Journal articles: 'Expectation (Psychologie)'

1

Kube, Tobias, Winfried Rief, Mario Gollwitzer, Thomas Gärtner, and Julia Anna Glombiewski. "Why dysfunctional expectations in depression persist – Results from two experimental studies investigating cognitive immunization." Psychological Medicine 49, no. 09 (August 22, 2018): 1532–44. http://dx.doi.org/10.1017/s0033291718002106.

Full text

Abstract:

AbstractBackgroundResearch has revealed that negative expectations impact depressive symptoms. However, research on the change of dysfunctional expectations in depression is lacking so far. Therefore, the present research aimed to fill this gap by testing the hypothesis that people with the major depressive disorder (MDD), contrary to healthy individuals, maintain their expectations despite experiences that positively disconfirm expectations. Further, it was hypothesized that cognitive immunization (a cognitive reappraisal of the disconfirming evidence) is a mechanism underlying the persistence of expectations.MethodIn Study 1, we compared individuals with MDD (N = 58) to healthy individuals (N = 59). Participants worked on the same performance test and received standardized feedback that either confirmed or disconfirmed their initial performance expectations. In Study 2, we investigated the effects of cognitive immunization on expectation change among 59 individuals reporting elevated levels of depression by varying the appraisal of expectation-disconfirming feedback.ResultsResults from Study 1 show that in the expectation-disconfirming condition, healthy individuals changed their expectations, whereas individuals with MDD did not. No such difference between the two groups was found for expectation-confirming feedback. Results from Study 2 indicated that varying cognitive immunization impacted expectation change, thus suggesting a crucial role of cognitive immunization in expectation change.ConclusionsThese two studies indicated that individuals suffering from depression have more difficulties in changing their expectations after disconfirming experiences than do healthy individuals, and cognitive immunization might be a core mechanism underlying expectation persistence. Therefore, psychotherapeutic interventions should aim to inhibit cognitive immunization processes to enhance expectation change.

APA, Harvard, Vancouver, ISO, and other styles

2

Pinquart, Martin, Julia C. Koß, and Helena Block. "How Do Students React When Their Performance Is Worse or Better Than Expected?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 1-2 (January 2020): 1–11. http://dx.doi.org/10.1026/0049-8637/a000222.

Full text

Abstract:

Abstract. We analyzed grade level and sex differences for changes in expectations and coping with expectation violations, based on the ViolEx model. A sample of 114 third to sixth graders (male, n = 44, 38.6 %; female, n = 70, 61.4 %) reported their expected achievement in trials with no feedback, worse-than-expected achievement feedback, and better-than-expected feedback. Expectations improved across the no-feedback and better-than-expected feedback trials, and deteriorated across worse-than-expected trials. While expectation change did not vary by grade level or sex, reported coping with expectation violation did vary, and pupils of younger years reported higher attempts to fulfill their expectations (assimilative behavior). Immunization against worse-than-expected feedback was associated with higher expectations in the negative-feedback condition, but protective effects of immunization were lost with an increasing number of expectation violations. In addition, higher willingness to reduce one’s expectations (accommodation) inhibited the update of expectations after receiving better-than-expected feedback. Conclusions for future research are drawn.

APA, Harvard, Vancouver, ISO, and other styles

3

Mcleod, Hamish J., and Frank P. Deane. "Confirmation of precounselling expectations: Does expectation valence moderate changes in state anxiety?" International Journal for the Advancement of Counselling 17, no. 2 (June 1994): 139–47. http://dx.doi.org/10.1007/bf01407970.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gaschler, R., S. Schwager, V. J. Umbach, P. A. Frensch, and T. Schubert. "Expectation mismatch: Differences between self-generated and cue-induced expectations." Neuroscience & Biobehavioral Reviews 46 (October 2014): 139–57. http://dx.doi.org/10.1016/j.neubiorev.2014.06.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Antichi, Lorenzo, Arianna Cacciamani, Camilla Chelini, Marco Morelli, Stefano Piacentini, and Laura Gemma Pirillo. "Expectations in psychotherapy: An overview." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–19. http://dx.doi.org/10.3280/rip2022oa13574.

Full text

Abstract:

Expectations can influence the outcome and the process of psychotherapy. Hence, this article aims to overview the types of expectations, i.e., outcome, treatment and change. Both patients' and therapists' expectations are considered. Furthermore, determinants of expectations and moderators/mediators of expectations-outcome relationship are described. We provided theories that try to explain the influence of expectations and their relationship with the psychotherapy process. Various instruments for measuring expectations and practical advice to manage expectations in psychotherapy will be discussed. Clinicians should become increasingly aware of their own and clients' expectations. Future studies should investigate the impact of every kind of expectation and its moderation/mediation role with other psychotherapy processes. 

APA, Harvard, Vancouver, ISO, and other styles

6

Flannery, Raymond B. "Personal Control as a Moderator Variable of Life Stress: Preliminary Inquiry." Psychological Reports 58, no. 1 (February 1986): 200–202. http://dx.doi.org/10.2466/pr0.1986.58.1.200.

Full text

Abstract:

In successful performance personal control includes both outcome expectations, the belief that the environment will be responsive to individual coping efforts and expectations of efficacy, the belief that one has the skills for specific tasks. This study examined the relationship between these two expectation factors and dependent measures of anxiety and depression. As predicted, there were sex differences. Depression in men was negatively correlated with outcome expectations. No relationship for either sex was found between expectations of efficacy and symptomatology. Possible reasons for these findings were presented.

APA, Harvard, Vancouver, ISO, and other styles

7

Ross, Travis L., and Andrew J. Weaver. "Shall We Play a Game?" Journal of Media Psychology 24, no. 3 (January 2012): 102–12. http://dx.doi.org/10.1027/1864-1105/a000068.

Full text

Abstract:

Over the course of the last decade, many games have shifted from single player to shared social experiences. Yet, most research examining antisocial behavior has focused on coded content and ignored the influence of other players. This paper examines the influence of the behavior of another player on strategy selection, and the formation of expectations, enjoyment, frustration, and state aggression. It reports an experiment examining antisocial griefing behavior in the multiplayer game Neverwinter Nights, where observational learning, revenge seeking, and expectation formation are tested. The results show that (a) the first encounter that a player has in a game shapes both behavior and expectations; (b) environments that facilitate expectation of cooperation will lead to retaliation against players who grief, whereas environments that facilitate expectations of griefing will increase the frequency of griefing, but not the frequency of retaliation against players who grief; and (c) griefing decreases enjoyment, increases frustration, and increases state aggression for the recipient.

APA, Harvard, Vancouver, ISO, and other styles

8

Zeljko, Mick, Philip M. Grove, and Ada Kritikos. "Implicit expectation modulates multisensory perception." Attention, Perception, & Psychophysics 84, no. 3 (March 1, 2022): 915–25. http://dx.doi.org/10.3758/s13414-022-02460-z.

