Challenges for everyone: Real people, deception, one-shot games, social learning, and computers

2001 ◽  
Vol 24 (3) ◽  
pp. 414-415 ◽  
Author(s):  
Joseph Henrich
Keyword(s):  
Social Learning ◽  
University Students ◽  
Repeated Games ◽  
Real People ◽  
Potential Problems ◽  
Student Subjects

This commentary suggests: (1) experimentalists must expand their subject pools beyond university students; (2) the pollution created by deception would not be a problem if experimentalists fully used non-student subjects; (3) one-shot games remain important and repeated games should not ignore social learning; (4) economists need to take better control of context; and (5) using computers in experiments creates potential problems.

Knives as Aggression-Eliciting Stimuli

1969 ◽  
Vol 24 (3) ◽  
pp. 755-760 ◽  
Author(s):  
Donald G. Fischer ◽  
Harold Kelm ◽  
Ann Rose
Keyword(s):  
Social Learning ◽  
University Students ◽  
Aggressive Behavior ◽  
Anxiety And Depression ◽  
Check List ◽  
Displaced Aggression ◽  
Male And Female ◽  
Object Control ◽  
Bipolar Scale ◽  
Males And Females

An experiment was conducted to explore the cue value of the object “knife” in displaced aggression. Three kinds of knives were used: (1) a switchblade knife (high aggressive cue value), (2) a carving knife (high or low aggressive cue value), and (3) a table knife (low aggressive cue value). It was expected that frustration in the presence of highly aggressive cues (the switchblade knife and possibly the carving knife) would lead to more intense aggression than frustration in the presence of low-aggressive cues (the table knife and the no-object control conditions). Because of differences in roles and social learning males and females would react differently. 64 male and female university students were either frustrated or not frustrated in the presence of either a switchblade knife, carving knife, table knife or no object and then given an opportunity to evaluate an innocent peer on a 12-adjective bipolar scale. Ss were also asked to complete Zuckerman's (1960) Multiple Affect Attitude Check List (MAACL). Data indicated that for frustrated males the table knife elicited the most negative evaluations, while for frustrated females none of the “knife” conditions elicited more negative evaluations than the no-object control condition. The MAACL mood data indicated a significant increase in hostility with a nearly significant increase in anxiety and depression for frustrated males in the presence of a switchblade knife. Results were discussed in terms of their importance for understanding aggressive behavior.

Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students

2017 ◽  
Vol 19 (2) ◽  
pp. 145-158 ◽  
Author(s):  
Fared Jdaitawi Turki ◽  
Malek Jdaitawi ◽  
Hani Sheta
Keyword(s):  
Social Learning ◽  
University Students ◽  
Achievement Motivation ◽  
Social Connectedness ◽  
Student Adjustment ◽  
Male And Female ◽  
University Environment ◽  
The University ◽  
The Impact ◽  
The Relationship

Although some attention has been given to student issues at university, the literature on the relationship between social connectedness, achievement motivation and emotional-social learning with student adjustment is relatively limited. Therefore, this study investigates the impact of social connectedness, achievement motivation and emotional-social learning upon the adjustment of students in a university context. In addition, this study looks into the differences in achievement motivation and emotional-social learning levels between the genders. The sample comprised 240 university students, both male and female. According to the findings, the relationship between the study variables does not significantly differ between genders. Emotional-social learning is significant in terms of predicting the adjustment. Furthermore, gender differences were noted in terms of emotional-social learning levels, but not in terms of achievement motivation and social connectedness. The study explores implications of the significance of emotional-social learning in the university environment and makes recommendations in light of these implications.

scholarly journals Use of the Smartphone and Self-Concept in University Students According to the Gender Variable

2020 ◽  
Vol 17 (12) ◽  
pp. 4184 ◽  
Author(s):  
Javier Cachón-Zagalaz ◽  
Déborah Sanabrias-Moreno ◽  
María Sánchez-Zafra ◽  
María Luisa Zagalaz-Sánchez ◽  
Amador Jesús Lara-Sánchez
Keyword(s):  
University Students ◽  
Cell Phone ◽  
Self Concept ◽  
Social Dimensions ◽  
Use Of Technology ◽  
Potential Problems ◽  
Emotional Dimensions ◽  
Education Degree ◽  
The University ◽  
The Relationship

