社群網站使用者不分年齡，幾乎沒有人不在這虛擬社交的浪潮上。儘管如此， 社群網站的交往卻不如現實般，社群中的絕大多數的內容是由少數發言者貢獻， 從來不發言的潛水者則佔了使用者基數的大部分。 本研究使用沈默螺旋理論的意見一致性概念與多種潛水動機作連接，藉此探 討發言者言論如何影響潛水者的動機選擇以及潛水行為表現。除此外，本研究藉 由同時使用社群聆聽技術和調查法作為研究方法，試圖以主、客觀區分兩種方法 並比較各自的益處和限制，也對社群聆聽技術只能使用發言者言論作為分析資料 來源的先天限制做出初步探討。 本研究收集到 599 份有效問卷和 285 篇社群網站文章，研究結果發現害怕被 孤立、社會性散漫兩種潛水動機完全中介了意見一致性對潛水行為的效果。主、 客觀研究方法的測量結果顯著相關，且對潛水動機之中介效果有相同預測能力。 / It is hard to find one had no experience using social networks in any age ranges. However, most of social network members are lurkers who barely post or comment to express their opinion. On the other hand, little regular posters contribute most content in every virtual society. This study used the concept of opinion congruency in spiral of silence theory to link up multiple lurking motives found by past studies in order to clarify how posters’ texts influence lurking motives and behavior. Besides, for the purpose of comparing pros and cons between social listening and survey, this study adopted both research methods to measure major opinion in discussion threads wherea seprated the two methods into subjective and objective ones. Also, this study would have preliminary discuss about the fact of limited analytical source of social listening. Collected 599 valid surveys and 285 social network discuss thread text, the result found that opinion congruency negatively influenced both lurking motives which positively influenced lurking behavior. The result also found that the subjective and objective research methods in this study were significantly related, and shared same predictive ability on both lurking motives’ mediated effect.

En kombination av ljud och bild, audiovisuell media, har under en längre tidsperiod varit ett sätt att skapa uppmärksamhet kring en artist. Den teknologiska utvecklingen har förbättrat de audiovisuella verktygen och gjort de mer tillgängliga. Dock har denna utveckling även skapat fler digitala kommunikationskanaler och ett informationsbrus som kan vara svårt för en artist att nå igenom. Utifrån detta kan artister behöva nå sin publik på ett djupare plan, vilket eventuellt kan uppnås genom sinnesmarknadsföring. Denna uppsats har därför som syfte att undersöka hur och varför artister använder audiovisuell media i sin kommunikation via sociala medier samt vilken betydelse samspel mellan flera sinnen har för att förmedla artistens identitet. Undersökningen har tillämpat en kvalitativ forskningsstrategi med hermeneutik som kunskapsteoretisk utgångspunkt. Utifrån denna har studien antagit en abduktiv ansats. Datainsamling för studien utfördes genom semistrukturerade intervjuer, varav två genomfördes personligen, tre via telefon och två respondenter besvarade intervjufrågor via e-mail. Respondenter valdes genom ett målstyrt urval med kriterierna att respondenterna skulle inneha kunskap eller erfarenhet om ämnet genom sitt arbete och inkludera olika åldrar, könstillhörigheter och geografiska hemvister. Resultatet av denna undersökning är att artister kan använda audiovisuell media på ett mångfacetterat sätt som beror på artistens genre, sammanhang och målgrupp. Studien har identifierat tre typer av audiovisuell media: kortare videor, fullskaliga musikvideor samt livestreaming. Artister använder audiovisuell media utifrån olika syften som kan innefatta att kommunicera sin varumärkesidentitet, att addera till ett konstnärligt uttryck eller att etablera närmare relationer till sin målgrupp. Semantisk kongruens mellan flera sinnen är av betydelse för att förmedla en autentisk helhetsbild av artisten. I framtiden kan audiovisuell media få ökad betydelse genom en allt snabbare konsumtionskultur och mer tillgänglig teknik. Denna teknik kan även komma att möjliggöra inkludering av fler sinnen och därmed bidra till en starkare immersiv upplevelse för konsumenten. / A combination of sound and image, audio-visual media, has for a long time been a way to create attention around an artist. Technological developments have improved the audio-visual tools and made them more accessible. However, this development has also created more digital communication channels and an information noise that can be difficult for an artist to get through. Based on this, artists may need to reach their audience on a deeper level, which can possibly be achieved through sensory marketing. This study therefore aims to investigate how and why artists use audio-visual media in their communication via social media and the importance of interplay between several senses in conveying the artist's identity. The study has applied a qualitative research strategy with hermeneutics as the epistemic foundation. Based on this, the study has adopted an abductive approach. Data collection was performed through semi-structured interviews, of which two were conducted in person, three by telephone and two respondents answered interview questions via e-mail. Respondents were selected through a goal-directed selection with the criteria that the respondents would have knowledge or experience of the subject through their work and include different ages, genders and geographical residences. The result of this study is that artists may use audio-visual media in a multifaceted way that depends on the artist's genre, context and target group. The study has identified three types of audio-visual media: shorter videos, full-scale music videos and live streaming. Artists use audio-visual media for various purposes that may include communicating their brand identity, adding to an artistic expression or establishing closer relationships with their target audience. Semantic congruence between several senses is important for conveying an authentic holistic picture of the artist. In the future, audio-visual media may become more important through an ever-intensifying consumer culture and more accessible technology. This technology may also enable the inclusion of more senses and thus contribute to a stronger immersive experience for the consumer.

