No description available.

abstract: While acceptance towards same-sex marriage is gradually increasing, same-sex marriage is banned in many states within the United States. Laws that prohibit same-sex couples from marrying have been shown to increase feelings of depression, exclusion, and stigma for same-sex attracted individuals. The intention of this study was to explore the effect both pro- and anti-same-sex marriage advertisements have on heterosexual individuals' implicit attitudes towards same-sex couples. It was predicted that exposure to anti-same-sex advertisements would lead to viewing same-sex couples as more unpleasant and heterosexual couples as being more pleasant. However, heterosexual participants who viewed anti-same-sex marriage ads were more likely to rate heterosexual couples as being unpleasant and same-sex couples as pleasant. It is theorized that viewing anti-same-sex marriage advertisements led heterosexual individuals to report heterosexual stimuli as being more unpleasant compared to same-sex stimuli as a form of defensive processing. / Dissertation/Thesis / M.S. Psychology 2013

Consumers acquire products to enhance their lives, but the happiness from these acquisitions generally decreases with the passage of time. This process of hedonic adaptation plays an integral role in post-acquisition consumer satisfaction, product disposal and replacement behavior, and the "hedonic treadmill" that partially drives the relationship between consumption and happiness. Humans are social animals, however, and we know little about the relationship between the social environment and hedonic adaptation. My dissertation addresses this gap by exploring the moderating role of social presence (Essay 1) and self-concepts (Essay 2) on hedonic adaptation to products. Essay 1 explores how social presence affects hedonic adaptation to products. Research on general happiness has shown that significantly positive life events tend to maintain their positivity for longer periods of time when they involve active social interactions. I examine a more common situation in the domain of product consumption, i.e., the presence of others during consumption, and test whether hedonic adaptation to products is moderated by public contexts. By tracking happiness with products over time, I show that a "social audience" (i.e., the presence of others and the perception that those others notice the consumer) moderates hedonic adaptation through a consumer's inference of the social audience perspective. Inferring that the social audience is admiring one's product slows down adaptation, and inferring that the social audience is negatively viewing one's product accelerates adaptation. Essay 2 explores the role the identity-relevance of a product plays in hedonic adaptation. Extant research illustrates that consumers avoid consuming identity-inconsistent products in order to avoid dissonance arising from product choices conflicting with important self-concepts. I show that dissonance can also arise from consuming identity-consistent products because of the force of hedonic adaptation. I provide evidence that consumers feel uncomfortable experiencing declining happiness with identity-consistent products and thus resist hedonic adaptation to such products in order to resolve the dissonance. / text

Les labels présents sur les emballages (e.g., « bio », « commerce équitable ») peuvent pousser les individus à sous-évaluer le contenu calorique des aliments, créant ainsi un effet de halo santé. Dans cette thèse, nous défendons l’idée qu’un mécanisme de fausse attribution affective pourrait en partie expliquer cet effet de halo santé. Nous présenterons 11 études ayant pour but de tester empiriquement cette hypothèse. Parmi les principaux résultats, nous avons montré qu’il était possible d’observer cet effet même si les individus ne rapportent pas avoir pris en compte le label dans leur évaluation (Etudes 3) et dans un contexte de double tâche entravant un raisonnement délibéré de leur part (Etudes 4 et 5). Nous avons également pu montrer, par le biais d’une tâche de fausse attribution affective, qu’un stimulus neutre, lorsqu’il est précédé d’un label bio (vs. une image contrôle) est ensuite évalué plus positivement (Etudes 6, 7 et 8). Enfin, nous avons observé une congruence systématique entre la valence de l’amorce (i.e., le label) et la valence de l’évaluation subséquente d’un stimulus neutre (i.e., le contenu calorique d’un produit alimentaire ; Etudes 9, 10 et 11). Ce biais cognitif relatif à nos évaluations caloriques apparaît donc comme un phénomène robuste, ne faisant intervenir que peu d’inférences délibérées de la part des individus et étant guidé par la valence du label (qu’il soit positif ou négatif). / Labels on food products can lead to unwarranted inferences: organic and fair-trade products are perceived as containing fewer calories. This effect is described in the literature as the health halo effect. In this thesis, we argue that an affective misattribution mechanism can partially explain this effect. We present 11 studies testing empirically this hypothesis.Among our main results, we show that this effect still occurs even if participants did not mention that they used the label in their evaluation (Study 3) and when they are under cognitive load, hindering a deliberate reasoning (Studies 4 and 5). By using an affective misattribution procedure, we also show that when a neutral stimulus is preceded by an organic label (vs. a control picture), this stimulus is then evaluated more positively (Studies 6, 7, and 8). Finally, we observed a systematic congruency between the valence of the prime (i.e., the label) and the valence of the evaluation of a neutral stimulus (i.e., the caloric content of a food product; Studies 9, 10, and 11). Taken together, these studies suggest that this cognitive bias is a robust phenomenon, involving a few inferences and mainly driven by the valence of the label (whether positive or negative).