The university stage comprises a very important and vital period in the modification of students’ lifestyles, and these changes can affect their self-concept. The excessive use of technology today can also influence the formation of their identity. The aim of this study is to analyze the relationship between self-concept and the use of the smartphone by university students in terms of gender. The sample included 253 students (mean age 21.39 ± 3.27) of the Primary Education Degree of the University of Jaén (106 men and 147 women). A questionnaire was used to unify several instruments: a sociodemographic questionnaire, a Self-Concept Form-5 questionnaire (AF-5), and a questionnaire on cell phone-related experiences (CERM). The results show the existence of significant differences between both genders in the academic, emotional, and social dimensions of self-concept, with women showing a greater academic self-concept and men showing an emotional and physical one. Regarding the use of the smartphone in relation to self-concept, significant differences are found in the academic and emotional dimensions depending on the degree of use. In addition, in relation to the use of the smartphone, it has been detected that half of the students present potential problems. It is concluded that there is a relationship between both constructs, especially the academic and emotional self-concept.

Beliefs and Fears Underlying Type a Behaviour

1984 ◽  
Vol 54 (2) ◽  
pp. 655-662 ◽  
Author(s):  
Ronald J. Burke
Keyword(s):  
Social Learning ◽  
University Students ◽  
Psychometric Properties ◽  
Type A ◽  
Learning Model ◽  
Jenkins Activity Survey ◽  
Male And Female ◽  
Cognitive Social Learning ◽  
Activity Survey

Price proposed that Type A behaviour allows individuals to cope with fears and anxieties engendered by beliefs they develop about their environment through socialization. This study tests her cognitive social-learning model of Type A behaviour by developing measures of beliefs and fears and validating them against a standardized Type A measure, Jenkins Activity Survey. 153 male and female university students of administration responded to questionnaires, assessing 3 beliefs, 4 fears, and 4 aspects of Type A behaviour. Measures of beliefs and fears had desirable psychometric properties and produced modest relationships with Jenkins' scores.

Ideal Gender Identity Related to Parent Images and Locus of Control: Jungian and Social Learning Perspectives

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1187-1201
Author(s):  
Hiroko Shimoda ◽  
Soili Keskinen
Keyword(s):  
Locus Of Control ◽  
Social Learning ◽  
University Students ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Male Students ◽  
Cultural Contexts ◽  
Japanese Students ◽  
Gender Images ◽  
The Ideal

In this research, we wanted to clarify how gender images are different or invariant and related to parents, attributes, and the attitude of controlling life (locus of control) in two cultural contexts, Japan and Finland. For this purpose, students' ideal gender images, consisting of ideal mother, female, father and male images, and parents' similarity to the four ideal gender images were studied in 135 Japanese and 119 Finnish university students. Major findings were (a) Japanese students' ideal gender images were more stereotypic than those of Finnish students; (b) students' ideal mother image and parents' similarity to the ideal mother image were related only to their sex, which supports Jung's theory; (c) students socially learned other ideal gender images, but these did not fit with expectation from social learning theory; (d) Japanese students' mothers are models or examples of gender images, but Finnish male students did not seem to base their ideal gender images on their parents. Implication of measures was discussed.

scholarly journals Assessing Students’ Understanding Towards Critical Reading and Its Impacts Towards Their Lives

2019 ◽  
Vol 5 (2) ◽  
pp. 191-203
Author(s):  
Rentauli Mariah Silalahi
Keyword(s):  
Data Analysis ◽  
University Students ◽  
English Education ◽  
Survey Questionnaire ◽  
Critical Reading ◽  
Reading Practices ◽  
Academic Achievements ◽  
Potential Problems

ABSTRACTCritical reading was not a new term for university students but the levels to how students understand it and how it could help them develop in many aspects had seldom been studied. Therefore, this study tried to explore the levels of students’ understanding towards the meaning of critical reading, what possible problems could be present in the implementation, what activities could be carried out for practicing critical reading, and what benefits critical reading could bring to students’ lives. This study; conducted by survey questionnaire, was focused on IT students who had just finished a Reading course and were indicated not in favor of reading. From data analysis, it was found that the IT students did not know well that critical reading required interpreting and criticizing, did not realize potential problems in implementing critical reading and was not aware that critical reading practices could help improve their academic achievements.  ABSTRAKMembaca kritis bukanlah sebuah istilah baru untuk mahasiswa tetapi masih jarang dilakukan penelitian terhadap tingkat pemahaman mahasiswa terhadap makna dari membaca kritis dan bagaimana dengan membaca kritis dapat membantu mahasiswa dalam banyak hal. Oleh karena itu, penelitian ini dilakukan untuk melihat tingkat pemahaman mahasiswa terhadap makna membaca kritis, terhadap masalah yang mungkin muncul ketika melakukan kegiatan membaca kritis, terhadap contoh kegiatan yang dapat mengembangkan kegiatan membaca kritis, dan terhadap manfaat dari membaca kritis terhadap kehidupan mahasiswa. Kajian ini, yang dilakukan dengan metode survei kuesioner, difokuskan kepada mahasiswa IT yang baru saja menyelesaikan mata kuliah ‘Membaca’ dan yang diidentifikasi kurang berminat dalam membaca. Dari kajian yang dilakukan ditemukan bahwa mahasiswa IT tersebut tidak mengetahui dengan baik bahwa membaca kritis membutuhkan kemampuan untuk menafsirkan dan mengkritik, tidak menyadari berbagai macam tantangan yang muncul dalam pelaksanaan kegiatan membaca kritis, dan tidak menyadari bahwa dengan membaca kritis mahasiswa dapat meningkatkan prestasi akademik mereka.     How to Cite: Silalahi , R. M. (2018). Assessing Students’ Understanding Towards Critical Reading and Its Impacts Towards Their Lives. IJEE (Indonesian Journal of English Education), 5(2), 191-203. doi:10.15408/ijee.v5i2.9532. 