Erwartungen spielen eine zentrale Rolle in der menschlichen Handlungssteuerung. Trotz ihrer Rolle in verschiedenen psychologischen Theorien, werden Erwartungen unterschiedlich operationalisiert (was zu teilweise widersprüchlichen Ergebnissen führt) und dabei oft nur indirekt über Hinweisreize(Cues) gemessen bzw. induziert. Diese Dissertation beschäftigt sich mit der Frage, wie sich selbst-generierte und cue-induzierte Erwartungen qualitativ unterscheiden, wie die beiden Erwartungsformen interagieren und welche Art der Operationalisierung zur Messung von Erwartungen zielführender ist. In den beschriebenen Experimenten hatten Proband_innen die Aufgabe, eine Erwartung zu verbalisieren und so schnell und akkurat wie möglich auf einen Stimulus zu reagieren, der diese Erwartung entweder erfüllt(match) oder davon abweicht(mismatch). Die Erwartung konnte dabei durch Vorlesen eines Cues oder die Benennung einer selbst-generierten Erwartung verbalisiert werden. Dabei wurden das Abstraktionslevel der Erwartung, die Art der Reaktion und der Vergleich der beiden Erwartungsformen (innerhalb vs. zwischen verschiedenen Trials) variiert. Bei einem Experiment, das einen genaueren Vergleich von cue-induzierten zu selbst-generierten Erwartungen erlaubt, konnte der größere Effekt von selbst-generierten Erwartungen bestätigt werden. Es wird gezeigt und diskutiert, dass und wie sich selbst-generierte Erwartungseffekte qualitativ von cue-induzierten Effekten unterscheiden. Am konkreten Beispiel von Konflikterwartungen können verbalisierte selbst-generierte Erwartungen eine zuvor widersprüchliche Forschungslage zum Einfluss von Erwartungen auf sequentielle Konflikteffekte konsolidieren. Die Effekte von selbst-generierten und cue-induzierten Erwartungen sind nicht additiv und der Effekt eines Cues wird nicht durch eine abweichende selbst-generierte Erwartung zunichte gemacht. In Anbetracht dieser Ergebnisse diskutiere ich kritisch die Operationalisierung von Erwartungen als Cues. / Expectations help to guide human behavior. For example, responses to expected events/stimuli are faster and less error prone than to unexpected events. In spite of their role in different psychological theories and corresponding experiments the operationalization of expectations is heterogeneous (which can lead to contradictory results) and very often conducted indirectly via cues. The research summarized in this dissertation dealt with the question how cue-induced and self-generated expectations differ qualitatively, how both types of expectations interact and which operationalization of measuring expectations is more adequate. In the summarized experiments participants had the task to verbalize an expectation and then respond accurately as fast as possible to a presented stimulus which could match or mismatch the expectation. The verbalization could either consist of reading aloud a cue or verbalize a self-generated expectation. In the different studies the features/abstraction of the expectations (and stimuli), the type of response, and the way how the effects of the two types of expectation were measured (within or between trials) were varied. In a setting that allows a stricter comparison of cue-induced and self-generated expectations than in previous studies the larger effect of self-generated expectations could be replicated. I confirm and discuss that and how verbalized self-generated expectation effects differ qualitatively from cue-induced effects. On the specific example of conflict expectations, the use of verbalized self-generated expectations can consolidate previous contradictory findings, e.g. about the influence of expectations on the sequential congruency effect. The effects of self-generated and cue-induced expectations are not additive and the effect of a cue is not cancelled if a diverging self-generated expectation is verbalized. In view of these results I critically discuss the operationalization of expectations as cues.

