The moderating role of cultural orientation in explaining temporal orientation of self-referencing

A psychological process called self-referencing justifies the use of ‘you’ statements in advertisements; the more an individual relates an ad to him/herself, the greater the likelihood of recall and favorable evaluation. Self-referencing can be differentiated based on the temporal dimension of the self being activated while processing advertisements: when people remember themselves in the past they engage in retrospective self-referencing whereas they engage in anticipatory self-referencing when imagining themselves in the future. The current study examined the moderating role of consumers’ cultural background (i.e. long-term vs. short-term orientation) on the effects of temporal orientation of self-referencing. A corollary of this premise is that the match between cultural time orientation and the type of self-referencing activated by an ad will increase the extent of viewers’ self-referencing as well as advertising effectiveness. Further, this study confirmed a mediating role of self-referencing in explaining the match effects. The findings inform the extant literature on self-referencing and also provide managerial implications for international advertising practitioners.     

Accountability and the Framing Power of Visual Technologies: How Do Visualized Reconstructions of Incidents Influence Public and Political Accountability Discussions?

In this article visual technologies and their use in three reconstructions after an incident are linked with accountability issues. Conclusions are drawn on the relation between administration, the choice of technology to create and distribute visual occurrences, and society and how visualizations are used to frame accountability issues.     

Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach

This study identified common patterns in Pedagogical Content Knowledge (PCK) of three exemplary teachers who have voluntarily sustained the implementation of an argument-based inquiry approach, and explored how those patterns relate to their sustained implementation. Results indicate that teachers’ orientations aligned with argument-based inquiry, especially as to how students learn, are essential for their sustained implementation. Their orientations are strongly connected with two other components of PCK (i.e., Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations), which mutually interact with the sustainability of the implementation.     

Framing of transitional pedagogic practices in the sciences: enabling access

Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein’s ([1990. Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse. London: Routledge; 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham: Rowman and Littlefield]) thesis that, through differential framing of pedagogic practices, the curriculum has capacity to accommodate all groups of students. Pedagogic practices in both a science foundation course and four first-year mainstream science courses in a higher education institution in the South African context are examined. Whilst the foundation course exhibits modalities that generally favour access, the mainstream courses have some modalities that appear to be constraining. It is argued from a social justice perspective that holistic curriculum transformations that better enable epistemic transitions are an urgent imperative, and that consideration of differential framing of pedagogic modalities offer a close-up empirical means of conceptualising such reforms.     

‘You shouldn’t be making people feel bad about having sex’: exploring young adults’ perceptions of a sex-positive sexual health text message intervention

Young adults are disproportionately affected by negative sexual health outcomes, such as sexually transmitted infections. One strategy for reducing such negative outcomes involves the use of comprehensive sexual health education. As comprehensive sexual health education programmes are adopted, there is a need to evaluate the messaging approaches that might best connect with young people. Sex-positive approaches, which describe sex as a healthy practice and personal choice, are becoming popular, but whether this strategy works has not been tested from a message design perspective. This study examines the reactions of young adults to sex-positive or sex-negative messages, framed as a gain or loss, designed for a text message-based intervention. Participants quantitatively evaluated 24 messages on their mobile phones. Gain frames were preferred over loss frames, and sex-positive messages were rated as more believable and persuasive. An interaction between the two concepts was also found. Results highlight how sex-positive messages that focus on the benefits of certain behaviours tend to resonate better with young adults. Implications for health educators and practitioners are discussed.     

知识创造螺旋机理:认识论--本体论的观点

知识已经成为关键的经济资源，知识创造过程日益受到重视。本文在对知识创造过程有关文献分析研究的基础上，对知识创造过程从认识论和本体论的角度进行研究，最终建立了基于认识论和本体论的知识创造螺旋模型(E-O-Sprial-ESCI)。     

Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning

In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies.     

乒乓球运动员接发球动机冲突的框架效应和绩效

以决策理论和动机理论为指导,采用实验心理学的研究范式,通过接发球动机冲突框架效应的调查和贴近实战的3×3组混合实验,对少年乒乓球运动员的接发球动机冲突进行了研究。结果表明:用积极性语言表述接发球情景时,运动员表现出风险规避偏好;用消极性语言表述接发球情景时,运动员表现出风险寻求偏好,产生了接发球框架效应。同时,框架效应还存在个体差异。其次,趋避动机冲突影响接发球的主动性和攻击性,在比赛分领先时,避大于趋的接发球动机有利于提高接发球的主动性和攻击性;在比分落后时,趋大于避的接发球动机有利于提高接发球的攻击性等等。从而,为教练员和运动员在接发球动机冲突情景下的决策提供理论依据。     

地市党报灾害报道的框架建构与政府形象的媒介再现——以2009年石家庄雪灾为例

本文运用内容分析方法和框架理论考察地市级党报在灾难新闻报道中如何设置新闻框架、再现政府形象。