研究題目的選擇創(chuàng)意與突破課件

研究題目的選擇：創(chuàng)意與突破邱文彬教育研究所暨師資培育中心教授國立中山大學(xué)11/23/08研究題目的選擇：創(chuàng)意與突破邱文彬1Contents:

題目的理性與創(chuàng)意:

堅實的理論

有趣的觀察

吸引讀者目光

Contents:

題目的理性與創(chuàng)意:

堅實的理論

2題目的理性與創(chuàng)意從學(xué)術(shù)OEM中跳脫從描述到解釋、預(yù)測及實務(wù)應(yīng)用(具體明確)實徵研究：描述：獨特性與代表性解釋：建構(gòu)新的小型理論不同理論預(yù)測之比較：排除競爭假設(shè)統(tǒng)合學(xué)門內(nèi)重大爭論哲學(xué)或典範突破：創(chuàng)新研究取向題目的理性與創(chuàng)意從學(xué)術(shù)OEM中跳脫3堅實的理論或觀察引導(dǎo)Effectofratertrainingonrateraccuracy:Levels-of-processingtheoryandsocialfacilitationtheoryperspectives(JournalofAppliedPsychology)EvidenceofSocialComparisoninMasteryGoalsinNaturalAcademicSettings

(JournalofEducationalPsychology)Relationsbetweenmeasuresoftypicalandmaximumjobperformance(JournalofAppliedPsychology)TheEffectsofMonologicalandDialogicalArgumentationonConceptLearninginEvolutionaryTheory.(JournalofEducationalPsychology)TheeffectsofAnalyzingreasonsforbrandpreferences:Disruptionorreinforcement?(JournalofMarketingResearch)Psychologicalmotivesandonlinegamesaddiction:AtestofflowtheoryandhumanisticneedstheoryforTaiwaneseadolescents.(CyberPsychologyandBehavior)DoingBetterbutFeelingWorse:Lookingforthe‘‘Best’’JobUnderminesSatisfaction(PsychologicalScience)堅實的理論或觀察引導(dǎo)Effectofratertrai4OtherSelectedPapers:Evidenceagainstprospecttheoriesingambleswithpositive,negative,andmixedconsequences.Theassociationbetweenjobstrainandemotionalexhaustioninacohortof1,028Finnishteachers.(BJEP)InferencesofCompetencefromFacesPredictElectionOutcomes.(Science;人那呆看面得知!)AnfMRIInvestigationofEmotionalEngagementinMoralJudgment.(Science;別人矣子死抺了!)Teachyourchildrenwell:Valuesofthriftandsaving.(JEP)Children’suseofsavingstrategies:

Anexperimentalapproach.

(JEP)Parents’influenceonchildren’sfutureorientationandsaving.(JEP)RelationsofTelevisionViewingandReading:FindingsFroma4-YearLongitudinalStudy.(JEP)Usingamultitrait-multimethodanalysistoexamineconceptualsimilaritiesofthreeself-regulatedlearninginventories.(BJEP)OtherSelectedPapers:5吸引讀者目光(I)

Someeffectsoftaskrelevanceandfriendshiponhelping:Youdon’talwayshelptheoneyoulike.(JournalofExperimentalSocialPsychology)Mood,Self-efficacy,andperformancestandards:Lowermoodsinducehigherstandardsforperformance.(JournalofPersonalityandSocialPsychology)AccentuatetheNegative:ThePositiveEffectsofNegativeAcknowledgment.