Atmospheric theming is the use of the sensory experience in connection to a theme. The purpose of this research is to examine the effects of atmospherics with theming and their effects on customer behavior in food and beverage operations of a theme park. The official research questions developed for this study include: Does the impact of the authenticity of atmospheric theming influence an effect on revisit intention? Does the type of theme (land's theme or venue's theme) influence the effect of visitor revisit intention? These questions guided the current research in previously non-evaluated fields of study. This study used the Mehrabian–Russel (M-R) model to create a new research model. In the current study, atmospheric theming was the stimuli, emotional value was the emotional response, and visitor revisit intentions was the behavioral intention. Restaurant image was added to the model to obtain a cognitive reason.The results from the multiple regression indicated that all hypotheses were accepted. Restaurant image had a positive influence on both authenticity variables, and both authenticity variables had a positive influence on emotional value. Finally, emotional value was found to have a positive influence on revisit intention. These results indicated that atmospheric theming influenced revisit intention through emotional value. Furthermore, the results indicated that when it comes to the different types of themes within a venue, as indicated in the second research question, the venue's theme has a stronger influence on the emotional value than the land's theme.

Punishments can help inform us to make adaptive changes in behavior. However, previous research suggested that only low punishment-sensitive individuals “learn” from punishment, whereas high punishment-sensitive individuals do not. Here we used a flanker interference task with performance-contingent punishment signals to test the hypothesis that a clinical group characterized by heightened punishment sensitivity (i.e., patients with anorexia nervosa [AN]) would fail to adapt to conflict following punishment. To distinguish between state and trait factors, we tested for between-group differences in separate cohorts of acutely underweight patients (acAN; n = 40) and weight-recovered former patients (recAN; n = 25) relative to age-matched healthy controls (n = 48). The acAN patients showed an abnormally reversed congruency-sequence effect in error rates following punishment, despite generally superior accuracy, suggesting that punishment distracted acAN patients and interfered with interference control. The influence of punishment was more subtle in recAN and did not reach statistical significance, but both reaction time and error rate data hinted that elevated sensitivity to punishment negatively affects cognitive control even after long-term weight normalization. Together, these findings emphasize that punishment sensitivity may be a clinically relevant trait marker in AN and provide novel experimental evidence that punishment may have a detrimental impact on adaptive behavior in the disorder. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Diese Dissertation untersucht Transfereffekte aus der Muttersprache (L1) in der Verarbeitung von grammatischem Genus in der Zweitsprache (L2) bei Spätbilingualen. „Spätbilinguale“ lernen eine Zweitsprache nach der Kindheit, im Gegensatz zu „Frühbilingualen“. Forschungsergebnisse zeigten, dass der L2-Erwerb nach der Kindheit weniger erfolgreich ist als während der Kindheit und dass einige Strukturen, wie z.B. grammatisches Genus, besonders stark von Alterseffekten beeinträchtigt sind. Eine Erklärung für L2-Verarbeitungsschwierigkeiten ist negativer L1-Transfer. Deshalb konzentriert sich diese Dissertation auf L1-Transfereffekte in der Genusverarbeitung. Transfer tritt auf, weil alle Sprachen eines Sprechers aktiviert sind und im Wettbewerb um Selektion stehen. Ein Ziel dieser Dissertation ist, zu beschreiben, welche Faktoren Genustransfer beeinflussen. Für die L2-Genusverarbeitung wurde gezeigt, dass verschiedene Faktoren die Leistung beeinflussen, z.B. die L2-Kompetenz der Probanden, Aufgabenanforderungen und die syntaktische Distanz der übereinstimmenden Elemente. Genustransfer wird durch Faktoren wie Charakteristiken des L1-Genussystems, Transparenz des L2-Genussystems und Formähnlichkeit der Nomen in L1 und L2 beeinflusst. Außerdem könnte Genustransfer von der L2-Kompetenz und der Komplexität des L2-Genussystems abhängen. Es wurden ein behaviorales und ein EKP-Experiment durchgeführt. Genustransfer wurde über verschiedene Sprachpaare mit Genussystemen von unterschiedlicher Komplexität und Transparenz hinweg