Intelligenz_Armut

Können uns Gerüche auch dann beeinflussen, wenn wir sie gar nicht bewusst wahrnehmen? Im Gegensatz zu subliminalen Audio- oder Videobotschaften wird die Wirkung subliminaler Gerüche erst seit wenigen Jahren erforscht.
Erste Pilotstudien liefern erstaunliche - vieleicht sogar beunruhigende - Ergebnisse. Subliminale Geruchsmanipulation scheint im Bereich des Möglichen zu liegen. Zum Glück laden die bisherigen Studien (z.B. Holland et al. 2005) eher zum Schmunzeln ein...

Keywords:
Subliminale Beeinflussung - Geruch - Duft - Manipulation - Furzspray - ekeliger Geruch führt zu härteren moralischen Urteilen - Einschätzung anderer Menschen - Allesreiniger - lexical decision task - Holland et al. 2005 - Henk Aarts - Wen Li - Simone Schnall - Sozialpsychologie - Psychologie
 

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Armut und IntelligenzBesprochene Studien:
 

 

 

 


 

The impact of automatically activated motivation on exercise-related outcomes.


https://www.researchgate.net/publication/51539281_The_impact_of_automatically_activated_motivation_on_exercise-related_outcomes

 

 

Engeser, S., Baumann, N. & Baum, I. (under revision). Schoolbook Texts: Semantic Achievement Priming in Math and Language.

 

 

Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology

Schechter, O.G., Durik, A.M., Miyamoto, Y., & Harackiewicz, J.M. (in press). The role of utility value in achievement behavior: The importance of culture. Personality and Social Psychology Bulletin.

Hulleman, C.S., Schrager, S.M., Bodman, S.M., & Harackiewicz, J.M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449.

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412.

Harackiewicz, J.M., Rozek, C.R., Hulleman, C.S., & Hyde, J.S. (2012) Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 40, DOI: 10.1177/0956797611435530

Engeser, S. & Baumann, N. (2014, online first). Does Achievement Motivation Mediate the Semantic Achievement Priming Effect? Journal of Experimental Psychology: General. 10.1037/a0036864.

Engeser, S., Hollricher, I. & Baumann, N. (2013). The stories children's books tell us: Motive-related imagery in children's books and their relation to academic performance and crime rates. Journal of Research in Personality

Gramzow RH, Johnson CS, Willard G. (2014)  Boasts are a boost: achievement prime self-reactivity predicts subsequent academic performance. J Pers Soc Psychol. 2014 Mar;106(3):458-68. doi: 10.1037/a0035560.

DeMarree, K. G., Loersch, C., Briñol, P., Petty, R. E., Payne, B. K., & Rucker, D. D. (2012). From primed construct to motivated behavior: Validation processes in goal pursuit. Personality and Social Psychology Bulletin, 38, 1659-1670.

The automated will: nonconscious activation and pursuit of behavioral goals.

Two failures to replicate high-performance-goal priming effects.

 

 

 

 

Text_Link Légal, J.P., Chappé, J., Coiffard, V., & Villard-Forest, A. (2011). Don't you know that you want to trust me? Subliminal goal priming and persuasion. Journal of Experimental Social Psychology, 48, pp.358-360.  doi:10.1016/j.jesp.2011.06.006

- Versuchspersonen: 93 Studenten
- Coverstory: "Zwei Studien, die nichts miteinander zu tun haben"
1.) Studie zur visuellen Wahrnehmung (subliminales Priming mit Wörtern wie "trust, accept, agree, approve..."; Kontrollgruppe: keine subliminalen Stimuli)
2.) Umfrage zum Wasserverbrauch
- Vor der Umfrage wurde allen Probanden die Aussage der "Chefin der regionalen Wasserkontrolle (Mrs. Marie)" vorgelegt, in welcher für das Trinken von Leitungswasser geworben wurde.
- Danach Befragung:
- "Wie vertrauenswürdig findest du Mrs. Marie"

Legal_subliminal_vertrauen


- "Wirst du in Zukunft mehr Leitungswasser trinken?"

subliminale Botschaften_legal

Bemerkung:
- Um zu überprüfen, ob die Stimuli wirklich nicht wahrzunehmen waren, wurde 23 weiteren Versuchspersonen verraten, dass subliminale Stimuli eingeblendet werden. Obwohl sie informiert waren, konnten sie danach nicht angeben, welche Stimuli präsentiert worden waren.



Zum Nachlesen und Vertiefen:

  
 


Armut und Intelligenz

Video- Links:

Video_Filmstreifen Manfred Spitzer: Kleine Gedanken

Video_Filmstreifen Quarks & Co. - Werbung

Video_Filmstreifen Manipulation beim Einkauf

Video_Filmstreifen Die Erforschung der Manipulation - Angriff auf die Sinne

Video_Filmstreifen Einkaufen - Wie wir uns manipulieren lassen

Video_Filmstreifen Subliminal Ads Invade Your Sleep 

Video_Filmstreifen John Bargh - Interview

Video_Filmstreifen Unconscious behavioral guidance systems 

Video_Filmstreifen Alan Hirsch

Video_Filmstreifen Katie Liljenquist

Video_Filmstreifen Simone Schnall on Disgust


 

 

 

 

Schlaf und Intelligenz_GedächtnisLiteratur:

 

Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology

Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.

Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.

Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.

Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. (2007). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 99.

Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.

Harackiewicz, J.M., Rozek, C.R., Hulleman, C.S., & Hyde, J.S. (2012) Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 40, DOI: 10.1177/0956797611435530

Harackiewicz, J.M. & Hulleman, C.S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4, 42-52.

Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398-416.

Hulleman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880-895.

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410-1412.

Hulleman, C.S., Schrager, S.M., Bodman, S.M., & Harackiewicz, J.M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449.

Schechter, O.G., Durik, A.M., Miyamoto, Y., & Harackiewicz, J.M. (in press). The role of utility value in achievement behavior: The importance of culture. Personality and Social Psychology Bulletin.

Senko, C. M., & Harackiewicz, J. M. (2005). Achievement goals, performance and task interest: Why perceived difficulty matters. Personality and Social Psychology Bulletin, 31, 1739-1753.