Bakgrund: Efter många år av högkonjunktur är den svenska ekonomin prognostiserad att föras in i en lågkonjunktur under 2023. Hög inflation hanteras med stigande räntor vilket påverkar investerare på flera sätt, men det finns också en rad börspsykologiska faktorer som kan ha en inverkan på investerare och deras beslut. En åldersgrupp som aldrig investerat under en lågkonjunktur är generation Z. Det är därför intressant att undersöka hur börspsykologiska faktorer påverkar generation Z:s investeringsbeslut under ingången av en lågkonjunktur. Syfte: Syftet med arbetet är därför att undersöka och åskådliggöra vilka börspsykologiska faktorer som har en påverkan på generation Z:s beslutsfattande i ingången av en lågkonjunktur.  Metod: Studien har antagit en kvantitativ insamlingsmetod med en deduktiv ansats, detta genom en genomgripande litteraturstudie följt av en enkätundersökning. Analysen har antagit ett deskriptivt förhållningssätt men har också bestått av enkel linjär regression. Slutsats: Resultatet av undersökningen visar att det finns tendenser av samtliga börspsykologiska biaser i generation Z. Av regressionsanalysen att döma går det dock endast att utläsa signifikanta samband mellan biaserna overconfidence, herding behaviour och anchoring bias mot generation Z:s investeringsbeslut under ingången av en lågkonjunktur.

L’apprentissage par projet est une méthode pédagogique importante dans le réseau des cégeps, particulièrement depuis la Réforme scolaire collégiale de 1993 (Piché & Lapostolle, 2009). Toutefois, la quantité d’études sur les conditions d’efficacité de cette méthode pédagogique, particulièrement les études longitudinales, est limitée dans le milieu collégial. La présente étude analyse le rôle de plusieurs variables issues de la recherche en psychologie organisationnelle. D’abord, on considère le rôle de deux variables de personnalité affectées par la complexité d’une tâche : l’orientation envers les buts (Dweck & Leggett, 1988) et le style de gestion des conflits (Rubin, Pruitt, & Kim, 1994). Deux variables processuelles sont aussi étudiées : les types de conflits (Jehn 1995, 1997) et la proactivité (Griffin, Neale, & Parker, 2007). À l’aide d’analyses de médiation (Preacher & Hayes, 2008), les résultats démontrent que les orientations envers les buts et les styles de gestion des conflits utiles aux tâches complexes le sont également dans un contexte de projet au collégial, favorisant la proactivité des étudiants. Pour les types de conflits, un examen de leur évolution dans le temps permet de conclure à un effet généralement négatif en raison de la forte association entre eux. Une explication possible est la présence de mésattribution (Simons & Peterson, 2000), c’est-à-dire que les conflits reliés à la tâche sont faussement interprétés comme des conflits interpersonnels. / Project learning as a pedagogical method is an important teaching strategy in the cegep network in Québec, especially since the collegial Reform in 1993 (Piché & Lapostolle, 2009). However, studies on the efficiency of this pedagogical method, especially longitudinal studies, are rare in the collegial context. The present study analyses the role of many variables from organisational research in psychology. First, the role of two personality variables that are sensitive to task complexity are considered: goal orientations (Dweck & Leggett, 1988) and conflict management style (Rubin, Pruitt, & Kim, 1994). Two processual variables are also studied: conflict types (Jehn 1995, 1997) and proactivity (Griffin, Neale, & Parker, 2007). With the help of mediation analyses (Preacher & Hayes, 2008), the results indicate that the goal orientation and conflict management style most useful in complex tasks are also useful in the project context in cegep, improving students’ proactivity. As for conflict types, an examination of their evolution brings the conclusion that their effect is generally negative because of the strong association between each type. A possible explanation is the presence of misattribution (Simons & Peterson, 2000), which is the false interpretation of conflicts concerning the task into interpersonal conflicts.

