other words,a long-term solution will be less appealing when the negativity of one’s own hypocrisy is especially poignant(the case for those low-er in self-complexity),compelling such people to immediately re-solve their inconsistencies(i.e.,attitude weakening)instead of looking toward the future for improvement.Indeed,Dixon and Baumeister(1991)found that people lower in self-complexity acted quickly to minimize their discomfort following an academic failure by leaving a room faster(i.e.,in order to reduce painful self-awareness)than those greater in self-complexity.Hence,this sec-ond possibility anticipates that those lower in self-complexity would be eager to act quickly to restore consonance and eliminate strong negative affect,and changing their attitudes to be more in line with their hypocritical acts is the most immediate response to eliminate the dissonance when other behavioral opportunities are not available.For those greater in self-complexity,although they will still feel some negativity resulting from acknowledging their hypocrisy, they will not feel the intense pressure to respond immediately (Dixon&Baumeister,1991),allowing them to bolster their pre-existing beliefs(i.e.,the more-typical response to dissonance)in-stead of weakening their beliefs.In line with this reasoning,re-search has shown that people greater in self-complexity,on average,respond to academic-skill failures(the same domain investigated in the current work)by working harder(e.g.,greater preparation for an upcoming test)than those lower in self-com-plexity(Brown&McConnell,2009a).In other words,instead of taking an act-immediately orientation to quell the sting of hypoc-risy like those lower in self-complexity,people greater in self-com-plexity should respond to their shortcomings with a more long-range mindset,and in such cases,attitude bolstering should serve that objective.To summarize,the hypotheses under exploration predict a correspondence between self-complexity and attitude change following hypocrisy,though the direction of the relation differs between the two accounts.The pure bolstering response hypothesis predicts that attitude bolstering(i.e.,strengthening of one’s pre-existing attitudes)will increase as self-complexity de-creases,whereas the mixed response hypothesis anticipates people lower in self-complexity will seek an escape from their dissonance resulting in attitude weakening(i.e.,changing one’s pre-existing attitudes to be more in line with one’s transgressions)while those greater in self-complexity will exhibit attitude bolstering.Thus, both hypotheses make clear,but competing,predictions.Because both predictions are reasonable but reside within a previously-uninvestigated intersection of domains,we were uncertain about which outcome might obtain.Although both hypotheses anticipate a relation between self-complexity and attitude change,we antic-ipated that this correlation could be eliminated if the threat to self-integrity resulting from hypocrisy was eliminated(e.g.,Fried& Aronson,1995).That is,we expected that providing an opportunity to self-affirm would eliminate the experience of dissonance,avert-ing the need to modify one’s attitudes after acknowledging hypo-critical acts.To test these hypotheses,participants in the current study com-pleted a measure of self-complexity and provided an initial report of their attitudes toward good study habits.Past work with the current sample population demonstrates that our participants362 A.R.McConnell,C.M.Brown/Journal of Experimental Social Psychology46(2010)361–366value good study habits(e.g.,Brown&McConnell,2009a; McConnell et al.,2009).Next,after personally promoting the importance of good study habits,they either wrote about episodes where they did not study well(hypocrisy condition)or they com-pleted a control activity(this was a between-subjects manipula-tion).In the hypocrisy condition,it was expected that individuals lower in self-complexity would experience greater dissonance arousal,however we did not assess their affect directly because thefinding that people lower in self-complexity report stronger negative affect following negative experiences is well established (e.g.,Linville,1985;McConnell,Strain et al.,2009;Renaud& McConnell,2002).Also drawing attention to their affect through its measurement could serve to eliminate its impact on subsequent psychological outcomes(Schwarz&Clore,1996).Next,as part of another between-subjects manipulation,participants either did or did not affirm an important personal value(high vs.no self-affir-mation,respectively).Finally,participants once again reported their attitudes toward studying to assess how their beliefs changed across the experimental session.Because self-affirming an impor-tant personal value should undercut dissonance arousal,it was ex-pected that the relation between self-complexity and attitude change(predicted by either hypothesis under consideration) would only be observed when people who recounted hypocritical acts did not have an opportunity to assuage their dissonance by