(PsychologicalScience)-歹勢歹勢我沒讀書!Whydobadmoodsincreaseself-defeatingbehavior?Emotion,risking-taking,andself-regulation.(JournalofPersonalityandSocialPsychology)ChokingandExcellingUnderPressure.(PsychologicalScience)Optionattachment:Whendeliberatingmakeschoicesfeellikelosing.(JournalofConsumerResearch)Schoolviolenceandteacherprofessionaldisengagement.(BJEP)Youdon’tknowme,butIknowyou:Theillusionofasymmetricinsight.(JournalofPersonalityandSocialPsychology)TimeDoesNotHealAllWounds:ALongitudinalStudyofReactionandAdaptationtoDivorce(PsychologicalScience)吸引讀者目光(I)Someeffectsoftask6吸引讀者目光(II)Students'Self-ReportedEffortandTimeonHomeworkinSixSchoolSubjects:Between-StudentsDifferencesandWithin-StudentVariation.(JEP)TheAnswerIsOnlytheBeginning:ExtendedDiscourseinChineseandU.S.MathematicsClassrooms.(JEP)Academicself-handicapping:Theroleofself-conceptclarityandstudents'learningstrategies.(BJEP)DoingtheThingsWeDo:AGroundedTheoryofAcademicProcrastination.(JEP)MotivationalDynamicsofChildren'sAcademicHelp-SeekingandConcealment.(JEP)You'veGottaKnowWhentoFold'Em:GoalDisengagementandSystemicInflammationinAdolescence.(PsychologicalScience)WhentheNeedtoBelongGoesWrong:TheExpressionofSocialAnhedoniaandSocialAnxietyinDailyLife.(PsychologicalScience)GodIsWatchingYou:PrimingGodConceptsIncreasesProsocialBehaviorinanAnonymousEconomicGame.

(PsychologicalScience)HowIstheBoss'sMoodToday?IWantaRaise.(PsychologicalScience)WhoBenefitsFromMemoryTraining?

(PsychologicalScience)

吸引讀者目光(II)Students'Self-Repor7Whenmoreislessandlessismore:Theroleofidealpointavailabilityandassortmentinconsumerchoice.(JournalofConsumerResearch)Howgoodgetsbetterandbadgetsworse:Understandingtheimpactofaffectonevaluationsofknownbrands.(JournalofConsumerResearch)Inferencesofcompetencefromfacespredictelectionoutcome.(Science)It’scriticaltimetothinkcriticallyonthecriticalperiodhypothesis.TryIt,You'llLikeIt:TheInfluenceofExpectation,Consumption,andRevelationonPreferencesforBeer(PsychologicalScience)TheyAllLooktheSametoMe(UnlessThey'reAngry):FromOut-GroupHomogeneitytoOut-GroupHeterogeneity(PsychologicalScience)班級大小重要嗎？（科學(xué)人）Thedarksideofhighself-esteem.（科學(xué)人）咖啡文化抑或是崇洋文化？以星巴克連鎖咖啡店為例（國科會計畫）從示範效應(yīng)探討技術(shù)教師對餐旅大學(xué)生衝擊的縱貫研究：做的比說的好聽？?。▏茣嫯嫞淖钸m經(jīng)驗－不適後果中解脫：以多元觀點探討網(wǎng)路遊戲成癮的心理動機本質(zhì)及態(tài)度改變之道（國科會計畫）從國民性格，歸因理論及武器效應(yīng)探討航空業(yè)服務(wù)迷思：抱怨有理，極怨極理！(Merecomplaintwinsandextremecomplaintwinsmore!)