untersucht. Die experimentellen Aufgaben unterschieden sich bezüglich der Aufgabenanforderungen und syntaktische Strukturen mit unterschiedlicher struktureller Distanz wurden verwendet. Der Leistungsstand der Probanden wurde manipuliert. Anhand meiner Ergebnisse konnte ich identifizieren, welche (Kombination von) Faktoren Genustransfer erhöhen oder verringern und Genustransfer als das Ergebnis eines komplexen Wechselspiels von Faktoren beschreiben. / This thesis investigates first language (L1) transfer effects in second language (L2) grammatical gender processing of late bilinguals. “Late bilinguals” learn an L2 after childhood, in contrast to “early bilinguals”. Research has shown that L2 acquisition after childhood is usually less successful than during childhood and that some aspects of a language are more affected by age than others. One of the structures especially affected is grammatical gender. A possible explanation for L2 processing difficulties in late bilinguals is negative transfer from the L1. Therefore, this thesis focuses on L1 transfer effects in L2 gender processing of late bilinguals. Transfer arises because all languages of a speaker are activated and compete for selection. One aim of this thesis is to describe which (combination of) factors influence L1 gender transfer. Regarding L2 gender processing in general, different factors have been shown to affect performance, e.g., language proficiency of the subjects, task demands, and syntactic distance of the agreeing elements. Gender transfer is affected by factors such as characteristics of the L1 gender system, transparency of the L2 gender system, and form similarities of nouns in L1 and L2 (cognates vs. noncognates). Besides this, gender transfer might be mediated by L2 proficiency and the complexity of the L2 gender system. In this thesis, a behavioral and an ERP experiment were conducted. Gender transfer was investigated across different language pairs with gender systems of varying complexity and transparency. Experimental tasks differed in task demands and syntactic structures with varying agreement distances were used. Language proficiency of subjects was also manipulated. Based on my findings, I was able to identify which factors and which combination of factors increase or decrease gender transfer and to describe gender transfer as the result of a complex interplay of a combination of various factors.

過去的研究指出，具有威脅訊息的情緒臉孔會比正向情緒臉孔快速地吸引個體的注意力。視覺搜尋研究發現情緒臉孔的突顯程度會引發由下而上的注意力攫取，而由下而上的注意力攫取是否能夠被由上而下的因素所凌駕，一直是一個很重要的論爭，因此，本研究同時呈現兩種情緒臉孔，並以文字線索引發由上而下注意力選擇，以探討由上而下的因素是否能夠凌駕情緒臉孔之注意力攫取，並比較不同情緒臉孔攫取注意力的強度。實驗一探討文字線索是否能夠幫助注意力搜尋目標情緒臉孔。實驗二使用一致效果當作注意力攫取指標，探討當臉孔情緒與作業相關時，由上而下因素是否能夠凌駕干擾情緒臉孔為生氣臉孔或快樂臉孔之注意力攫取，以及比較生氣與快樂臉孔攫取注意力的強度。實驗三延續實驗二的研究，將臉孔情緒改為與作業無關，比較生氣臉孔與快樂臉孔攫取注意力的強度。實驗四與實驗二實驗程序相同，但增加倒立中性臉孔與生氣臉孔或快樂臉孔同時呈現情況，如此在以倒立中性臉孔為目標或干擾臉孔情況，可以比較生氣臉孔與快樂臉孔之由上而下因素注意力選擇與由下而上注意力攫取強度。本研究結果在大部分情況下並未獲得一致效果，顯示由上而下之注意力選擇會影響由下而上之情緒臉孔攫取注意力，使得干擾臉孔未能吸引注意力於其上。然而由下而上注意力攫取仍影響搜尋情緒臉孔的反應時間，結果顯示生氣臉孔與快樂臉孔競爭下，生氣臉孔的突顯程度大於快樂臉孔，說明生氣臉孔較快樂臉孔吸引注意力。 / Previous studies using visual search task showed that the saliency of the emotional faces was sufficient to induce the bottom-up attentional capture. It is a critical debate that whether top-down factors can override bottom-up attentional capture. To address this issue, we presented two emotional faces at the same display while using word cues to induce top-down attentional selection. Experiment 1 investigated the effect of word cues on the target face searching. Using congruency effect as an index of attentional capture, Experiment 2 investigated whether top-down factors could override attentional capture of the emotional distractors when emotion is task-relevant and the degree of attentional capture of angry faces was compared with that of happy faces. In Experiment 3, face emotion was changed to be task-irrelevant rather than task-relevant, and the degree of attentional capture of angry and happy faces was also contrasted. In Experiment 4, the invert neutral face was included additionally as another target or distractor. We can use the invert neutral face as the common basis to dissociate the components of top-down attentional selection and bottom-up attentional capture, and contrast the attention effects between angry and happy faces in these two aspects independently. The results showed that congruency effect could not be found in most conditions. This implies that top-down attentional selection can influence the bottom-up attentional capture of emotional faces. But reaction time for searching target was still found to be influenced by bottom-up process. When an angry face competes with a happy face, the saliency of the angry face is higher than the happy face.