目前國內對同性戀的態度似乎日益正面，但同性戀歧視的事件仍層出不窮，顯示探討影響同性戀歧視因素的重要性。本論文擬探討過往學者較少關注的因素，即情境對歧視同性戀者的影響。本論文探討兩種情境：缺少明確行為準則的情境與訊息呈現不同順序的情境。根據過去研究種族歧視的學者對嫌惡型歧視（Gaertner & Dovidio, 1986）的探討，他們主張嫌惡型歧視者只有當情境缺少明確行為準則時，才會表現出對特定族群的負面行為（即歧視）。由於黑人族群與同志族群有些共通點，本論文根據嫌惡型歧視理論假設：缺乏明確行為準則的情境容易引發對同性戀者的歧視。除此之外，延伸嫌惡型歧視理論的看法，本論文嫌惡型歧視者雖信奉族群平等，卻無法控制其未意識到的負面情緒，而較容易受到情境中訊息呈現順序的影響（Krosnick, 1999）。當訊息呈現順序加強族群間對立，或凸顯族群特性，就會造成歧視行為（McConahay, 1983; Wilson, 2010）。研究一以實驗法操弄多位目標人物的職業與性傾向以及人物呈現順序，預期在評價刻板印象中同性戀不適合的職業（老師）時，參與者會因為缺乏工作平等對待的行為準則，降低對同性戀工作者的工作評價，不過未獲得支持證據。訊息呈現順序效果則發現支持證據，若先評異性戀再評同性戀，會引發群際比較，降低對同性戀的評價。研究二改採判決目標人物是否有罪的情境，以犯罪證據是否矛盾操弄情境是否有明確準則，並同樣操弄性傾向呈現順序，加入態度內隱測驗以分辨嫌惡型歧視者與無歧視者。研究二符合預期，發現在證據矛盾時才會認為同性戀有罪程度高於比異性戀，證據相符時則否。性傾向呈現順序則重複驗證研究一發現。本論文延伸嫌惡型歧視理論以瞭解對男同性戀的歧視，並發現特定訊息呈現順序可能引發男同性戀歧視行為，這些結果可以提供發展性別平等教育方案，以有效降低這些歧視行為，促進社會平等。 / In Taiwan, people’s attitudes toward gay men and lesbians have become more and more positive. However, gay men and lesbians are still suffer discrimination, suggesting that it is important to study the causes of discrimination against gay men and lesbians. In this thesis, I investigated the impact of context on discrimination against gay men because 1) gay men suffer more hostile and overt discrimination than lesbians and 2) impact of context is rarely studied. I targeted two kinds of context: context norm and information order. According to aversive racism theory (Gaertner & Dovidio, 1986), individuals may discriminate against a person when they do not have to follow a norm. Thus, I hypothesized that people discriminate gay men only when there is no specific norm to follow. Furthermore, I applied the basic principle underlying aversive racism theory to order effect. That is, according to aversive racism theory, individuals may believe in social equality but may discriminate when they have no control over their negative emotions unconsciously aroused by some subordinate group member (e.g., Blacks). Because it is not possible for individuals to be aware of the order effect (Krosnick, 1999), I hypothesized that individuals may discriminate against gay men when the information order makes intergroup comparisons salient (McConahay, 1983; Wilson, 2010). In Study 1, I manipulated the target person’s job title and sex orientation, expecting that when the job was generally considered unsuitable for gay men, participants might believe that equal employment rights did not apply to gay men. As a result, they derogated against gay men. The result was not substantiated. However, I did find supporting evidence for the order effect. When judging a heterosexual male applicant before a gay male applicant, intergroup comparisons became salient, people would derogate against the gay male applicant. In Study 2, I adopted a crime judgment paradigm to address several potential problems in Study 1. I also applied the affect misattribution procedure to measure participants’ implicit attitude against gay men. This procedure allows me to distinguish aversive discriminators from non-discriminators. The results were consistent with the hypotheses derived from aversive racism theory. Participants derogated against a gay male suspect only when there was no consistent evidence in a criminal case; they treated a gay male suspect and a heterosexual male suspect equally when there was consistent evidence. Also, when participants judged a heterosexual male suspect before a gay male suspect, they would consider the gay male suspect to be guiltier than the heterosexual male suspect. The findings extend aversive racism theory to the understanding of discrimination against gay men and in the context of information order that makes intergroup comparisons salient. With the knowledge of context effects on discrimination against gay men, we are able to develop education programs for gender equality and offer insight on how to best guard against discrimination against gay men so that social equality may become possible.

