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1.
Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study
reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated
by parents and teachers in a large, representative community sample of girls ( N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity,
relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional
behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression).
There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year
stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher
ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's
disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.
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2.
The embodied, embedded, enactive, and extended approaches to cognition explicate many important details for a phenomenology
of perception, and are consistent with some of the traditional phenomenological analyses. Theorists working in these areas,
however, often fail to provide an account of how intersubjectivity might relate to perception. This paper suggests some ways
in which intersubjectivity is important for an adequate account of perception.
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3.
Perceptual processes play a central role in the planning and control of human voluntary action. Indeed, planning an action is a sensorimotor process operating on sensorimotor units, a process that is based on anticipations of perceptual action effects. I discuss how the underlying sensorimotor units emerge, and how they can be employed to tailor action plans to the goals at hand. I also discuss how even a single action can induce sensorimotor binding, how intentionally implemented short-term associations between stimuli and responses become autonomous, how feature overlap between stimulus events and actions makes them compatible, and why action plans are necessarily incomplete. 相似文献
4.
The idea that observing an action triggers an automatic and obligatory activation of an imitative action in the motor system
of the observer has recently been questioned by studies examining complementary actions. Instead of a tendency for imitation,
cooperative settings may facilitate the execution of dissimilar actions, resulting in a relative disadvantage for imitative
actions. The present study aimed at clarifying the contribution of associative learning and interference of task representations
to the reversal of congruency effects. To distinguish between the two, an experiment was designed, in which we increased the
effects of associative learning and minimized the effects of task interference. Participants completed a series of imitation
and complementary action runs, in which they continuously imitated or complemented the actions of a virtual co-actor. Each
run was alternated with a test run showing the same actions but including color-cues, and the participants were instructed
to respond to color instead of the actor’s posture. Reaction times to test runs showed no reversal of facilitation effects
between the imitation and complementary action conditions. This result strongly argues that associative learning cannot adequately
account for reversed facilitation effects. Our study provides additional support for action–perception models that allow flexible
selection of action–perception coupling and challenges the existing models purely based on stimulus–response associations.
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5.
It is generally agreed upon that Grice’s causal theory of perception describes a necessary condition for perception. It does
not describe sufficient conditions, however, since there are entities in causal chains that we do not perceive and not all
causal chains yield perceptions. One strategy for overcoming these problems is that of strengthening the notion of causality
(as done by David Lewis). Another is that of specifying the criteria according to which perceptual experiences should match
the way the world is (Frank Jackson and Michael Tye). Finally, one can also try to provide sufficient conditions by elaborating
on the content of perceptual experiences (Alva N?e). These different strategies are considered in this paper, with the conclusion
that none of them is successful. However, a careful examination of their problems points towards the general solution that
we outline at the end.
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6.
According to Self-Determination Theory, feelings of relatedness and value of a behavior are critical factors that affect internalization
and integration. The purpose of the current study was to identify factors that influence relatedness and value in an academic
setting. Specifically, the study investigated the effects of autonomy, mastery goals, performance-approach goals, and performance-avoidance
goals, on two dependent variables: relatedness to the professor and value of the course. Participants were 222 undergraduate
students (90 males) enrolled in introductory psychology classes. Linear regression analyses showed a statistically significant
effect of mastery goals and autonomy on relatedness such that higher scores were associated with greater relatedness. A similar
pattern emerged for value. Neither performance-approach nor performance-avoidance goals were significantly associated with
relatedness or value. Theoretical and practical contributions are discussed.
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7.
Phenomenology of the body and the third generation of cognitive science, both of which attribute a central role in human cognition
to the body rather than to the Cartesian notion of representation, face the criticism that higher-level cognition cannot be
fully grasped by those studies. The problem here is how explicit representations, consciousness, and thoughts issue from perception
and the body, and how they cooperate in human cognition. In order to address this problem, we propose a research program,
a cognitive phenomenology of the body, which is basically motivated by the perspective of Merleau-Ponty. We find a substantial clue in developmental psychological
studies on the body and language.
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8.
Some philosophers have argued that refraining from performing an action consists in actively keeping oneself from performing
that action or preventing one’s performing it. Since activities must be held to be positive actions, this implies that negative
actions are a species of positive actions which is to say that all actions are positive actions.
I defend the following claims:
(i) |
Positive actions necessarily include activity or effort, negative actions may require activity or effort, but never include the activity or effort which may be required.