This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology)

This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology)

Contexte: L’importance écologique des fourmis dans les écosystèmes terrestres justifie qu’elles soient considérées comme groupe cible pour des actions de conservation. De plus, de par leur abondance, leur facilité de récolte et leur réponse à des perturbations, elles présentent un potentiel intéressant comme groupe indicateur précoce de l’état de santé des écosystèmes. Par contre, pour le choix d’aires à protéger, leur utilité comme intégrateur des conditions de milieu par rapport à des indicateurs classiques tels que les assemblages de plantes n’est pas clairement établie. En d’autres termes, répondent-elles plus finement que les plantes à différentes conditions de milieu et dans ce cas doit-on s’attendre à trouver au sein de formations végétales comparables plusieurs types d’assemblages de foumis? Si tel est le cas, la méthode utilisant les assemblages de végétaux pour sélectionner les sites à protéger peut ne pas permettre une conservation efficace de la diversité des fourmis. Ce type de problématique s’aborde bien le long de gradients environnementaux. Pour faciliter l’interprétation des résultats en terme de réponse aux facteurs abiotiques il est préférable de limiter le nombre de facteurs qui varient en même temps. Dans ce sens, le Chaco sec paraguayen représente un système très favorable: faible déclivité, faibles variations de températures moyennes mais gamme très étendue de conditions de pluviométrie (350mm à 1000mm de précipitations moyennes annuelles) et des sols variables (texture limoneuse à sableuse). L’aridité est l’un des principaux facteurs pouvant limiter la diversité des fourmis soit directement en exerçant un stress physiologique sur les espèces, soit indirectement en limitant la productivité primaire de l’habitat. Les conditions édaphiques peuvent également avoir une influence en affectant par exemple la survie des colonies qui nidifient dans le sol. <p>Objectifs: Les principaux buts de la thèse sont (1) de déterminer l’influence de l’aridité et des conditions édaphiques sur la distribution et la structure des assemblages de fourmis terricoles du sol en forêts tropicales sèches, (2) mettre en évidence les mécanismes qui facilitent la coexistence des espèces de fourmis à l’échelle locale, (3) déterminer si à l’échelle régionale les fourmis et les plantes répondent de façon similaire aux conditions du milieu. <p>Méthode: Onze localités ont été échantillonnées le long d’un transect régional long de 400km. Au niveau de chaque localité, trois transects élémentaires longs de 200m et séparés les uns des autres par 200m ont été effectués. La myrmécofaune a été échantillonnée à l’aide de 20 pièges à fosse et de 20 Winkler par transect élémentaire. La végétation de chaque site a été caractérisée sur base de l’abondance de 45 espèces d’arbres ou d’arbustes caractéristiques de la flore chaquéenne. Les propriétés physico-chimiques du sol ont également été mesurées. A fine échelle, l’organisation spatio-temporelle d’un assemblage a été étudié dans une localité de référence.<p>Résultats: Au total, plus de 50.000 spécimens correspondant à 206 espèces de fourmis ont été collectés avec en moyenne (± SD) 62 ± 10 espèces par localité. Pour un même effort d’échantillonnage, le nombre d’espèces de fourmis récoltées à l’aide des pièges à fosse augmente avec l’aridité et une tendance inverse est observée pour les Winkler. Puisque les Winkler peuvent entraîner une sévère sous-estimation de la diversité des fourmis d’un habitat, seules les données des pièges à fosse sont utilisées pour la suite des analyses. La diversité locale & / Doctorat en Sciences / info:eu-repo/semantics/nonPublished