Full text

Abstract:

AbstractStimulus statistics can induce expectations that in turn can influence multisensory perception. In three experiments, we manipulate perceptual history by biasing stimulus statistics and examined the effect of implicit expectations on the perceptual resolution of a bistable visual stimulus that is modulated by sound. First, we found a general effect of expectation such that responses were biased in line with the biased statistics and interpret this as a bias towards an implicitly expected outcome. Second, expectation did not influence the perception of all types of stimuli. In both Experiment 1 and Experiment 2, integrated audio-visual stimuli were affected by expectation but visual-only and unintegrated audio-visual stimuli were not. In Experiment 3 we examined the sensory versus interpretational effects of expectation and found that contrary to our predictions, an expectation of audio-visually integrated stimuli was associated with impaired multisensory integration compared to visual-only or unintegrated audio-visual stimuli. Our findings suggest that perceptual experience implicitly creates expectations that influence multisensory perception, which appear to be about perceptual outcomes rather than sensory stimuli. Finally, in the case of resolving perceptual ambiguity, the expectation effect is an effect on cognitive rather than sensory processes.

APA, Harvard, Vancouver, ISO, and other styles

9

GRAVES, KRISTI D., and CINDY L. CARTER. "Outcome expectations and self-regulation in cancer patients: Reliability, initial factor structure, and relationships with benefit finding." Palliative and Supportive Care 3, no. 3 (September 2005): 209–19. http://dx.doi.org/10.1017/s1478951505050339.

Full text

Abstract:

Objective:The purpose of this research was to investigate outcome expectation and self-regulation measures within a sample of cancer patients and to explore relationships of these variables with benefit finding. The outcome expectation and self-regulation measures were evaluated for reliability and initial factor structure.Method:A convenience sample of 141 cancer patients completed study measures while waiting for appointments at a cancer center.Results:The measures demonstrated good reliability (alphas = .88 and .92, for outcome expectation and self-regulation respectively). Initial factor structure suggested six outcome expectation factors (managing symptoms, expressing emotions, talking about cancer, learning about cancer, managing self-image, and managing needs) and one self-regulation factor. Gender and treatment status were related to outcome expectations but not self-regulation. Outcome expectations and self-regulation were significant predictors of benefit-finding,F(8, 80) = 3.1,p= .005.Significance of the research:Measures of outcome expectations and self-regulation are reliable, are related to gender and clinical variables, and may be useful as predictors of cancer patients' ability to find benefits in their cancer experience.

APA, Harvard, Vancouver, ISO, and other styles

10

Wilson, Timothy D., Douglas J. Lisle, Dolores Kraft, and Christopher G. Wetzel. "Preferences as expectation-driven inferences: Effects of affective expectations on affective experience." Journal of Personality and Social Psychology 56, no. 4 (1989): 519–30. http://dx.doi.org/10.1037/0022-3514.56.4.519.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Gesualdo, Chrys, and Martin Pinquart. "Predictors of Coping with Health-related Expectation Violations among University Students." American Journal of Health Behavior 46, no. 4 (September 1, 2022): 488–96. http://dx.doi.org/10.5993/ajhb.46.4.9.

Full text

Abstract:

Objectives: Individuals often experience expectation violations related to the consumption of healthy food and physical activity and they may cope with expectation-disconfirming information by (1) ignoring the discrepancy (immunization), (2) increasing efforts to fulfill them (assimilation), or (3) changing their expectations (accommodation). We investigated whether valence, discrepancy magnitude, and controllability of the expectation disconfirming event predicted coping with expectation violations. Methods: A 2 (valence: positive vs negative) x 2 (discrepancy: larger vs smaller) x 2 (controllability: control vs no control) experimental design was implemented. Overall, we presented 297 university students with vignettes describing expectation violations and present different combinations of predictor levels. Results: Regarding physical activity, participants showed significantly higher accommodation when experiencing a better-than-expected event and showed significantly higher immunization when experiencing a worse-than-expected event. Regarding food consumption and physical activity, individuals experiencing lower discrepancy showed significantly higher immunization; individuals with control over the source of expectation disconfirmation showed significantly higher assimilation; and individuals without control over the source of expectation disconfirmation showed significantly higher accommodation.Conclusions: To promote the maintenance of healthy expectations, despite expectation violations, interventions could foster the perception of control as well as assimilative behavior.

APA, Harvard, Vancouver, ISO, and other styles

12

Kiran-Esen, Binnaz. "Analyzing Peer Pressure and Self-Efficacy Expectations Among Adolescents." Social Behavior and Personality: an international journal 40, no. 8 (September 1, 2012): 1301–9. http://dx.doi.org/10.2224/sbp.2012.40.8.1301.

Full text

Abstract:

The relationship between levels of peer pressure and self-efficacy expectations among adolescents was examined. The data were obtained from 546 high school students using the Self-efficacy Expectation Scale, developed by Muris (2001) and adapted into Turkish by Celikkaleli, Gündogdu, and Kıran-Esen (2006), and the Peer Pressure Scale (Kıran-Esen, 2003b). Although the findings showed significantly negative relationships between peer pressure and general and academic self-efficacy expectations in these adolescents, no relationships were found between peer pressure and social and emotional self-efficacy expectations. Moreover, general and academic self-efficacy expectations were higher in adolescents who were experiencing low levels of peer pressure than in adolescents with moderate and high levels of general and academic self-efficacy. However, no significant differences were observed in terms of social and emotional self-efficacy expectations.

APA, Harvard, Vancouver, ISO, and other styles

13

Johnston, Olivia, Helen Wildy, and Jennifer Shand. "‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students." Social Psychology of Education 24, no. 6 (October 20, 2021): 1535–56. http://dx.doi.org/10.1007/s11218-021-09668-1.

Full text

Abstract:

AbstractTeacher expectation research has continued to establish an association between what teachers expect of their students and what students accomplish academically. These expectations affect students when they are communicated by teachers through differential treatment in the class, but no qualitative research has sought adolescent students’ points of view about how they experience teacher expectation effects. This paper presents new research findings that explain how Grade 10 students experienced their teachers’ expectations in ways that they reflected impacted their academic outcomes. Classic grounded theory methods were used to develop this new knowledge, which has implications for how teachers are educated for, and practice, interacting with secondary school students. The findings are grounded in data from more than 100 interviews with students and 175 classroom observations in three Western Australian metropolitan public secondary schools. Students’ voices are projected, explaining how their teachers convey high academic expectations through classroom interactions that instil confidence in students. The discussion invokes a connection to Bandura’s Social Cognitive Theory and its enduring tenants of self-efficacy beliefs and mastery learning experiences.

APA, Harvard, Vancouver, ISO, and other styles

14

Park, Joonha, John W. Berry, and Mohsen Joshanloo. "Japanese people's attitudes toward acculturation and intercultural relations." Journal of Pacific Rim Psychology 16 (January 2022): 183449092210909. http://dx.doi.org/10.1177/18344909221090996.

