首页> 外文学位 >An Inquiry into Cognitive and Motivational Mechanisms between Perceived Similarity and Information Processing
【24h】

An Inquiry into Cognitive and Motivational Mechanisms between Perceived Similarity and Information Processing

机译:感知相似度与信息处理之间的认知和动机机制探讨

获取原文
获取原文并翻译 | 示例

摘要

Social-cognitive perspectives suggest that ingroup perceived similarity between a message recipient and communicator stimulates systematic (e.g., more effortful) information processing of the message, which is posited to occur through implicitly-conferred ingroup benefits (e.g., expecting/perceiving greater ease of processing messages with ingroup members). Yet, effects of perceived similarity on information processing have not been empirically tested in the context of learning, nor have their presumed underlying processes. I proposed a conceptual model postulating that a salient shared social identity will activate greater perceived similarity between the processor of information and authors of the respective information which, in turn, will enhance information processing via cognitive and motivational mechanisms. Specifically, I tested whether a shared social identity enhances learning serially via a) perceived similarity, b) cognitive synergy between the processor and authors (perceptions encompassing ease of processing and cognitive connection with one's partner), and c) effort.;College participants completed sample reading comprehension sections of the Graduate Record Examinations (GRE). Passages for each reading comprehension task were purported to be written by "experts" who have mastery of an esoteric topic. Experts were perceived to be either similar or dissimilar to the participant based on information processing (learning) styles. After making shared social identity salient, participants rated their perceptions (presumed cognitive and motivational mechanisms) vis-a-vis the expert and task both before and after the reading comprehension tasks.;Results failed to support a direct relationship between shared social identity and learning. But, supporting the hypothesized mediational sequence, a shared social identity predicted greater perceived similarity which, in turn, predicted greater learning serially via perceived (i.e., post-assessment) cognitive synergy and effort. Interestingly, inconsistent mediation manifested with pre-assessment mediators in the model, namely that the effect of shared social identity on learning was accentuated via perceived similarity but also inhibited via expected cognitive synergy. Findings have both theoretical and practical implications for understanding the complexities of a salient shared social identity on how people process information.
机译:社会认知的观点表明,消息接收者和传播者之间的群体内感知相似性会刺激消息的系统性(例如,更加省力的)信息处理,这是通过隐式赋予的群体内收益(例如,期望/感知到的处理更容易)而发生的。包含组内成员的邮件)。但是,尚未在学习的上下文中对经验相似性对信息处理的影响进行经验检验,也未对其假定的基本过程进行过经验检验。我提出了一个概念模型,该模型假定显着的共享社会身份将激活信息处理者与相应信息作者之间更大的感知相似度,进而通过认知和动机机制增强信息处理能力。具体来说,我测试了一个共享的社会身份是否通过a)感知的相似性,b)处理器与作者之间的认知协同作用(感知包括处理的容易性以及与伴侣的认知联系)以及c)的努力来连续地增强学习。研究生成绩考试(GRE)的示例阅读理解部分。据称,每项阅读理解课程的段落都是由精通深奥主题的“专家”撰写的。根据信息处理(学习)风格,专家被认为与参与者相似或不同。在使共享的社交身份显着后,参与者在阅读理解任务之前和之后对专家和任务对他们的看法(假定的认知和动机机制)进行了评分;结果未能支持共享的社交身份与学习之间的直接关系。但是,在支持假设的中介序列的情况下,共同的社会身份预示着更大的感知相似性,而后者又通过感知(即评估后)的认知协同作用和努力来预测更大的学习顺序。有趣的是,模型中的预调解员表现出不一致的调解,即通过感知的相似性加剧了共同的社会认同对学习的影响,但也通过预期的认知协同作用得到了抑制。研究结果对于理解人们如何处理信息的显着共享社会身份的复杂性具有理论和实践意义。

著录项

  • 作者

    Tortoriello, Gregory K.;

  • 作者单位

    The University of Alabama.;

  • 授予单位 The University of Alabama.;
  • 学科 Psychology.
  • 学位 M.A.
  • 年度 2018
  • 页码 60 p.
  • 总页数 60
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号