self-affirmation.MethodParticipantsAt Miami University,167participants received partial course credit in return for their participation.Sixteen of them did not fol-low directions when writing their essays,and thus they were ex-cluded from the analyses,leaving a total of151participants(109 women).1MeasuresSelf-complexitySelf-complexity was measured using McConnell et al.’s(2005) computer adaptation of the self-complexity trait-sorting task(Lin-ville,1985).Participants were provided a list of40traits attributes (20positive,20negative)that are commonly used by college stu-dents to describe themselves(Showers,1992).They were instructed to place the attributes into groups(i.e.,self-aspects)that represent meaningful aspects of their lives.Furthermore,they were told they could assign attributes to more than one group,they did not have to use all of the attributes provided,and they should stop if they felt they were straining to generate more groups.Self-complexity was calculated using the H statistic(Scott, 1969),which captures both the number of self-aspects(i.e., groups)and the redundancy in attributes among self-aspects: H¼log2nÀX iÁn iÁlog2n i!,n;where n is the total number of attributes available to the partic-ipant(40)and n i is the number of attributes present within each particular group combination(i)across the participant’s reported self-aspects(for extensive discussions,Koch&Shepperd,2004; Rafaeli-Mor,Gotlib,&Revelle,1999;Schleicher&McConnell, 2005).H increases as people report a greater number of self-as-pects and report self-aspects that are comprised of relatively un-ique attributes.Although alternative measures of self-complexity exist(see Koch&Shepperd,2004),we used H(M=2.24; SD=0.77)in the current work because it is the most widely used measure of self-complexity(Rafaeli-Mor&Steinberg,2002)and because it reveals good utility in predicting affect-related out-comes(McConnell et al.,2009).Attitude changeTo assess the degree to which attitudes changed during the study,participants reported their attitudes toward study-related behaviors twice(before and after the hypocrisy manipulation). Specifically,they rated the importance of eight study behaviors on a1(not at all important)to7(very important)scale.For example, they were asked,‘‘How important is it to makeflashcards or other study aids when preparing for an exam,”‘‘How important is it to attend every single class,”and‘‘How important is it to read the textbook for class?”The order of item presentation was randomly determined.Participants’mean response to these items at Time1(before the hypocrisy manipulation;a=.84)was subtracted from their mean response at Time2(after the hypocrisy manipulation;a=.80)to form an index of attitude change.Thus,positive attitude change scores reflected relatively greater attitude bolstering(i.e.,viewing study effort as more important later in the experiment relative to its beginning)and negative attitude change scores reflected rela-tively greater attitude weakening(i.e.,viewing study effort as less important later in the experiment in comparison to its beginning).ProcedureParticipants were randomly assigned to conditions in a2 (hypocrisy vs.control)Â2(high self-affirmation vs.no self-affir-mation)between-subjects design.They completed the experiment in individual rooms to enhance privacy and anonymity.Theyfirst completed the measure of self-complexity,after which they were given a sheet labeled,‘‘Ranking of Personal Characteristics and Val-ues”(Rydell,McConnell,&Mackie,2008).The sheet contained a list of11values(e.g.,sense of humor,relations with friends/family, business/money,creativity),and participants ranked the values in order of their importance to them,from most important(1)to least important(11).None of the11values provided involved academ-ics.This ranking set the stage for the self-affirmation manipulation used later in the experiment.Next,participants completed thefirst measure of study atti-tudes and were told to respond based on how they felt at that very moment.Similar to Fried and Aronson(1995),all participants wrote an essay for5min about the importance of good study skills and study effort.Specifically,they were told that their essay should be about the general importance of study effort and good study skills and they should not write about their own experiences.Fol-lowing this essay,participants in the hypocrisy condition wrote a second essay describing every time that semester when they did not put as much effort into studying as they should have.They were instructed to write for4min and to be as specific as possible. No details regarding any potential audience for the essays were provided to participants.Although expecting a public audience for one’s hypocrisy may intensify dissonance arousal(Stone&Fer-nandez,2008),the ambiguity used in the current work should,if anything,make it more difficult to observe the effects predicted by either the pure bolstering or mixed response hypotheses.Partic-ipants in the control condition,on the other hand,completed a word search task for4min tofind