Full text

Abstract:

Dealing with cultural diversity is one of the key challenges in contemporary societies, with Japan being no exception. However, relatively little is known about how minority group members are viewed by members of the dominant group. The current paper presents a study that evaluated three hypotheses that are related to these issues with a survey of 210 Japanese adult participants. The study also examines moderating roles of national identities in acculturation expectations and psychological functioning in the dominant group. Perceived security about the society in terms of national culture, and personal conditions in a multicultural society predict the most tolerant form of acculturation expectation. This association is mediated by one's multicultural ideology. Although acculturation expectations are not predictive of psychological functioning, particular national identity (i.e., internationalism) alleviates the negative effect of the closest form of expectation (exclusion) on psychological problems. The study implies the need for analysis on culture-specific constructs of multicultural society in perceptions and attitudes in the dominant group in Japanese society.

APA, Harvard, Vancouver, ISO, and other styles

15

Heit, Evan. "Modeling the Effects of Expectations on Recognition Memory." Psychological Science 4, no. 4 (July 1993): 244–52. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00268.x.

Full text

Abstract:

Expectations have consistent effects on recognition memory, but prior research has not explained these results. Three theories of how expectations affect recognition were compared. According to integration theory, the probability of recognizing a test item increases with its similarity to memory traces both for expected items and for studied items. In weighting theory and in distortion theory, recognition judgments are determined by similarity to memory traces solely for studied items. Weighting theory additionally assumes that expectation-congruent items and expectation-incongruent items have differently weighted influences. Distortion theory additionally assumes that memory traces for studied items are distorted to be more like what is expected. Predictions for the three theories were obtained by implementing them within a mathematical model of memory. These predictions were compared with the results obtained in a meta-analysis of stereotype effects on recognition (Stangor & McMillan, 1992). The conclusion was that only integration theory predicted these results.

APA, Harvard, Vancouver, ISO, and other styles

16

Pinquart, Martin, Adrian Rothers, Mario Gollwitzer, Zahra Khosrowtaj, Martin Pietzsch, and Christian Panitz. "Predictors of Coping With Expectation Violation: An Integrative Review." Review of General Psychology 25, no. 3 (July 29, 2021): 321–33. http://dx.doi.org/10.1177/10892680211024123.

Full text

Abstract:

The present review investigates factors that predict three processes that lead to persistence versus change of expectations after confrontation with expectation violations, based on the violated expectation (ViolEx) model and related models. We address four groups of predictors: (a) characteristics of the expectation, (b) characteristics of the expectation-violating event(s), (c) broader situational characteristics, and (d) personality characteristics. The bulk of studies conducted in this area looked at expectation change in the direction of the experienced violation (accommodation) as their central dependent variable. The strongest empirical support was found for accommodation being less likely and minimizing of the potential impact of the discrepant information (immunization) being more likely to occur (a) after the reality turns out to be worse rather than better than expected, (b) if disconfirming events are more ambiguous, and (c) if depressed rather than healthy people are confronted with better-than-expected events. Given the high heterogeneity between studies on assessed predictors, we recommend a more comprehensive and unifying approach that tests the relative impact and the interplay of the whole range of predictors across paradigms.

APA, Harvard, Vancouver, ISO, and other styles

17

Spalek, Thomas M. "A Direct Assessment of the Role of Expectation in Inhibition of Return." Psychological Science 18, no. 9 (September 2007): 783–87. http://dx.doi.org/10.1111/j.1467-9280.2007.01979.x.

Full text

Abstract:

An object hidden among distractors can be found more efficiently if previously searched locations are not reinspected. The inhibition-of-return (IOR) phenomenon indexes the tendency to avoid reinspections. Two accounts of IOR, that it is due to inhibition and that it is due to expectation, are generally regarded as incompatible. The relevant evidence to date, however, has been indirect: Inhibition or expectation has been inferred from response times or similar indirect measures. This article reports the first direct measure of IOR, obtained by asking observers to predict the location of the next target in a display containing eight possible locations on an imaginary circle. On any given trial, the previously cued location was chosen less frequently (impairment)—and the opposite location was chosen more frequently (facilitation)—than chance (choice of all other locations was at chance). The impairment is consistent with both inhibition and expectation accounts; the facilitation is consistent only with expectation accounts. This work also shows that inhibition and expectation are not necessarily incompatible: Implementing expectations may entail inhibiting previously cued locations.

APA, Harvard, Vancouver, ISO, and other styles

18

Ren, Yanna, Zhihan Xu, Fengxia Wu, Yoshimichi Ejima, Jiajia Yang, Satoshi Takahashi, Qiong Wu, and Jinglong Wu. "Does Temporal Expectation Driven by Rhythmic Cues Differ From That Driven by Symbolic Cues Across the Millisecond and Second Range?" Perception 48, no. 6 (May 2, 2019): 515–29. http://dx.doi.org/10.1177/0301006619847579.

Full text

Abstract:

Temporal expectation relies on different predictive information, such as regular rhythms and symbolic cues, to direct attention to a future moment in time to optimize behaviour. However, whether differences exist between temporal expectations driven by regular rhythms and symbolic cues has not been clearly established. In this study, 20 participants performed two temporal expectation tasks in which a rhythmic cue or a symbolic cue indicated (70% expected) that the target would appear after an interval of 500 ms (short), 1,500 ms (medium), or 2,500 ms (long). We found larger cueing effects for the rhythmic cued task than for the symbolic cued task during the short interval, indicating that rhythmic cues were more effective in improving performance. Furthermore, no significant difference was found during the longer interval, reflect that the behavioural differences between the two forms of temporal expectations were likely to diminish as the time interval increased. Thus, we speculate that the temporal expectation driven by rhythmic cues differs from that driven by symbolic cues only in the limited time range; however, the mechanisms underlying the two forms of temporal expectations trend to become more similar over increasing temporal scales.

APA, Harvard, Vancouver, ISO, and other styles

19

Napolitano, Christopher M., Kevin A. Hoff, Colin Wee Jian Ming, Naidan Tu, and James Rounds. "Great expectations: Adolescents' intentional self-regulation predicts career aspiration and expectation consistency." Journal of Vocational Behavior 120 (August 2020): 103423. http://dx.doi.org/10.1016/j.jvb.2020.103423.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Siguaw, Judy A., Xiaojing Sheng, and Penny M. Simpson. "Biopsychosocial and Retirement Factors Influencing Satisfaction With Life: New Perspectives." International Journal of Aging and Human Development 85, no. 4 (January 2, 2017): 332–53. http://dx.doi.org/10.1177/0091415016685833.

Full text

Abstract:

Founded on expectation confirmation theory and a resource perspective, this research examines the impact of retiree resources, retirement planning, conditions of work exit, and confirmation of retirement expectations on satisfaction with life in retirement. The study of 543 retirees found significant effects of retiree resources (i.e., self-efficacy, health, and income), confirmation of retirement expectations, ageism, retirement planning, and conditions of exit on retirees’ satisfaction with life. The study also showed that self-efficacy, activity participation, health, income, ageism, and retirement planning significantly impacted confirmation of retirement expectations, although conditions of exit did not significantly affect confirmation of retirement expectations.

