Giáo trình tin học văn phòng
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Giáo trình tin học văn phòng
THE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngiNonhem Illinois UniversityAuthor NoteBrett M. Wells is now at Talent Plus Inc. (Lincoln, NE). This article contains studies from his dissertation, as well as additional data provided by the article’s first author. The article’s third author supervised both sets of studies. For their assistance we t Giáo trình tin học văn phònghank all the dissertation committee members, as well as the undergraduate students who helped to collect, code, and analyze the data reported in the pGiáo trình tin học văn phòng
resent article.Correspondence concerning this article should be addressed to Bettina Zengel, Centre for Research on Self and Identity, School of PsychTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngchological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors permission. The final article will be available, upon publication, via its DOI: 10.1037fpspa0000124THE WAXING AND WAN Giáo trình tin học văn phòngING OF MNEMIC NEGLECT2AbstractThe mechanisms underlying mnemic neglect (MN) and the conditions under which it waxes and wanes are not yet fully undersGiáo trình tin học văn phòng
tood. The research in this article examined conditions during both encoding and recall that could potentially moderate the MN effect and that could prTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngould not be attributed to differential behavior looking time (Study 2); and (c) did not emerge under cognitive load (Study 3): and (d) was not linked to the perceived extremity, importance or evaluations of the behaviors. However, how informative the behaviors were perceived for personality may cont Giáo trình tin học văn phòngribute to the effect (Study 4). Finally, results from Study 3 and Study 4 showed that when participants were cognitively occupied during encoding, theGiáo trình tin học văn phòng
MN effect waned. Implications of these collective findings for the MN phenomenon were discussed.Keywords: mnemic neglect, loss of mnemic neglect, selTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngis a bad memory — Rita Mae BrownMost people have a positive self-concept. Some cognitive processing mec hanisms, such as preferential processing of information that is consistent with the positive self, will act to maintain this positive view of the self. However, it is also thought that an individu Giáo trình tin học văn phòngal is motivated to maintain a positive self. Indeed, it is often proposed that people are motivated to both enhance the self and to defend the self, aGiáo trình tin học văn phòng
nd that these motivations tend to be relatively powerful and pervasive (for an overview of self motivations, see Sedikides & Strube. 1997). One way inTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòng may work (0 bias self-memory to promote self-enhancing memories and to eliminate self-threatening memories (for example, see Skowronski, 2011).The memory implications of motivated self-protection have been explored in a series of laboratory studies (see Sedikides & Green, 2000) that have documented Giáo trình tin học văn phòng mnemic neglect (MN): 1 he tendency for a person to selectively forget newly-encountered information that threatens their positive self-concept. In suGiáo trình tin học văn phòng
ch studies people read a series of behaviors. The behaviors: (a) are said to describe either the experimental partic ipant or a fictional person namedTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngwould borrow other people's belongings without their knowledge,” which implies untrustworthiness) or imply a trait that is not especially important to the participants’ self-concept (e.g., "would constantly talk about how much stuff there is to be done,” which implies complaining), often, the behavi Giáo trình tin học văn phòngors ate portrayed as feedback (e.g.. youTHE WAXING AND WANING OF MNEMIC NEGLECT4took a personality test, and based on the results, these are behaviorsGiáo trình tin học văn phòng
that the test predicts you could do; Chris look a personality test, and based on the results, these are behaviors the test predicts that Chris could THE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngr recall for negative behaviors that imply traits important to their self-concept, but only when these behaviors are depicted as those that could be performed by the participant, not when the behaviors are portrayed as those that could be performed by Chris. This selectivity in recall is mnemic negl Giáo trình tin học văn phòngect.Explaining the Mnemic Neglect EffectIn considering the phenomenon of MN, Sedikides and Green (2000) suggested that an individual is motivated to mGiáo trình tin học văn phòng
aintain a positive self-concept. As a result, individuals strategically neglect information that strongly threatens their self-concepts.The word "neglTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngn & Craik, 2000; Craik, 2002). For example, Sedikides, Green, and Pinter (2004) suggested that when the behaviors threaten central aspects of an individual’s self-concept (as compared to behaviors that threaten peripheral aspects of an individual’s self-concept), the individual will prematurely stop Giáo trình tin học văn phòng processing this information. Thus, because of this shallow' processing, these self-threatening behaviors are at a disadvantage when it comes to recalGiáo trình tin học văn phòng
l.A second assumption thought to underlie MN is that this shallow processing works in a specific manner: It does not allow' the new information to be THE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòngThe presence of such links are thought to be crucial to the ability to remember information in a free recall task. Ultimately, then, poor memory for newlyTHE WAXING AND WANING OF MNEMIC NEGLECT5encountered self-threatening information (mnemic neglect) is thought to occur because, as a result of shal Giáo trình tin học văn phònglow processing, in a search of memory that occurs during the free recall task there are relatively few routes that lead to the self-threatening behaviGiáo trình tin học văn phòng
ors.Empirical Evidence for the Motivated Processing ModelThe MN processing model has been supported by several sets of results. One set of studies comTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phòng Results from these studies show that MN occurs in free recall performance, but not in recognition memory' performance. Recognition memory' performance does not depend on links among items in memory', as does free recall performance. Hence, these results support the idea that MN occurs because self- Giáo trình tin học văn phòngthreatening information is poorly integrated into the memory system, and not because the information was: (a) never stored to begin with (e.g., becausGiáo trình tin học văn phòng
e of total inattention), or (b) that the information may have been stored in memory, but the memory trace for the event is gone.The standard MN procesTHE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. Skowronski Giáo trình tin học văn phònged-time processing conditions (Sedikides & Green. 2000, Experiment 3). When participants have limited time to process each behavior description, the MN effect in free recall dissipates. In theory, this loss of MN (a term introduced by Zengel, Skowronski, Valentiner, & Sedikides, 2015) occurred becau Giáo trình tin học văn phòngse the limited processing time caused all behaviors to receive shallow processing, thus eliminating the selective processing mechanism thought to prodGiáo trình tin học văn phòng
uce MN.THE WAXING AND WANING OF MNEMIC NEGLECT1The Waxing and Waning of Mnemic NeglectBenina ZengelUniversity of SouthamptonBrett M. Wells John J. SkowronskiGọi ngay
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