words related to school,which1The participants who did not follow instructions were relatively equallydistributed among conditions,with six in the hypocrisy condition not writing aboutpast experiences of poor studying,five in the high self-affirmation condition writingessays entirely lacking personal or self-relevant information,andfive in the no self-affirmation condition writing essays that were very personal(and thus,self-affirming).A.R.McConnell,C.M.Brown/Journal of Experimental Social Psychology46(2010)361–366363featured words such as ‘‘student”and ‘‘class”(none of the words involved study skills or effort).Participants were then told to refer to the ranking of values sheet that they had completed earlier for the study.On a sheet of paper,they wrote about one of those values.Specifically,partici-pants in the high self-affirmation condition were told to write about their most important value and why they ranked it as the most important.Additionally,they were told to describe a time in their life when that value had been important to them.In contrast,par-ticipants in the no affirmation condition were told to write about their ninth most important value and why they thought this value might be important to the typical Miami University student.They were further instructed to describe a time in a typical Miami Uni-versity student’s life when this value may have been important.All participants were instructed to write as much or as little as they wanted.This manipulation has been used effectively in past work (Rydell et al.,2008).Finally,participants completed the Time 2measure of study attitudes,with the critical eight items embedded in a question-naire among filler items (containing questions such as,‘‘How important is it to recycle?”and ‘‘How important is it to drive under the speed limit?”)to reduce the likelihood that participants would simply re-report their Time 1responses.The presentation order of the items was randomized.ResultsThe two predictions under consideration,the pure bolstering and the mixed response hypotheses,anticipate that the impact of hypocrisy on inducing attitude change will be related to one’s self-complexity for those who did not mitigate cognitive disso-nance through other means (i.e.,did not self-affirm an important personal value).Thus,we conducted a multiple regression analysis where the attitude change score was regressed on self-complexity (H ),self-affirmation condition (effects coded),hypocrisy condition (effects coded),and all possible two-way and three-way interac-tions (product terms).Although a significant self-complexity by hypocrisy interaction was observed,b =.51,t =2.03,p <.05,this effect was qualified by the hypothesized three-way interaction,b =À.52,t =2.06,p <.05,which is illustrated in Fig.1using non-standardized regressionweights.Specifically,attitude change is represented along the y -axis (positive values indicate attitude bolstering,negative values indicate attitude weakening)and self-complexity is graphed along the x -axis (based on H ,with a range of ±2SD from the M ).To test the specific hypotheses,we assessed the correlation between self-complexity and attitude change (both continuous measures)separately for each of the four experimental conditions.Consistent with predictions,the only significant correlation between self-complexity and attitude change observed was found for partici-pants in the hypocrisy,no self-affirmation condition,r =.37,p <.05.As Fig.1reveals,although those individuals greater in self-complexity exhibited attitude bolstering,those people lower in self-complexity showed attitude change consistent with one’s hypocritical behavior (i.e.,attitude weakening)when no other means of reducing dissonance was available (i.e.,self-affirmation).Clearly,this pattern of results (a positive correlation rather than a negative correlation)supports the mixed response hypothesis and not the pure bolstering hypothesis.DiscussionThe current work demonstrates that the nature of self-concept representation influences how cognitive dissonance shapes one’s responses.In the wake of acknowledging actions that were at odds with one’s pre-existing attitudes,those greater in self-complexity showed more attitude bolstering following hypocrisy,whereas those lower in self-complexity responded by weakening their atti-tudes to be more in line with their transgressions.These findings support the mixed response hypothesis and run contrary to the pure bolstering hypothesis.In other words,cognitive dissonance (in the current work,triggered by hypocrisy)does not produce similar responses in all individuals.Instead,the organization of the self-concept in memory appears to play an important role in determining how people respond to inconsistencies between their behaviors and beliefs.After acknowledging their hypocritical actions,people lower in self-complexity revised their attitudes to bring them more in line with their behaviors that violated their standards of ideal conduct.The mixed response hypothesis anticipates this outcome because people lower in