APA, Harvard, Vancouver, ISO, and other styles

21

Shedden-Mora, Meike, Jannis Alberts, Keith Petrie, Johannes Laferton, Yvonne Nestoriuc, and Bernd Löwe. "The treatment expectation questionnaire (TEX-Q) – A generic multidimensional scale measuring patients' treatment expectations." Journal of Psychosomatic Research 121 (June 2019): 129–30. http://dx.doi.org/10.1016/j.jpsychores.2019.03.090.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Chen, Cheng-Hsui, Ya-Hui Chang, and Feng-Chun Fan. "Adolescents and Leisure Activities: The Impact of Expectation and Experience on Service Satisfaction." Social Behavior and Personality: an international journal 40, no. 2 (March 1, 2012): 259–65. http://dx.doi.org/10.2224/sbp.2012.40.2.259.

Full text

Abstract:

Although service quality has been found to be a key concept for organizations, it has rarely been applied to the leisure activities of adolescents. Therefore, in this research we examined the relationships among adolescents' expectations of quality, perceptions of quality of actual experiences, and satisfaction with those experiences. We also examined the relationship between expectation and actual experience in terms of the adolescents' satisfaction. A privately owned theme park in the middle of Taiwan was chosen as the location for the study and 392 high school students were recruited to take part. The results of regression analysis showed that adolescents' service expectations directly affect both their perceptions of actual experiences and their satisfaction. In addition, it was found that the adolescents' perceptions of actual experiences mediated between their service quality expectations and their satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

23

Erle, Thorsten Michael, and Sascha Topolinski. "Disillusionment." Experimental Psychology 65, no. 6 (November 2018): 332–44. http://dx.doi.org/10.1027/1618-3169/a000419.

Full text

Abstract:

Abstract. Recent research has shown that perceptual processes carry intrinsic affect. But prior studies have only manipulated the occurrence of perceptual processes by presenting two different stimulus categories. The present studies go beyond this by manipulating perceptual expectations for identical stimuli. Seven experiments demonstrated that objectively identical stimuli become visually disappointing and are liked less when they violate the expectation that an intrinsically pleasant perceptual process will occur compared to when there is no perceptual expectation. These effects were specific to violations of perceptual expectations. By using between-subjects designs, participants’ insight into the experimental manipulation was prevented. In combination with the use of identical stimuli across conditions, this provides the most stringent test of the idea that perception is intrinsically (un-)pleasant yet. The results are related to predictive coding frameworks and provide an explanation for why people sometimes enjoy additional perceptual effort.

APA, Harvard, Vancouver, ISO, and other styles

24

Zuanazzi, Arianna, and Uta Noppeney. "The Intricate Interplay of Spatial Attention and Expectation: a Multisensory Perspective." Multisensory Research 33, no. 4-5 (March 17, 2020): 383–416. http://dx.doi.org/10.1163/22134808-20201482.

Full text

Abstract:

Abstract Attention (i.e., task relevance) and expectation (i.e., signal probability) are two critical top-down mechanisms guiding perceptual inference. Attention prioritizes processing of information that is relevant for observers’ current goals. Prior expectations encode the statistical structure of the environment. Research to date has mostly conflated spatial attention and expectation. Most notably, the Posner cueing paradigm manipulates spatial attention using probabilistic cues that indicate where the subsequent stimulus is likely to be presented. Only recently have studies attempted to dissociate the mechanisms of attention and expectation and characterized their interactive (i.e., synergistic) or additive influences on perception. In this review, we will first discuss methodological challenges that are involved in dissociating the mechanisms of attention and expectation. Second, we will review research that was designed to dissociate attention and expectation in the unisensory domain. Third, we will review the broad field of crossmodal endogenous and exogenous spatial attention that investigates the impact of attention across the senses. This raises the critical question of whether attention relies on amodal or modality-specific mechanisms. Fourth, we will discuss recent studies investigating the role of both spatial attention and expectation in multisensory perception, where the brain constructs a representation of the environment based on multiple sensory inputs. We conclude that spatial attention and expectation are closely intertwined in almost all circumstances of everyday life. Yet, despite their intimate relationship, attention and expectation rely on partly distinct neural mechanisms: while attentional resources are mainly shared across the senses, expectations can be formed in a modality-specific fashion.

APA, Harvard, Vancouver, ISO, and other styles

25

Hussein, Hisham M., Salma F. Alshammari, Ibtisam A. Alanazi, Gharam M. Alenzy, and Renad H. Alrashidy. "SEX-RELATED DIFFERENCES IN PHYSICAL THERAPY CAREER EXPECTATIONS IN HA’IL, SAUDI ARABIA." Acta Neuropsychologica 20, no. 4 (November 13, 2022): 385–92. http://dx.doi.org/10.5604/01.3001.0016.1050.

Full text

Abstract:

Social and cultural factors can lead to gender-biased expectations in physical therapy (PT) career. In Saudi Arabia, female physical therapists might be undergoing more cultural competencies than males to develop their career. This study aimed to investigate whether there are differences between men and women physical therapists (PTs) in their career expectations in Saudi Arabia. We tested 496 responses 192 (38.7%) were males and 307 (61.3%) were females. 325 (65.5%) responses were obtained from students including those in the internship year while the rest of the responses 171 (34.5%) were from graduated PTs. A descriptive cross-sectional study was undertaken using a questionnaire sent electronically to PT students and graduates in Ha’il City, Saudi Arabia. The answers to questions regarding the future career expectation and the perception of PT career among other healthcare professions were analyzed. Statistically higher female numbers were expected to conduct research activity, become faculty teaching staff, continue their education, and attend special courses. No sex-related differences were found regarding the expectation to occupy a governmental job, own a private business and participate as an active member of the Saudi Physical Therapy Association. A higher proportion of females see that PT practice is as independent and prestigious as other medical and health specialties. Both genders considered PT is an prestigious as other heakth professions. There are sex-related differences in PT career expectations and the perception of PT career compared to other healthcare professions.

APA, Harvard, Vancouver, ISO, and other styles

26

Lax, Teresa, Metin Başoǧlu, and Isaac M. Marks. "Expectancy and Compliance as Predictors of Outcome in Obsessive-Compulsive Disorder." Behavioural and Cognitive Psychotherapy 20, no. 3 (July 1992): 257–66. http://dx.doi.org/10.1017/s0141347300017237.

Full text

Abstract:

Forty-nine obsessive-compulsive ritualizers had clomipramine and live exposure in a randomized controlled design. The effect on outcome of pre-treatment expectations from psychological and from drug treatment and of subsequent compliance with exposure instructions was studied. Exposure instructions led to greater pre-treatment expectations than did anti-exposure instructions, but this did not affect outcome, suggesting that the effect of exposure was not due to expectation. Initially, more ill patients expected more from drug but improved less. Compliance with psychological treatment did not predict better improvement, but most patients were fairly compliant.