L’apprentissage par projet est une méthode pédagogique importante dans le réseau des cégeps, particulièrement depuis la Réforme scolaire collégiale de 1993 (Piché & Lapostolle, 2009). Toutefois, la quantité d’études sur les conditions d’efficacité de cette méthode pédagogique, particulièrement les études longitudinales, est limitée dans le milieu collégial. La présente étude analyse le rôle de plusieurs variables issues de la recherche en psychologie organisationnelle. D’abord, on considère le rôle de deux variables de personnalité affectées par la complexité d’une tâche : l’orientation envers les buts (Dweck & Leggett, 1988) et le style de gestion des conflits (Rubin, Pruitt, & Kim, 1994). Deux variables processuelles sont aussi étudiées : les types de conflits (Jehn 1995, 1997) et la proactivité (Griffin, Neale, & Parker, 2007). À l’aide d’analyses de médiation (Preacher & Hayes, 2008), les résultats démontrent que les orientations envers les buts et les styles de gestion des conflits utiles aux tâches complexes le sont également dans un contexte de projet au collégial, favorisant la proactivité des étudiants. Pour les types de conflits, un examen de leur évolution dans le temps permet de conclure à un effet généralement négatif en raison de la forte association entre eux. Une explication possible est la présence de mésattribution (Simons & Peterson, 2000), c’est-à-dire que les conflits reliés à la tâche sont faussement interprétés comme des conflits interpersonnels. / Project learning as a pedagogical method is an important teaching strategy in the cegep network in Québec, especially since the collegial Reform in 1993 (Piché & Lapostolle, 2009). However, studies on the efficiency of this pedagogical method, especially longitudinal studies, are rare in the collegial context. The present study analyses the role of many variables from organisational research in psychology. First, the role of two personality variables that are sensitive to task complexity are considered: goal orientations (Dweck & Leggett, 1988) and conflict management style (Rubin, Pruitt, & Kim, 1994). Two processual variables are also studied: conflict types (Jehn 1995, 1997) and proactivity (Griffin, Neale, & Parker, 2007). With the help of mediation analyses (Preacher & Hayes, 2008), the results indicate that the goal orientation and conflict management style most useful in complex tasks are also useful in the project context in cegep, improving students’ proactivity. As for conflict types, an examination of their evolution brings the conclusion that their effect is generally negative because of the strong association between each type. A possible explanation is the presence of misattribution (Simons & Peterson, 2000), which is the false interpretation of conflicts concerning the task into interpersonal conflicts.