Whenmoreislessandlessis8結(jié)語:有趣現(xiàn)象的實徵檢驗：與常識或直覺相反或不同的探討：例如，該有效果而無效果，該無效果卻有效果?。ㄎ幕鐣蛩?，情境因素，個人因素：情感，認知，人格）既有理論的例外或異例：干擾或情境變的確認變項間關(guān)係：次序效果；共同效果；階層效果；流動效果；促進效果；抑制效果既有爭論（理論間）的消弭：TAM（科技接受模型）&TPB（計畫行為理論）競爭假設(shè)的排除－加一因子原則（高階交互作用）的實驗設(shè)計Moderatormodelvs.Mediatormodel經(jīng)典理論或計量模型在不同領(lǐng)域的應(yīng)用－擴充理論的外在效度：LTT或IRT，DEA（經(jīng)營績效），DataMining，F(xiàn)uzzyTheory，歸因，TAM，TPB，認知失調(diào)，社會學(xué)習(xí)，肯定偏誤，展望理論（心理經(jīng)濟學(xué)），激勵與領(lǐng)導(dǎo)，認知心理學(xué)，管理學(xué)，社會學(xué)！大膽假設(shè)：新建構(gòu)或新假說的提出Successisgettingwhatyouwant.Happinessiswantingwhatyouget.結(jié)語:有趣現(xiàn)象的實徵檢驗：9再碎碎念一下下！挑來挑去挑到賣龍眼：Moreoptionsleadtoworsechoices!融入而非現(xiàn)身：FittinginMatters!坐而言不如起而行：Actionsspeaklouderthanwords!施比受有福啦：GivingBringsHappiness!因為人在做天在看：GodisWatchingYou!再碎碎念一下下！挑來挑去挑到賣龍眼：Moreoptions10AccentuatetheNegative:ThePositiveEffectsofNegativeAcknowledgmentABSTRACT—Threestudiesinvestigatedthecapacityofnegativeacknowledgment,theadmissionofanunfavorablequality,toelicitrelativelypositiveresponses.InStudy1,anacknowledgmentthatawrittenparagraphwasconfusingledindividualstoratetheparagraphasclearerthantheydidwhennoacknowledgmentwasoffered.InStudy2,aforeignspeakerwasratedaspossessingaclearervoicewhenheacknowledgedhisstrongaccentthanwhenhedidnot.InStudy3,ahypotheticalcollegeapplicant'sacknowledgmentofreceivinglessthanstellarhighschoolgradesresultedinamorepositiveevaluationofthosegrades.Theinterpersonalrisksandbenefitsofnegativeacknowledgmentasanimpression-managementstrategyarediscussed.AccentuatetheNegative:TheP11ChokingandExcellingUnderPressureABSTRACT—Decrementsinperformanceoncognitivetasksresultingfrompressuretoperform(i.e.,choking)arethoughttobecausedbyinterferencewiththeabilitytouseexplicitstrategies(thedistractiontheory).Thisviewsuggeststhatpressureshouldimproveperformanceontasksforwhichexplicitstrategieshamperperformance.Thishypothesiswastestedbygivingsubjectsoneoftwonearlyidenticallearningtasks,ataskthatrequiredlearningaruleoronethatrequiredusingaholisticinformation-integrationstrategy.Explicitruleusewouldhurtperformanceinthelattertask.Aspredictedbythedistractiontheory,pressuredecreasedperformanceontherule-basedtaskbutenhancedperformanceontheinformation-integrationtask.ChokingandExcellingUnderPr12TryIt,You'llLikeIt:TheInfluenceofExpectation,Consumption,andRevelationonPreferencesforBeerABSTRACT—Patronsofapubevaluatedregularbeerand"MITbrew"(regularbeerplusafewdropsofbalsamicvinegar)inoneofthreeconditions.Onegrouptastedthesamplesblind(thesecretingredientwasneverdisclosed).Asecondgroupwasinformedofthecontentsbeforetasting.Athirdgrouplearnedofthesecretingredientimmediatelyaftertasting,butpriortoindicatingtheirpreference.Notsurprisingly,preferencefortheMITbrewwashigherintheblindconditionthanineitherofthetwodisclosureconditions.However,thetimingoftheinformationmatteredsubstantially.Disclosureofthesecretingredientsignificantlyreducedpreferenceonlywhenthedisclosureprecededtasting,suggestingthatdisclosureaffectedpreferencesbyinfluencingtheexperienceitself,ratherthanbyactingasanindependentnegativeinputorbymodifyingretrospectiveinterpretationoftheexperience.TryIt,You'llLikeIt:TheIn13TheyAllLooktheSametoMe(UnlessThey'reAngry):FromOut-GroupHomogeneitytoOut-GroupHeterogeneityABSTRACT—Peopleoftenfinditmoredifficulttodistinguishethnicout-groupmemberscomparedwithethnicin-groupmembers.Afunctionalapproachtosocialcognitionsuggeststhatthisbiasmaybeeliminatedwhenout-groupmembersdisplaythreateningfacialexpressions.Inthepresentstudy,192WhiteparticipantsviewedBlackandWhitefacesdisplayingeitherneutralorangryexpressionsandlaterattemptedtoidentifypreviouslyseenfaces.Recognitionaccuracyforneutralfacesshowedtheout-grouphomogeneitybias,butthisbiaswasentirelyeliminatedforangryBlackfaces.Indeed,whenparticipants'cognitiveprocessingcapacitywasconstrained,recognitionaccuracywasgreaterforangryBlackfacesthanforangryWhitefaces,demonstratinganout-groupheterogeneitybias.TheyAllLooktheSametoMe(14Students'Self-ReportedEffortandTimeonHomeworkinSixSchoolSubjects:Between-StudentsDifferencesandWithin-StudentVariationABSTRACT—Effortonhomeworkhasaprofoundimpactonstudentachievement.Researcherstypicallyuseaninterindividualresearchdesigntoexplainhomeworkeffort.Inthisstudywithatotalof511studentsfromGrades8and9,aninterindividualperspective(focusonbetween-studentsdifferences)wascombinedwithanintraindividualperspective(focusonwithin-studentdifferences).Multilevelmodelingshowedthatstudents'homeworkeffortwasafunctionofbetween-studentsdifferencesinconscientiousnessandwithin-studentdifferencesinperceivedhomeworkcharacteristics(subject-specificqualityoftasksandhomeworkcontrol),perceivedparentalvaluationofspecificsubjects,andhomeworkmotivation(subject-specificexpectancyandvaluebeliefs).Furthermore,asignificantcross-levelinteractionindicatedthatperceivedhomeworkcontrolbyteachershadastrongereffectonstudentslowinconscientiousnessthanontheirmoreconscientiouspeers.Students'Self-ReportedEffort15TheAnswerIsOnlytheBeginning:ExtendedDiscourseinChineseandU.S.MathematicsClassroomsABSTRACT—Theauthorsinvestigatedtheuseofaparticulardiscoursepractice-continuedquestioninganddiscussionafteracorrectanswerwasprovided,whichtheycalledextendeddiscourse-andexaminedthefrequencyandcontentofthispracticein17Chineseand14U.S.elementarymathematicsclasses.TheyfoundthattheChineseclassroomshadmore,andspentmoretimein,extendeddiscoursethandidtheU.S.classrooms.Thecontentoftheseepisodesdiffered:TheChineseclassroomsfocusedmoreonrulesandproceduresthandidtheU.S.classrooms,whereastheU.S.classroomsfocusedmoreoncomputationthandidtheChineseclassrooms.ThesefindingsshedlightoninterestingpracticesofdiscourseinbothcountriesandalsohaveimplicationsforcurrentU.S.reformsinmathematicspedagogy.TheAnswerIsOnlytheBeginni16DoingtheThingsWeDo:AGroundedTheoryofAcademicProcrastinationABSTRACT—Theauthorsconductedagroundedtheorystudyofacademicprocrastinationtoexploreadaptiveandmaladaptiveaspectsofprocrastinationandtohelpguidefutureempiricalresearch.Theydiscusspreviousresearchonthedefinitionanddimensionalityofprocrastinationanddescribethestudyinwhichinterviewdatawerecollectedin4stages,identifying33initialcategoriesand29macrothemes.Findingswerevalidatedbymemberchecks.Theauthorsdescribeindetailinformants'perceptionsofprocrastination,whichwereusedtoconstructa5-componentparadigmmodelthatincludesadaptive(i.e.,cognitiveefficiency,peakexperience)andmaladaptive(i.e.,fearoffailure,postponement)dimensionsofprocrastination.Thesedimensions,inturn,arerelatedtoconditionsthataffecttheamountandtypeofprocrastination,aswellascognitive(i.e.,prioritizing,optimization)andaffective(i.e.,reframing,self-handicapping)copingmechanisms.Theauthorspropose6generalprinciplesandrelatethemandtheparadigmmodeltopreviousresearch.Limitationsoftheresearcharediscussed,aswellasimplicationsforfuturetheorydevelopmentandvalidation.DoingtheThingsWeDo:AGrou17MotivationalDynamicsofChildren'sAcademicHelp-SeekingandConcealmentABSTRACT—Modelsofself-regulatedlearningandofchildren'scopingbothconsiderhelp-seekinganadaptiveresponsetoacademicproblems,yetstudentsdonotalwaysseekhelpwhenitisneeded,andhelp-seekinggenerallydeclinesacrossearlyadolescence.Astudyof765childreninelementaryandmiddleschool(Grades3-6)duringfallandspringofthesameschoolyearinvestigatedwhethermotivationalresourcespredictedhelp-seekingandwhetherlossesinmotivationalsupportsacrossthemiddleschooltransitionmirroredagedeclines.Aspredicted,3motivationalself-perceptionsweretightlycorrelatedwithcopinginfallandspring;relatednesswastheprimarypredictorofincreasesinhelp-seeking,whereasasenseofincompetencepredictedincreasesinconcealment.Teacherreportsofmotivationalsupportalsopredictedchangesinstudentcopingandweremediatedbychildren'sself-perceptions.Analysesofreciprocaleffectsofstudents'help-seekingandconcealmentonchangesinteachersupportcorroboratedhypothesizedcyclesinwhichmotivationally"rich"children,byconstructivelyseekinghelp,become"richer,"whereasmotivationally"poor"children,byconcealingtheirdifficulties,become"poorer."Agedifferencesinchildren'smotivationalresourcesacrossthetransitiontomiddleschoolparalleledagedifferencesinhelp-seekingandconcealment.MotivationalDynamicsofChild18You'veGottaKnowWhentoFold'Em:GoalDisengagementandSystemicInflammationinAdolescenceABSTRACT—Thenotionthatpersistenceisessentialforsuccessandhappinessisdeeplyembeddedinpopularandscientificwritings.However,whenpeoplearefacedwithsituationsinwhichtheycannotrealizeakeylifegoal,themostadaptiveresponseformentalandphysicalhealthmaybetodisengagefromthatgoal.Thisprojectfollowed90adolescentsoverthecourseof1year.Capacitiesformanagingunattainablegoalswereassessedatbaseline,andconcentrationsoftheinflammatorymoleculeC-reactiveprotein(CRP)werequantifiedatthattime,aswellas6and12monthslater.Totheextentthatsubjectshaddifficultiesdisengagingfromunattainablegoals,theydisplayedincreasingconcentrationsofCRPoverthefollow-up.Thisassociationwasindependentofpotentialconfounds,includingadiposity,smoking,anddepression.Becauseexcessiveinflammationcontributestoavarietyofadversemedicaloutcomes,thesefindingssuggestthatinsomecontexts,persistencemayactuallyunderminewell-beingandgoodhealth.You'veGottaKnowWhentoFold19WhoBenefitsFromMemoryTraining?