APA, Harvard, Vancouver, ISO, and other styles

27

Pinquart, Martin, Dominik Endres, Sarah Teige-Mocigemba, Christian Panitz, and Alexander C. Schütz. "Why expectations do or do not change after expectation violation: A comparison of seven models." Consciousness and Cognition 89 (March 2021): 103086. http://dx.doi.org/10.1016/j.concog.2021.103086.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Knowles, Ann D., and Marilyn McMahon. "Expectations and Preferences Regarding Confidentiality in the Psychologist-Client Relationship." Australian Psychologist 30, no. 3 (November 1995): 175–78. http://dx.doi.org/10.1080/00050069508258928.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Munger, Richard L. "Expectancies of Rural and Urban Parents Applying for Children's Services at Community Mental Health Centers." Psychological Reports 63, no. 3 (December 1988): 729–30. http://dx.doi.org/10.2466/pr0.1988.63.3.729.

Full text

Abstract:

Responses to a 15-item Expectation Survey Questionnaire from 256 parents who were applying for children's services showed similar expectations from parents of rural and urban residence: family, friends, or school personnel gave advice; the center would have child specialists, such as counselors, psychologists, and psychiatrists to help children and mothers; appointments within a week were likely; and talking not medication would characterize treatments.

APA, Harvard, Vancouver, ISO, and other styles

30

Mann, J. W. "FUTURE SITUATION AND PERSONALITY." Social Behavior and Personality: an international journal 24, no. 1 (January 1, 1996): 47–52. http://dx.doi.org/10.2224/sbp.1996.24.1.47.

Full text

Abstract:

Expectations about the future were elicited from a class of 322 South African university students who were divided into four groups. Subjects completed a questionnaire about the near or far future and about the expected influence of either the outside situation or personality. The main finding was that subjects tilted towards the expectation that their personalities would dominate their futures, whether five or twenty-five years hence.

APA, Harvard, Vancouver, ISO, and other styles

31

Sears, David RW, Marcus T. Pearce, Jacob Spitzer, William E. Caplin, and Stephen McAdams. "Expectations for tonal cadences: Sensory and cognitive priming effects." Quarterly Journal of Experimental Psychology 72, no. 6 (November 30, 2018): 1422–38. http://dx.doi.org/10.1177/1747021818814472.

Full text

Abstract:

Studies examining the formation of melodic and harmonic expectations during music listening have repeatedly demonstrated that a tonal context primes listeners to expect certain (tonally related) continuations over others. However, few such studies have (1) selected stimuli using ready examples of expectancy violation derived from real-world instances of tonal music, (2) provided a consistent account for the influence of sensory and cognitive mechanisms on tonal expectancies by comparing different computational simulations, or (3) combined melodic and harmonic representations in modelling cognitive processes of expectation. To resolve these issues, this study measures expectations for the most recurrent cadence patterns associated with tonal music and then simulates the reported findings using three sensory–cognitive models of auditory expectation. In Experiment 1, participants provided explicit retrospective expectancy ratings both before and after hearing the target melodic tone and chord of the cadential formula. In Experiment 2, participants indicated as quickly as possible whether those target events were in or out of tune relative to the preceding context. Across both experiments, cadences terminating with stable melodic tones and chords elicited the highest expectancy ratings and the fastest and most accurate responses. Moreover, the model simulations supported a cognitive interpretation of tonal processing, in which listeners with exposure to tonal music generate expectations as a consequence of the frequent (co-)occurrence of events on the musical surface.

APA, Harvard, Vancouver, ISO, and other styles

32

Zondag, Hessel J. "Motivation for the Pastoral Profession in the Netherlands." Journal of Psychology and Theology 28, no. 2 (June 2000): 109–18. http://dx.doi.org/10.1177/009164710002800203.

Full text

Abstract:

Expectancy theory has been utilized by organizational psychology to explore the expectations and valuations of individuals in various professions. This study employs expectancy theory to clergy, investigating pastors' personal motivations, or values, for assuming pastoral ministry and the subsequent expectation that these values will be honored by their activities within the pastorate. The responses of 235 pastors from Catholic and Protestant denominations on a 24-item questionnaire devised to gauge pastoral motivation and adapted to assess pastoral expectations were factor analyzed and correlated in this exploratory study. The analysis yielded four robust factors. The first two motives found to be dominant were the pursuit of a Christian Way of Life and Anthropocentric Altruism. Anthropocentric Egoism and Theocentric Egoism, although secondary motivations, were theoretically meaningful in the understanding of pastoral motivations and expectations. The impact of expectations upon pastoral well-being and resilience against burnout is discussed.

APA, Harvard, Vancouver, ISO, and other styles

33

Savinova, Anna, and Sergei Korovkin. "Surprise! Why Insightful Solution Is Pleasurable." Journal of Intelligence 10, no. 4 (November 7, 2022): 98. http://dx.doi.org/10.3390/jintelligence10040098.

Full text

Abstract:

Insight problems—as a type of ill-defined problems—are often solved without an articulate plan, and finding their solution is accompanied by the Aha! experience (positive feeling from suddenly finding a solution). However, the solution of such problems can also be guided, for example, by expectations in terms of criteria for achieving the goal. We hypothesize that adjusting the expectation accuracy based on the reward prediction error (discrepancy between the reward and its prediction) affects the strength of affective components of the Aha! experience (pleasure and surprise), allowing to learn how to solve similar problems. We manipulated expectation accuracy by varying the similarity in problem solution principle and structure in a short learning set. Each set was followed by a critical problem where both the structure and solution principle were changed (except for control set). Subjective feelings, solution time, and expectation were measured after each problem. The results revealed that problems with similarities become more expected at the end of the set and their solution time is decreased. However, the critical problem featured a rapid increase in pleasure and surprise and decrease in expectedness only in the condition where both the solution principle and structure were expected, suggesting that problem structure is a key feature determining expectedness in insight problem solving. The Aha! experience is not an epiphenomenon; it plays a role in learning of problem solving through adjusting expectations.

APA, Harvard, Vancouver, ISO, and other styles

34

Kashian, Nicole, and Joseph B. Walther. "Does Uncertainty Reduction Facilitate the Perceptual Disconfirmation of Negative Expectancies in Computer-Mediated Communication?" Journal of Media Psychology 30, no. 3 (July 2018): 139–49. http://dx.doi.org/10.1027/1864-1105/a000188.

Full text

Abstract:

Abstract. This study tests two models of perceptual disconfirmation. Perceptual disconfirmation occurs when individuals have a negative expectation regarding their future conversation partners’ demeanor, but after conversing with and influencing their partners’ behavior, individuals’ assessment of their partners’ demeanor becomes more positive. This effect is, so far, novel to computer-mediated communication: When individuals with similar expectancies get acquainted using phone or face-to-face channels their negative preinteraction expectancies persist and assessments remain unchanged. This experiment explored the extent to which questions and disclosures, and partners’ disclosive responses, mediated perceptual disconfirmation. Individuals were led to believe that a dyadic conversation partner was either in a bad mood (negative and malleable expectation) or had a bad personality (negative and nonmalleable expectation). After a 30-min online conversation to get acquainted, perceptual disconfirmation emerged, although the verbal strategies did not mediate the effect. This study raises new questions about the process by which individuals who have negative expectancies of their future conversation partners defy these negative expectations and shift their attitudes to become more positive online.