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(ii) |
Unless it is, or was, at some time in P’s power to Q, P does not refrain from Q-ing. |
(iii) |
Negative actions are actions, they are causings of negative facts.
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9.
The contemporary discussion of terrorism has been dominated by deontological and consequentialist arguments. Building upon my previous work on a paradox concerning moral complaint, I try to broaden the perspectives through which we view the issues. The direction that seems to me as most promising is a self-reflexive, conditional, and, to some extent, relational emphasis. What one is permitted to do to others would depend not so much on some absolute code constraning actions or on the estimate of what would optimize overall the resulting well-being but on the precedents that the past actions of those others provided, on the relationships among the participants, on tacit or explicit offers and possible agreements among them, and on the reciprocity (or lack thereof) that ensues. 相似文献
10.
In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this
special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology,
connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.
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11.
When individuals think about their future, feedback on their strengths and weaknesses may often serve as a useful source of information. Three studies investigated the influence of positive and neutral moods on feedback seeking. In Studies 1 and 2, positive mood increased interest in feedback about weaknesses when this information was useful for self-assessment and self-improvement. But when the feedback was not useful for these superordinate, long-term goals then positive mood directed participants’ interest to strength-focused feedback, thereby serving short-term, affective concerns (e.g., feeling good about oneself). Study 3 directly manipulated self-evaluative goals. When a learning goal was activated, positive mood increased interest in weaknesses-focused feedback, but when an affective goal was activated, positive mood increased interest in strength-focused feedback. These results support our hypothesis that positive mood attunes individuals to the relationships of goals and means, thus promoting actions that serve primary goals. 相似文献
13.
Practical reasons, roughly, are reasons to have our desires and goals, and to do what might secure these goals. I argue for
the view that lack of freedom to do otherwise undermines the truth of judgments of practical reason. Thus, assuming that determinism
expunges alternative possibilities, determinism undercuts the truth of such judgments. I propose, in addition, that if practical
reason is associated with various values in a specified way, then determinism precludes such values owing to determinism's
imperiling practical reason.
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14.
Kant’s reputation for making absolutist claims about universal and necessary conditions for the possibility of experience
are put here in the broader context of his goals for the Critical philosophy. It is shown that within that context, Kant’s
claims can be seen as considerably more innocuous than they are traditionally regarded, underscoring his deep respect for
“common sense” and sharing surprisingly similar goals with Wittgenstein in terms of what philosophy can, and at least as importantly
cannot, provide.
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15.
Ohne Zusammenfassung 相似文献
16.
Relationally-autonomous reasons (RARs) are motives for behavior that take into account one’s close relationships. A cross-cultural
model tested the hypotheses that (a) people with a highly relational self-construal will pursue their goals for RARs, and
(b) RARs will predict positive goal outcomes after controlling for variance explained by personally-autonomous reasons (PARs)
and social support. One hundred seventy Americans and 219 Japanese completed a well-being and self questionnaire then generated
and rated seven goals on several attributes. Results showed that relational self-construal was associated with RARs for goals.
RARs predicted effort directly and predicted progress and purpose in life indirectly for both groups. In addition, Americans
and Japanese differed in the types of goals they pursued and the degree to which social support predicted effort. Implications
for self, culture, and motivation research are discussed.
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17.
In an academic setting, we tested competing predictions derived from two conceptual models about the effects of approach and
avoidance referents (e.g., goals and role models) on student performance. One model suggests a main effect such that focusing
on approach referents leads to better outcomes than focusing on avoidance referents, regardless of personality (e.g., A. J.
Elliot & K. M. Sheldon, 1997). Another model suggests an interaction such that focusing on either approach or avoidance referents
can lead to positive outcomes, but only when people are promotion focused or prevention focused, respectively (e.g., P. Lockwood,
C. H. Jordan, & Z. Kunda, 2002). Findings supported the main effect model. The more prevention focused participants were,
the more avoidance goals they generated, which led to poorer grades.
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19.
After a brief exposition of Elementary Pragmatic Model about changes in dyadic interactions, the validity and clinical usefulness
of the model was evaluated with a newly created test, called SISCI-Sentences. This test is composed of 90 Sentences with strong
psychological impact. Administration of this test to non-clinical and clinical participants produced statistically significant
differences between the choices of participants in the two groups. Implications of these results for the use of these Sentences
in the course of psychotherapy are discussed.
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20.
Ohne Zusammenfassung
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