self-complexity experience stronger negativity fol-lowing their shortcomings (McConnell et al.,2009),experience greater difficulty in ignoring their inadequacies (Renaud &McCon-nell,2002),attend to their affect more when acting (Brown &McConnell,2009a ),and are highly motivated to respond quickly to eliminate the pain resulting from falling short of one’s ideals (Dixon &Baumeister,1991).And without any other immediate remedy to their hypocrisy (e.g.,an opportunity to behave differ-ently),those lower in self-complexity appeared to take ‘‘the quick out”by weakening their attitudes in order to quell the discomfort that resulted from their hypocrisy rather than vowing to do better down the road.Interestingly,such a response may serve to make future transgressions less aversive and more likely because the likelihood of triggering subsequent dissonance will be reduced,potentially instituting a self-perpetuating pattern and setting the stage for additional self-regulatory failures.On the other hand,those greater in self-complexity showed the more typical outcome of attitude bolstering following their acknowledging a personal transgression,which is more consistent with a less impetuous re-sponse (Dixon &Baumeister,1991)and more in line with greater dedication to long-range goals (Brown &McConnell,2009a ).This relation between self-complexity and attitude change,however,was eliminated by providing participants with an opportunity to affirm an important,personally-relevant value,implicating the role of self-directed negativity in how self-concept representation predicted attitudechange.Fig. 1.Relations between self-complexity and attitude change (more positive scores reflect attitude bolstering or adopting more positive attitudes toward studying at Time 2,whereas negative scores reflect attitude weakening or developing more negative attitudes toward studying at Time 2)as a function of experimental conditions.364 A.R.McConnell,C.M.Brown /Journal of Experimental Social Psychology 46(2010)361–366The role of the self has long been recognized as central to the experience of cognitive dissonance.For example,the accessibility of one’s personal standards(e.g.,Stone&Cooper,2001),the impor-tance of a particular standard for one’s view of the self(e.g.,Sher-man&Gorkin,1980),and the availability of alternative ways to affirm one’s sense of moral worth(e.g.,Sherman&Cohen,2006) have all been shown to moderate cognitive dissonance.The current study adds to this body of work by showing that the organization of the self-concept also plays a role in how dissonance directs peo-ple’s responses to their own inconsistencies.It is interesting to consider how one’s response to hypocrisy might have important implications for the permanence of any attitude change observed. Although speculative,it seems reasonable that the form of attitude change exhibited by those lower in self-complexity(i.e.,attitude weakening),may result in attitude change that is less likely to per-sist because it reflects a short-term strategy focused on immediate affect management.Future work should explore the possibility that the durability of attitude change may vary as a function of one’s self-concept structure.Although we observed that those lower in self-complexity showed less positive attitudes toward studying after acknowledg-ing their past inadequacies,it is also possible that these individuals may have reduced the importance of scholarly behaviors as well. Work on trivialization has shown that one response to cognitive dissonance is to reduce the perceived importance of the relevant domain(e.g.,Festinger,1957;Simon,Greenberg,&Brehm,1995), and indeed,there are many responses one can reveal in the face of cognitive dissonance,ranging from attitude change to changes in the perceived importance of the domain in question(e.g., McKimmie et al.,2003;Simon et al.,1995).Perhaps in the current work,the weakened attitudes toward studying among those lower in self-complexity reflected some degree of trivialization as well. Yet even if those lower in self-complexity responded to their hypocrisy with a blend of attitude weakening and trivialization, the point remains that the organization of their self-concepts mod-erated their responses to being a hypocrite.Another interesting possibility is that one’s response to self-affirmation,in addition to one’s response to cognitive dissonance, might be moderated by self-complexity.The literature has demon-strated that those who are lower in self-complexity experience stronger affective reactions to self-relevant feedback(e.g.,Renaud &McConnell,2002)and stronger correspondence between well-being and factors known to promote good mental and physical health(e.g.,desirable personality characteristics,better social sup-port;McConnell et al.,2009).And similarly,it may well be the case that people lower in self-complexity experience greater benefits from self-affirmation because the structure of their self-concepts will intensify the positivity derived from affirming important self-relevant values.Future work should explore this possibility more fully to evaluate whether self-concept representation plays a meaningful role in self-affirmation processes.Based on the exis-tent literature,we anticipate that it should.More broadly,thefinding that self-complexity plays an impor-tant role in qualifying a number of important psychological phe-nomena is gaining increasing support across a number of literatures(see Brown&McConnell,2009b;McConnell&Strain, 2007).And in particular,it is interesting to consider the implica-tions of the currentfindings with respect to self-regulatory activi-ties.Most theoretical treatments of self-regulation focus on how negative affect often serves as a critical signal in directing behavior and goal pursuit(e.g.,Carver,2004;Duval&Wicklund,1972;Hig-gins,1987;Renaud&McConnell,2007).Frequently,aversive affect results from one’s actions being at odds with one’s ideals and goals. In other words,hypocrisy is often at the heart of self-discrepancies, producing unpleasant self-awareness that motivates the individual to reach one’s goals.When considering the current work,it would seem likely that self-concept representation,and self-complexity in particular,plays an important role in how self-regulation is experienced differently by individuals and also in how it is achieved.It is interesting to note that although most theories of discrepancy-based self-regulation focus on the role of self-concept content(e.g.,discrepancies between one’s current self and a goal self),the currentfindings suggest a role for self-concept structure as well.For instance,goal pursuit may be especially strong for peo-ple lower in self-complexity because they experience stronger affective responses in general(Linville,1985),become more preoc-cupied with their failings(Renaud&McConnell,2002),and rely on their affect as a guide to behavior more heavily(Brown&McCon-nell,2009a).Thus,understanding the organization and cognitive representation of the self will shed light on how people set goals and persist in pursuing them,especially in the wake of falling short of them.In addition to the implications of self-concept representation for goal pursuit and attainment,it is likely to have implications for other behaviors tied to inconsistencies in self-knowledge.Re-search on stereotype threat has shown that when one’s member-ships in stigmatized groups are salient,performance suffers in domains associated with negative group stereotypes(for a review, Schmader,Johns,&Forbes,2008).For example,an awareness that one’s own social group is associated with poor performance in a particular domain leads African Americans to score more poorly on standardized tests(e.g.,Steele&Aronson,1995)and women to underperform in math(e.g.,Spencer,Steele,&Quinn,1999).Re-cent work by Rydell,McConnell,and Beilock(2009)has shown that consonance in self-concept knowledge is critical in determining whether women suffer from stereotype threat in mathematics (e.g.,I am a woman,women are bad a math,therefore I must be bad at math)or do not(e.g.,I am a college student,college students are good at math,therefore I must be good at math).Although this work implicates the role of self-concept content,we would antici-pate that self-concept structure would also play a role in how ste-reotype threat is experienced and translated.Because self-knowledge is more interrelated for people lower in self-complex-ity,threats to the self are more likely to be stronger for them, resulting in greater stereotype threat being experienced by indi-viduals lower in self-complexity.Future research should explore this intriguing possibility where,once again,self-concept repre-sentation can shed light on important psychological outcomes and for whom significant consequences(e.g.,academic underper-formance)are especially likely.In sum,the current study reveals that the consequences of cognitive dissonance are qualified by how the self-concept is rep-resented in memory.Specifically,hypocrisy-induced dissonance led to attitude change,but the direction of this change was qual-ified by self-complexity.Whereas those greater in self-complexity showed the typical pattern of results(i.e.,attitude bolstering fol-lowing hypocrisy),those lower in self-complexity weakened their attitudes after acknowledging their transgressions.When one’s hypocrisy was revealed,people lower in self-complexity re-sponded by changing their attitudes to be more in line with their hypocritical actions,presumably to quickly restore consonance in the wake of especially unpleasant self-directed affect.This work demonstrates that the self is not only central in the experience of dissonance,but that its representation in memory plays an important role in how self-directed affect is translated into action.AcknowledgmentsThis work supported by NSF Grant BCS0601148and by the Lewis Endowed Professorship.Portions of this research were presented at the20th and21st annual Duck Conference on SocialA.R.McConnell,C.M.Brown/Journal of Experimental Social Psychology46(2010)361–366365。

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