APA, Harvard, Vancouver, ISO, and other styles

35

Setiawan, Nugroho Arief, and Alfia Zahrotu Milati. "Hubungan Antara Harapan Dengan Quarter Life Crisis Pada Mahasiswa Yang Mengalami Toxic Relationship." ANFUSINA: Journal of Psychology 5, no. 1 (April 23, 2022): 13–24. http://dx.doi.org/10.24042/ajp.v5i1.13985.

Full text

Abstract:

Quarter life crisis is an emotional crisis experienced by individuals who are in the transition phase from adolescence to early adulthood (emerging adulthood). Students as individuals in their early adulthood need to have a solution in order to properly deal with this quarter life crisis period. Hope can reduce distress and foster a positive effect. The purpose of this study was to determine the relationship between hope and quarter life crisis in students who experience toxic relationships. The population in this study were students of the State Islamic University of Raden Intan Lampung. The sampling technique used is purposive sampling. The sample in this study amounted to 92 respondents. The measuring tools used are the quarter life crisis scale and the expectation scale. The analysis technique used is product moment correlation with the help of IBM SPSS ver 25 software for windows. The results showed that the majority of students were in the moderate category of quarter life crisis where women were higher than men. The expectation variable shows that the expectations that students have are mostly in the moderate category, both are in the same category. The results of the analysis show that expectations have a significant negative effect on the quarter life crisis (R= -0.431, R Square= 0.185, p 0.01), which means that the higher the expectation, the lower the quarter life crisis experienced. And conversely, the lower the expectation, the higher the quarter life crisis experienced. Judging from the value of R Square, the expectation has an effect of 18.5% on the quarter life crisis, and the other 81.5% is influenced by other variables outside the study.Key Word: Hope, Quarter Life Crisis, Toxic Relationship

APA, Harvard, Vancouver, ISO, and other styles

36

Evans, Ron L., Keith M. Smith, Eugen M. Halar, and Carol L. Kiolet. "Effect of Expectation and Level of Adjustment on Treatment Outcome." Psychological Reports 57, no. 3 (December 1985): 936–38. http://dx.doi.org/10.2466/pr0.1985.57.3.936.

Full text

Abstract:

This analysis assessed the hypothesis that a relation between adjustment prior to treatment and client outcome, based on documented theoretical observations about similar relationships between clients' expectations and subsequent adjustment after therapeutic counseling, is curvilinear. A sample of 77 outpatients at a University-affiliated hospital completed self-assessments using standardized adjustment scales. There was no curvilinear relationship between prior adjustment and outcome, but a linear relationship between expectation and self-assessed outcome was observed.

APA, Harvard, Vancouver, ISO, and other styles

37

Wiggins, Matthew S., and Robert J. Brustad. "Perception of Anxiety and Expectations of Performance." Perceptual and Motor Skills 83, no. 3 (December 1996): 1071–74. http://dx.doi.org/10.2466/pms.1996.83.3.1071.

Full text

Abstract:

The purpose of this study was to examine expectations of performance and the directionality of anxiety. Directionality refers to the facilitative or debilitative aspects of anxiety. Subjects were 91 athletes competing in soccer, swimming, and track and field. The Competitive State Anxiety Inventory-2 with an added Facilitative/Debilitative scale and Expectation of Performance scale was employed. Analysis showed that athletes with lower scores on cognitive and somatic anxiety, and higher scores on self-confidence perceived their anxiety as more facilitative of performance. These athletes also had significantly higher scores on the Expectation of Performance scale.

APA, Harvard, Vancouver, ISO, and other styles

38

Липская, Татьяна Алексеевна, and Ольга Валентиновна Кузьменкова. "THE CONTENT OF TEACHERS’ EXPECTATIONS ON THE ROLE OF A PSYCHOLOGIST IN THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARD." Pedagogical Review, no. 1(35) (February 10, 2021): 143–51. http://dx.doi.org/10.23951/2307-6127-2021-1-143-151.

Full text

Abstract:

Рассматривается вопрос представлений педагогов образовательных учреждений о роли школьного психолога в современном образовательном процессе. Подчеркивается особая роль школьного психолога, осуществляющего психологическую поддержку всех субъектов образовательного процесса в условиях внедрения федеральных государственных образовательных стандартов. Представлены результаты изучения экспектаций педагогов об основных целях деятельности, направлениях и формах работы педагога-психолога в условиях реализации федеральных государственных образовательных стандартов. Дана характеристика представлений педагогов о профессионально важных качествах школьного психолога, работающего в современных образовательных условиях. В перечень наиболее значимых профессиональных качеств школьного психолога вошли: доброжелательность, жизненный опыт, интеллектуальность, любовь к людям, ответственность, отзывчивость, стремление к сотрудничеству, уважение к личности, умение работать в команде, умение слушать. Описаны основные задачи, выделяемые педагогами, которые, по их мнению, являются наиболее приоритетными в рамках деятельности школьного психолога по отношению к разным субъектам образовательного процесса. Выделены значимые социально-психологические условия профессиональной деятельности педагога-психолога в реализации федеральных государственных образовательных стандартов. Выявлена высокая степень заинтересованности педагогов образовательных учреждений в сопровождении педагогом-психологом образовательного процесса в современных условиях. The article deals with the question of the ideas of teachers of educational institutions about the role of a school psychologist in the modern educational process. The special role of the school psychologist, who provides psychological support to all subjects of the educational process in the context of the introduction of federal state educational standards, is emphasized. The article presents the results of studying teachers’ expectations on the main goals of activity, directions and forms of work of a teacher-psychologist in the conditions of implementation of federal state educational standards. The characteristic of teachers’ ideas about professionally important qualities of a school psychologist working in modern educational conditions is given. The list of the most significant professional qualities of a school psychologist includes: benevolence, life experience, intelligence, love for people, responsibility, responsiveness, desire for cooperation, respect for the individual, ability to work in a team, ability to listen. The main tasks identified by teachers are described, which, in their opinion, are the most priority within the framework of the school psychologist’s activity in relation to different subjects of the educational process. Significant socio-psychological conditions of professional activity of a teacher-psychologist in the implementation of federal state educational standards are highlighted. A high degree of interest of teachers of educational institutions accompanied by a teacher-psychologist of the educational process in modern conditions is revealed.

APA, Harvard, Vancouver, ISO, and other styles

39

Kristop, Carlos A., Santiago J. Moreno, and J. Fernando Anta. "What do listeners understand by “continuity” and “closure”? Tracking down the links between tonal expectancy, music training, and conceptualization." Psychology of Music 48, no. 3 (October 10, 2018): 344–57. http://dx.doi.org/10.1177/0305735618803000.