ABSTRACT—Cognitivetrainingprogramscanhavesignificantbenefits.However,theirefficacyisoftenreducedforindividualsofadvancedageorlowercognitiveability.Usingolderadultsubjects,weexaminedtheroleofself-initiationofcognitivecontrolinatrainingprogramthattargetsrecollectionmemory.Relativetimespentonanopen-ended,intentionalencodingtaskthatrequirestheself-initiationofcognitivecontrolwashighlypredictiveofimprovementinthetrainingtask,andfullyaccountedforindividualdifferencesrelatedtoageandcrystallizedintelligence.Analyzingtrainingprogramsfromtheperspectiveofcognitivetheorymayhelpclarifyhowtheseprogramshavetheireffectsandsuggestwaystooptimizesuchprogramsfortheindividualswhoneedthemmost.WhoBenefitsFromMemoryTrain20DoingBetterbutFeelingWorse:Lookingforthe‘‘Best’’JobUnderminesSatisfactionABSTRACT—ExpandinguponSimon’s(1955)seminaltheory,thisinvestigationcomparedthechoice-makingstrategiesofmaximizersandsatisficers,findingthatmaximizingtendencies,althoughpositivelycorrelatedwithobjectivelybetterdecisionoutcomes,arealsoassociatedwithmorenegativesubjectiveevaluationsofthesedecisionoutcomes.Specifically,inthefalloftheirfinalyearinschool,studentswereadministeredascalethatmeasuredmaximizingtendenciesandwerethenfollowedoverthecourseoftheyearastheysearchedforjobs.Studentswithhighmaximizingtendenciessecuredjobswith20%higherstartingsalariesthandidstudentswithlowmaximizingtendencies.However,maximizerswerelesssatisfiedthansatisficerswiththejobstheyobtained,andexperiencedmorenegativeaffectthroughoutthejob-searchprocess.Theseeffectsweremediatedbymaximizers’greaterrelianceonexternalsourcesofinformationandtheirfixationonrealizedandunrealizedoptionsduringthesearchandselectionprocess.DoingBetterbutFeelingWorse21TimeDoesNotHealAllWounds:ALongitudinalStudyofReactionandAdaptationtoDivorceABSTRACT—ExpandinguponSimon’s(1955)seminaltheory,thisinvestigationcomparedthechoice-makingstrategiesofmaximizersandsatisficers,findingthatmaximizingtendencies,althoughpositivelycorrelatedwithobjectivelybetterdecisionoutcomes,arealsoassociatedwithmorenegativesubjectiveevaluationsofthesedecisionoutcomes.Specifically,inthefalloftheirfinalyearinschool,studentswereadministeredascalethatmeasuredmaximizingtendenciesandwerethenfollowedoverthecourseoftheyearastheysearchedforjobs.Studentswithhighmaximizingtendenciessecuredjobswith20%higherstartingsalariesthandidstudentswithlowmaximizingtendencies.However,maximizerswerelesssatisfiedthansatisficerswiththejobstheyobtained,andexperiencedmorenegativeaffectthroughoutthejob-searchprocess.Theseeffectsweremediatedbymaximizers’greaterrelianceonexternalsourcesofinformationandtheirfixationonrealizedandunrealizedoptionsduringthesearchandselectionprocess.TimeDoesNotHealAllWounds:22研究題目的選擇：創(chuàng)意與突破邱文彬教育研究所暨師資培育中心教授國立中山大學(xué)11/23/08研究題目的選擇：創(chuàng)意與突破邱文彬23Contents:

題目的理性與創(chuàng)意:

堅實的理論

有趣的觀察

吸引讀者目光

Contents:

題目的理性與創(chuàng)意:

堅實的理論

24題目的理性與創(chuàng)意從學(xué)術(shù)OEM中跳脫從描述到解釋、預(yù)測及實務(wù)應(yīng)用(具體明確)實徵研究：描述：獨特性與代表性解釋：建構(gòu)新的小型理論不同理論預(yù)測之比較：排除競爭假設(shè)統(tǒng)合學(xué)門內(nèi)重大爭論哲學(xué)或典範突破：創(chuàng)新研究取向題目的理性與創(chuàng)意從學(xué)術(shù)OEM中跳脫25堅實的理論或觀察引導(dǎo)Effectofratertrainingonrateraccuracy:Levels-of-processingtheoryandsocialfacilitationtheoryperspectives(JournalofAppliedPsychology)EvidenceofSocialComparisoninMasteryGoalsinNaturalAcademicSettings

(JournalofEducationalPsychology)Relationsbetweenmeasuresoftypicalandmaximumjobperformance(JournalofAppliedPsychology)TheEffectsofMonologicalandDialogicalArgumentationonConceptLearninginEvolutionaryTheory.(JournalofEducationalPsychology)TheeffectsofAnalyzingreasonsforbrandpreferences:Disruptionorreinforcement?(JournalofMarketingResearch)Psychologicalmotivesandonlinegamesaddiction:AtestofflowtheoryandhumanisticneedstheoryforTaiwaneseadolescents.(CyberPsychologyandBehavior)DoingBetterbutFeelingWorse:Lookingforthe‘‘Best’’JobUnderminesSatisfaction(PsychologicalScience)堅實的理論或觀察引導(dǎo)Effectofratertrai26OtherSelectedPapers:Evidenceagainstprospecttheoriesingambleswithpositive,negative,andmixedconsequences.Theassociationbetweenjobstrainandemotionalexhaustioninacohortof1,028Finnishteachers.(BJEP)InferencesofCompetencefromFacesPredictElectionOutcomes.(Science;人那呆看面得知!)AnfMRIInvestigationofEmotionalEngagementinMoralJudgment.(Science;別人矣子死抺了!)Teachyourchildrenwell:Valuesofthriftandsaving.(JEP)Children’suseofsavingstrategies:

Anexperimentalapproach.

(JEP)Parents’influenceonchildren’sfutureorientationandsaving.(JEP)RelationsofTelevisionViewingandReading:FindingsFroma4-YearLongitudinalStudy.(JEP)Usingamultitrait-multimethodanalysistoexamineconceptualsimilaritiesofthreeself-regulatedlearninginventories.(BJEP)OtherSelectedPapers:27吸引讀者目光(I)

Someeffectsoftaskrelevanceandfriendshiponhelping:Youdon’talwayshelptheoneyoulike.(JournalofExperimentalSocialPsychology)Mood,Self-efficacy,andperformancestandards:Lowermoodsinducehigherstandardsforperformance.(JournalofPersonalityandSocialPsychology)AccentuatetheNegative:ThePositiveEffectsofNegativeAcknowledgment.

(PsychologicalScience)-歹勢歹勢我沒讀書!Whydobadmoodsincreaseself-defeatingbehavior?Emotion,risking-taking,andself-regulation.(JournalofPersonalityandSocialPsychology)ChokingandExcellingUnderPressure.(PsychologicalScience)Optionattachment:Whendeliberatingmakeschoicesfeellikelosing.(JournalofConsumerResearch)Schoolviolenceandteacherprofessionaldisengagement.(BJEP)Youdon’tknowme,butIknowyou:Theillusionofasymmetricinsight.(JournalofPersonalityandSocialPsychology)TimeDoesNotHealAllWounds:ALongitudinalStudyofReactionandAdaptationtoDivorce(PsychologicalScience)吸引讀者目光(I)Someeffectsoftask28吸引讀者目光(II)Students'Self-ReportedEffortandTimeonHomeworkinSixSchoolSubjects:Between-StudentsDifferencesandWithin-StudentVariation.(JEP)TheAnswerIsOnlytheBeginning:ExtendedDiscourseinChineseandU.S.MathematicsClassrooms.(JEP)Academicself-handicapping:Theroleofself-conceptclarityandstudents'learningstrategies.(BJEP)DoingtheThingsWeDo:AGroundedTheoryofAcademicProcrastination.(JEP)MotivationalDynamicsofChildren'sAcademicHelp-SeekingandConcealment.(JEP)You'veGottaKnowWhentoFold'Em:GoalDisengagementandSystemicInflammationinAdolescence.(PsychologicalScience)WhentheNeedtoBelongGoesWrong:TheExpressionofSocialAnhedoniaandSocialAnxietyinDailyLife.(PsychologicalScience)GodIsWatchingYou:PrimingGodConceptsIncreasesProsocialBehaviorinanAnonymousEconomicGame.

(PsychologicalScience)HowIstheBoss'sMoodToday?IWantaRaise.(PsychologicalScience)WhoBenefitsFromMemoryTraining?

(PsychologicalScience)

吸引讀者目光(II)Students'Self-Repor29Whenmoreislessandlessismore:Theroleofidealpointavailabilityandassortmentinconsumerchoice.(JournalofConsumerResearch)Howgoodgetsbetterandbadgetsworse:Understandingtheimpactofaffectonevaluationsofknownbrands.(JournalofConsumerResearch)Inferencesofcompetencefromfacespredictelectionoutcome.(Science)It’scriticaltimetothinkcriticallyonthecriticalperiodhypothesis.TryIt,You'llLikeIt:TheInfluenceofExpectation,Consumption,andRevelationonPreferencesforBeer(PsychologicalScience)TheyAllLooktheSametoMe(UnlessThey'reAngry):FromOut-GroupHomogeneitytoOut-GroupHeterogeneity(PsychologicalScience)班級大小重要嗎？（科學(xué)人）Thedarksideofhighself-esteem.（科學(xué)人）咖啡文化抑或是崇洋文化？以星巴克連鎖咖啡店為例（國科會計畫）從示範效應(yīng)探討技術(shù)教師對餐旅大學(xué)生衝擊的縱貫研究：做的比說的好聽？?。▏茣嫯嫞淖钸m經(jīng)驗－不適後果中解脫：以多元觀點探討網(wǎng)路遊戲成癮的心理動機本質(zhì)及態(tài)度改變之道（國科會計畫）從國民性格，歸因理論及武器效應(yīng)探討航空業(yè)服務(wù)迷思：抱怨有理，極怨極理！(Merecomplaintwinsandextremecomplaintwinsmore!)

Whenmoreislessandlessis30結(jié)語:有趣現(xiàn)象的實徵檢驗：與常識或直覺相反或不同的探討：例如，該有效果而無效果，該無效果卻有效果?。ㄎ幕鐣蛩?，情境因素，個人因素：情感，認知，人格）既有理論的例外或異例：干擾或情境變的確認變項間關(guān)係：次序效果；共同效果；階層效果；流動效果；促進效果；抑制效果既有爭論（理論間）的消弭：TAM（科技接受模型）&TPB（計畫行為理論）競爭假設(shè)的排除－加一因子原則（高階交互作用）的實驗設(shè)計Moderatormodelvs.Mediatormodel經(jīng)典理論或計量模型在不同領(lǐng)域的應(yīng)用－擴充理論的外在效度：LTT或IRT，DEA（經(jīng)營績效），DataMining，F(xiàn)uzzyTheory，歸因，TAM，TPB，認知失調(diào)，社會學(xué)習(xí)，肯定偏誤，展望理論（心理經(jīng)濟學(xué)），激勵與領(lǐng)導(dǎo)，認知心理學(xué)，管理學(xué)，社會學(xué)！大膽假設(shè)：新建構(gòu)或新假說的提出Successisgettingwhatyouwant.Happinessiswantingwhatyouget.結(jié)語:有趣現(xiàn)象的實徵檢驗：31再碎碎念一下下！挑來挑去挑到賣龍眼：Moreoptionsleadtoworsechoices!融入而非現(xiàn)身：FittinginMatters!坐而言不如起而行：Actionsspeaklouderthanwords!施比受有福啦：GivingBringsHappiness!因為人在做天在看：GodisWatchingYou!再碎碎念一下下！挑來挑去挑到賣龍眼：Moreoptions32AccentuatetheNegative:ThePositiveEffectsofNegativeAcknowledgmentABSTRACT—Threestudiesinvestigatedthecapacityofnegativeacknowledgment,theadmissionofanunfavorablequality,toelicitrelativelypositiveresponses.InStudy1,anacknowledgmentthatawrittenparagraphwasconfusingledindividualstoratetheparagraphasclearerthantheydidwhennoacknowledgmentwasoffered.InStudy2,aforeignspeakerwasratedaspossessingaclearervoicewhenheacknowledgedhisstrongaccentthanwhenhedidnot.InStudy3,ahypotheticalcollegeapplicant'sacknowledgmentofreceivinglessthanstellarhighschoolgradesresultedinamorepositiveevaluationofthosegrades.Theinterpersonalrisksandbenefitsofnegativeacknowledgmentasanimpression-managementstrategyarediscussed.AccentuatetheNegative:TheP33ChokingandExcellingUnderPressureABSTRACT—Decrementsinperformanceoncognitivetasksresultingfrompressuretoperform(i.e.,choking)arethoughttobecausedbyinterferencewiththeabilitytouseexplicitstrategies(thedistractiontheory).Thisviewsuggeststhatpressureshouldimproveperformanceontasksforwhichexplicitstrategieshamperperformance.Thishypothesiswastestedbygivingsubjectsoneoftwonearlyidenticallearningtasks,ataskthatrequiredlearningaruleoronethatrequiredusingaholisticinformation-integrationstrategy.Explicitruleusewouldhurtperformanceinthelattertask.Aspredictedbythedistractiontheory,pressuredecreasedperformanceontherule-basedtaskbutenhancedperformanceontheinformation-integrationtask.ChokingandExcellingUnderPr34TryIt,You'llLikeIt:TheInfluenceofExpectation,Consumption,andRevelationonPreferencesforBeerABSTRACT—Patronsofapubevaluatedregularbeerand"MITbrew"(regularbeerplusafewdropsofbalsamicvinegar)inoneofthreeconditions.Onegrouptastedthesamplesblind(thesecretingredientwasneverdisclosed).Asecondgroupwasinformedofthecontentsbeforetasting.Athirdgrouplearnedofthesecretingredientimmediatelyaftertasting,butpriortoindicatingtheirp