Empathy with Fictional Stories: Reconsideration of the Fantasy Scale of the Interpersonal Reactivity Index

2012 ◽  
Vol 110 (1) ◽  
pp. 304-314 ◽  
Author(s):  
Kohei Nomura ◽  
Seiki Akai
Keyword(s):  
University Students ◽  
Reactivity Index ◽  
Fictional Characters ◽  
Interpersonal Reactivity Index ◽  
Real People

The present research compared empathy for real people with empathy for fictional characters. 95 university students (53 men, 42 women) ages 18–22 years ( M = 19.5, SD = 1.9) completed the Interpersonal Reactivity Index (IRI) and the Fictional IRI. The IRI is a widely used measure of human empathy, and the Fictional IRI contains items from the original IRI that have been modified to investigate empathy for fictional characters. Empathy for characters in fictional stories was found to correlate statistically significantly with empathy for real people on all but a few factors. The results of the present study indicate that empathy for real people and empathy for fictional characters are similar, suggesting that the Fantasy subscale of the IRI, which is limited to fictional stories, should be reconsidered.

Using a Social Learning Community to Actively Engage Students’ Participation in a Virtual Classroom

2013 ◽  
pp. 50-70
Author(s):  
Fariel Mohan
Keyword(s):  
Social Media ◽  
Social Learning ◽  
University Students ◽  
Social Networking ◽  
Learning Community ◽  
Virtual Classroom ◽  
Social Aspect ◽  
First Year ◽  
The Social ◽  
First Year University

This case describes an experiment to motivate first year university students to use a virtual classroom through social and academic interactions. This approach augments the virtual classroom approach with concepts from social networking to create a social virtual classroom. The aim of the approach taken was to determine if social media included in a virtual classroom can actively engage students’ participation in social networking as well as be used as a tool for learning. Results from the experiment indicate that using a social virtual classroom encouraged social networking among the students. The social virtual classroom was also highly used for learning. The blend of social and academic in the virtual classroom engaged the students in creative ways that was not anticipated. A survey was conducted at the end and seventy-seven percent of the students agreed that the social aspect of the virtual classroom was intrinsically motivating.

It Doesn’t Apply to Me, So It Isn’t Real: People Are Likely to Deny Science if It Contradicts Their Personality

2021 ◽  
pp. 194855062110514
Author(s):  
Nicholas D. Evans ◽  
Adam K. Fetterman
Keyword(s):  
University Students ◽  
Personality Characteristics ◽  
Mechanical Turk ◽  
Psychological Science ◽  
Real People

When science contradicts people’s experiences, they often deny the science. Psychological science may be particularly prone to denialism because of its relatively high relevance to people’s lives. In two sets of studies ( N = 637 from university students and Mechanical Turk workers), we tested whether perceived and actual incongruence between one’s personality and scientific findings predict psychological discomfort and science denialism. Participants rated the incongruence (subjective incongruence) between their own personality responses and science, as well as their comfort and denial of the science. Those who experienced more subjective incongruence experienced greater discomfort and reported more science denialism. Those whose personality characteristics were objectively incongruent with the science also experienced greater subjective incongruence (all studies), discomfort (Studies 1A, 1B, and 1C), and science denialism (Studies 1A, 1C, and 2B) compared with those with congruent characteristics. Implications regarding denialism of psychological science, and science more broadly, are discussed.

Sign in / Sign up

Export Citation Format

Share Document