Full text

Abstract:

In two studies, the following hypothesis was tested: music training promotes the formation of two conceptually driven schemas of tonal expectancy, continuation, or the expectation that a melody will move to a (relatively) unstable tone, and closure, or the expectation that a melody will move to a (relatively) stable tone. Specifically, musicians and nonmusicians were asked to rate how well various melodic fragments either “continued” or “ended” with a set of probe tones (Study 1), or to do this but with the caveat that “continuation” meant “not ending/completion,” and vice versa (Study 2). When judging completion, both groups of listeners showed expectations for the most stable tones of the key, that is, those of the tonic chord. When judging continuation, the same was the case in nonmusicians, indicating that in untrained listeners tonal cognition is partially nonconceptual—that is, that categorization of stable tones is not systematic. Instead, musicians showed expectations for a subset of relatively unstable tones, those of the dominant chord (Study 1), especially when discriminating between “continuations” and “completions” (Study 2). These findings support the hypothesis that there is a link between tonal expectancy, music training, and conceptualization, and provide novel information regarding how tonal concepts are hierarchically interrelated.

APA, Harvard, Vancouver, ISO, and other styles

40

Ekberg, Stuart, Rebecca K. Barnes, David S. Kessler, Selman Mirza, Alan A. Montgomery, Alice Malpass, and Alison R. G. Shaw. "Relationship between Expectation Management and Client Retention in Online Cognitive Behavioural Therapy." Behavioural and Cognitive Psychotherapy 43, no. 6 (June 24, 2014): 732–43. http://dx.doi.org/10.1017/s1352465814000241.

Full text

Abstract:

Background: Engaging clients from the outset of psychotherapy is important for therapeutic success. However, there is little research evaluating therapists’ initial attempts to engage clients in the therapeutic process. This article reports retrospective analysis of data from a trial of online cognitive behavioural therapy (CBT) for depression. Qualitative and quantitative methods were used to evaluate how therapists manage clients’ expectations at the outset of therapy and its relationship with client retention in the therapeutic intervention. Aims: To develop a system to codify expectation management in initial sessions of online CBT and evaluate its relationship with retention. Method: Initial qualitative research using conversation analysis identified three communication practices used by therapists at the start of first sessions: no expectation management, some expectation management, and comprehensive expectation management. These findings were developed into a coding scheme that enabled substantial inter-rater agreement (weighted Kappa = 0.78; 95% CI: 0.52 to 0.94) and was applied to all trial data. Results: Adjusting for a range of client variables, primary analysis of data from 147 clients found comprehensive expectation management was associated with clients remaining in therapy for 1.4 sessions longer than those who received no expectation management (95% CI: -0.2 to 3.0). This finding was supported by a sensitivity analysis including an additional 21 clients (1.6 sessions, 95% CI: 0.2 to 3.1). Conclusions: Using a combination of qualitative and quantitative methods, this study suggests a relationship between expectation management and client retention in online CBT for depression, which has implications for professional practice. A larger prospective study would enable a more precise estimate of retention.

APA, Harvard, Vancouver, ISO, and other styles

41

Cassinat, Jenna R., and Alexander C. Jensen. "Following in your sibling’s steps: Sibling influence and young adults’ marital attitudes." Journal of Social and Personal Relationships 37, no. 3 (October 22, 2019): 885–905. http://dx.doi.org/10.1177/0265407519881511.

Full text

Abstract:

This study explored the role of sibling modeling and differentiation in young adults’ beliefs about marriage and expectation of marriage in reference to their perception of their closest aged sibling’s marital centrality. Siblings play an important role in socialization, yet their role in young adulthood, and in relation to attitudes about marriage, has received limited attention. Marriage is an important aspect of development for young adults; therefore, this study specifically examined the role of sibling modeling and differentiation in young adults’ formation of expectation of marriage and marital centrality. Data came from 1,258 unmarried young adults (age 18–29 years) from across the U.S. ( M = 25.02; SD = 2.60; 47% female). Models for marital centrality were tested using hierarchical ordinary least squares regression, and models for the expectation of marriage were examined using binary logistic regression. Findings revealed that siblings’ beliefs and expectations to marry were more closely related in conditions of high modeling. For those with only one sibling, greater differentiation was linked to less similarity between siblings’ marital centrality. Siblings therefore may play an important role in young adults’ expectation of marriage and beliefs about marital centrality.

APA, Harvard, Vancouver, ISO, and other styles

42

Wirth, James H., Michael J. Bernstein, Eric D. Wesselmann, and Angie S. LeRoy. "Social cues establish expectations of rejection and affect the response to being rejected." Group Processes & Intergroup Relations 20, no. 1 (July 27, 2016): 32–51. http://dx.doi.org/10.1177/1368430215596073.

Full text

Abstract:

Violating one’s expectations of inclusion may influence the pain of rejection. This is supported by neurological evidence on expectation violation processing (Somerville, Heatherton, & Kelley, 2006). We asked: Can an expectation of a specific social outcome affect how it feels to be rejected or included? We tested the premise that expectations for the outcome of an interaction are derived from social information. Participants were either liked or disliked following a get-acquainted exercise (Study 1), or were given inclusionary versus exclusionary cues (Study 2) or no social information (Study 3) in an imagined scenario before being rejected or included. Rejection felt worse than inclusion; however, we found rejected individuals felt increasingly worse after receiving inclusionary cues than receiving exclusionary cues. Included individuals felt an increase in need satisfaction and reduced negative affect when they initially expected to be rejected compared to when they expected to be included.

APA, Harvard, Vancouver, ISO, and other styles

43

Bravo, Diamond Y., Russell B. Toomey, Adriana J. Umaña-Taylor, Kimberly A. Updegraff, and Lauden B. Jahromi. "Growth trajectories of Mexican-origin adolescent mothers’ educational expectations." International Journal of Behavioral Development 41, no. 2 (July 10, 2016): 165–74. http://dx.doi.org/10.1177/0165025415616199.

Full text

Abstract:

Pregnant and parenting adolescents are at significant risk for educational underachievement. Educational expectations play a critical role for understanding subsequent educational attainment; yet, limited empirical attention has been given to changes in educational expectations across the transition to parenthood among adolescent mothers. This longitudinal study explored stability and change in educational expectations across the transition to parenthood among 191 first-time pregnant Mexican-origin adolescents ( Mage = 16.76, SD = .98). The current study also examined how several contextually relevant risk and protective factors were associated with differential patterns of educational trajectories across this transition and subsequent educational attainment. Latent class growth analyses revealed three educational expectation trajectories: low and stable (< high-school degree), moderate and increasing (≈ associate degree), and high and increasing (≈ bachelor’s degree). Adolescent mothers in the low and stable group encountered several educational risk factors that partially explained their probability of membership in this trajectory and subsequent lower attainment. Conversely, probability of membership in the high and increasing expectations class was partially explained by adolescents’ on-track school status at the time of pregnancy and their mother figures’ educational expectations for their pregnant daughters. These findings have implications for understanding the malleable factors that help to explain why some adolescent mothers describe consistently high educational expectations and subsequent higher attainment, while others do not.

