Martinot D, Monteil J M
Laboratoire de Psychologie Sociale de la Cognition, Université Blaise Pascal, Clermont-Ferrand, France.
J Soc Psychol. 2000 Feb;140(1):119-31. doi: 10.1080/00224540009600450.
According to the results of recent research in France (D. Martinot & J. M. Monteil, 1995), only high-achieving students possessed well-structured academic self-concepts, which, in academic settings, should facilitate the use of a prototype-matching strategy (i.e., a decision-making strategy in which the self-concept guides one's choices). In 2 studies, the authors examined the tendency among French students of different academic levels to use the prototype-matching strategy. In Study 1, the participants of high and average academic achievement, but not those of lower academic achievement, used prototype matching in forming preferences. In Study 2, all participants in the condition (experimental) that facilitated the accessibility of academic self-concepts used prototype matching; the participants in the control condition did not.
根据法国近期的研究结果（D. 马蒂诺 & J. M. 蒙泰伊，1995年），只有成绩优异的学生拥有结构完善的学业自我概念，在学术环境中，这应有助于采用原型匹配策略（即一种自我概念指导个人选择的决策策略）。在两项研究中，作者考察了不同学业水平的法国学生采用原型匹配策略的倾向。在研究1中，学业成绩高和中等的参与者，而非学业成绩低的参与者，在形成偏好时采用了原型匹配。在研究2中，所有处于促进学业自我概念可及性条件（实验性）下的参与者都采用了原型匹配；处于控制条件下的参与者则没有。