APA, Harvard, Vancouver, ISO, and other styles

44

Robinson, Selina M., and John Walsh. "Cognitive Factors Affecting Abstinence among Adolescent Polysubstance Abusers." Psychological Reports 75, no. 1 (August 1994): 579–89. http://dx.doi.org/10.2466/pr0.1994.75.1.579.

Full text

Abstract:

To examine cognitive variables in the maintenance of abstinence among polysubstance-abusing adolescents, analyses of data from 86 adolescents (31 current users, 24 relapsers, and 31 abstainers) were done. Significant differences among these groups were found on a number of cognitive measures. Adolescents successful in maintaining abstinence possessed greater strategic knowledge and greater strategy-related self-efficacy. Further, adolescents who remained abstinent experienced greater reduction in their perceived risk of relapse when exposed to high-risk situations and experienced a corresponding increase in general expectation of enduring abstinence. An exploratory path analysis yielded some unexpected multivariate relationships. In particular, adolescents' knowledge of coping skills and strategy-related self-efficacy did not affect directly their expectations for continued abstinence. Instead, knowledge of coping skill and skill-related confidence appeared to function primarily to free the adolescent from perceptions of risk for relapse and only indirectly to enhance expectations of lasting sobriety.

APA, Harvard, Vancouver, ISO, and other styles

45

Kalkhoff, Will, David Melamed, Josh Pollock, Brennan Miller, Jon Overton, and Matthew Pfeiffer. "Cracking the Black Box: Capturing the Role of Expectation States in Status Processes." Social Psychology Quarterly 83, no. 1 (November 25, 2019): 26–48. http://dx.doi.org/10.1177/0190272519868988.

Full text

Abstract:

A fundamental task for sociology is to uncover the mechanisms that produce and reproduce social inequalities. While status characteristics theory is the favored account of how social status contributes independently to the maintenance of inequality, it hinges on an unobserved construct, expectation states, in the middle of the causal chain between status and behavior. Efforts to test the mediation mechanism have been complicated by the implicit, often unconscious, nature of status expectations. To solve this “black box” problem, we offer a new conceptualization and research approach that capitalizes on the accuracy and precision of neurological measurement to shed new light on the biasing role of expectations in the status–behavior relationship. Results from an experimental study provide a unique illustration of ways in which social status is inscribed in the brain and how, in turn, these inscriptions are related to behavioral inequalities that emerge during interaction.

APA, Harvard, Vancouver, ISO, and other styles

46

Iedema, Jurjen, and Matthijs Poppe. "Causal attribution and self‐justification as explanations for the consensus expectation of one's social value orientation." European Journal of Personality 8, no. 5 (December 1994): 395–408. http://dx.doi.org/10.1002/per.2410080505.

Full text

Abstract:

This study focuses on explanations for the perceived consensus of one's own social value orientation. The prediction of the triangle hypothesis that the consensus expectation of individualistic and competitive people is higher than that of cooperative people was partially supported. Only individualists expected their own orientation more frequently of other people. According to a causal attribution explanation, it was expected that subjects' causal attributions for their own orientation to internal and external causes influenced their consensus expectations. Only attributions to internal causes differed significantly between subjects with different orientations and corresponded with their consensus estimates. Individualism was attributed least internally, cooperation most internally, and competition in between. Additionally, direct support for the effect of internal attributions on consensus expectations was found. Compared with subjects who attributed their own orientation more internally, subjects who attributed it less internally were more likely to expect their own orientation among other people. According to a self‐justification explanation, it was hypothesized that the consensus expectations of individualists and competitors would be higher when first their own social orientation was assessed and then the orientation they expected to predominate among others than in the reversed order. This hypothesis was not supported.

APA, Harvard, Vancouver, ISO, and other styles

47

Huang, Jinsong, Rong Chen, and Xia Wang. "Factors influencing intention to forward short Internet videos." Social Behavior and Personality: an international journal 40, no. 1 (February 1, 2012): 5–14. http://dx.doi.org/10.2224/sbp.2012.40.1.5.

Full text

Abstract:

Interpersonal short video forwarding is currently one of the most popular activities of Internet users. One of the key factors that affects this online interpersonal behavior is forwarding intention. In this study, a quality perception → benefit expectation → intention model was proposed to explain the formation of video forwarding intention. To test the model data were collected from 210 undergraduate students. The results showed that perceptions of the quality of the content and empathy affect 3 benefit expectations of control, inclusion, and affection. In addition, control, inclusion, and affection affect forwarding intention.

APA, Harvard, Vancouver, ISO, and other styles

48

Kube, Tobias. "If the discrepancy between expectations and actual information is too large, expectation change decreases – A replication study." Journal of Behavior Therapy and Experimental Psychiatry 79 (June 2023): 101831. http://dx.doi.org/10.1016/j.jbtep.2022.101831.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Akem, Akor Isaiah, and Victor Tavershima Ukeli. "Perceived Roles and Function of School Psychologists by College of Education Students." International Letters of Social and Humanistic Sciences 15 (October 2013): 49–59. http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.49.

Full text

Abstract:

The purpose of this study was to examine College of Education students’ perceptions of school psychologist’s roles and functions. Participants were 200 (164) students in College of Education, Katsina-Ala. A questionnaire was employed to collect the data. It was found that college students majoring in secondary education rated all roles/functions as significantly more important than those majoring in primary education (p < .05). Students majoring in secondary education and those majoring in primary education differed significantly in their expectation on who they thought should serve the various roles and functions of a school psychologist if a school psychologist is not available. NCE 2 rated all of the roles/functions significantly higher than did NCE 1 (p < .05). However, NCE 1 and NCE 2 did not differ significantly (p > .01) on who they thought should perform the various roles and functions of an unavailable school psychologist. Implications of the findings were also presented in this article.

APA, Harvard, Vancouver, ISO, and other styles

50

Newcombe, Nora S., Julia Sluzenski, and Janellen Huttenlocher. "Preexisting Knowledge Versus On-Line Learning." Psychological Science 16, no. 3 (March 2005): 222–27. http://dx.doi.org/10.1111/j.0956-7976.2005.00807.x.

Full text

Abstract:

Contemporary knowledge of infant cognition relies heavily on violation-of-expectation experiments. However, there are two ways to conceptualize what occurs in such studies. Babies may react to anomalous test events because of preexisting world knowledge. Alternatively, they may react because they have learned about events during the familiarization period. One way to distinguish these possibilities is to contrast familiarization with everyday versus anomalous events. In the studies we report here, we used this method to probe the nature of 5-month-olds' expectations about the locations of objects hidden in sand and later revealed. In Experiment 1, infants who initially saw everyday events did react to anomalous ones, as found previously, whereas infants who initially saw anomalous events did not react to everyday events. In Experiment 2, two alternative explanations of this pattern were ruled out. We conclude that by the age of 5 months, infants have expectations regarding the location of objects in continuous space.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Expectation (Psychologie)'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles