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The purpose of this study was to examine the effects of exposure to political violence on preschool children and their mothers. We explored whether these dyads are different from dyads with no known history of exposure to violence and from mother–child dyads with known exposure to domestic violence. Specifically, we explored differences in mothers' psychological status (depression and anxiety), dyadic emotional availability (EA), children's social information processing, and children's social behaviour, in a sample of 216 dyads divided into three groups (exposure to political violence, no exposure to violence, and exposure to domestic violence). We found evidence to support our hypotheses that children exposed to domestic violence exhibit the highest levels of social maladjustment with smaller but still significant differences between children exposed to political violence and children in the comparison group. As expected, the lowest EA scores were found in the exposure to domestic violence group, followed by dyads in the exposure to political violence group. Dyads belonging to the comparison group (no exposure) exhibited the highest levels of EA. These findings contribute to our understanding of the meaning of exposure to political violence, as well as sharpen the difference between exposure to political and domestic violence. 相似文献
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Theories of visionary leadership propose that groups bestow leadership on exceptional group members. In contrast, social identity perspectives claim that leadership arises, in part, from a person's ability to be seen as representative of the group. Integrating these perspectives, the authors propose that effective leaders often share group members' perspectives concerning the present, yet offer a unique and compelling vision for the group's future. In addition, although intergroup contexts may increase the value of representativeness, the authors predict that vision dominates representativeness in single-group situations characterized by high levels of collective stress (e.g., a natural disaster). Five studies demonstrated that visionary leaders (those who offer novel solutions to their group's predicament) attract more followers, promote group identification and intrinsic motivation, mobilize collective action, and effectively regulate group members' emotions and reactions to crises compared to representative leaders. The authors discuss when, why, and how vision triumphs over representativeness in leader emergence and effectiveness. 相似文献
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How do leaders generate a learning climate that yields favorable organizational outcomes? To address this question, we offer and test a model linking charismatic leadership with the team‐emergent states of shared vision and trust within the team, as predicting organizational learning climate, and long‐term assessments of organizational outcomes by key stakeholders. We examined this model in a sample of 69 Arab elementary schools in Israel using multiple sources of raters, predicting long‐term assessments by key stakeholders of respective schools (parents and superintendents) at 2 points in time: 1 year and 3 years following the survey of the teachers. In line with our expectations, we obtained an overall, indirect effect between charismatic leadership and organizational learning climate. We also found support for both the direct and indirect effects of leader charisma through trust within the team on organizational learning climate and school outcomes. Although charismatic leadership predicted shared vision among team members, shared vision did not predict organizational learning climate, and hence, our proposed mediating effects of shared vision on organizational learning climate and outcomes were not supported. We discuss both theoretical and practical implications for the effects of leaders on learning processes and outcomes. 相似文献
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Yael Henkin Maya Feinholz Miri Arie Yair Bar-Haim 《Journal of abnormal child psychology》2010,38(1):43-48
Evidence suggests that children with selective mutism (SM) display significant aberrations in auditory efferent activity at
the brainstem level that may underlie inefficient auditory processing during vocalization, and lead to speech avoidance. The
objective of the present study was to explore auditory filtering processes at the cortical level in children with SM. The
classic paired-click paradigm was utilized to assess suppression of the P50 event-related potential to the second, of two
sequentially-presented clicks, in ten children with SM and 10 control children. A significant suppression of P50 to the second
click was evident in the SM group, whereas no suppression effect was observed in controls. Suppression was evident in 90%
of the SM group and in 40% of controls, whereas augmentation was found in 10% and 60%, respectively, yielding a significant
association between group and suppression of P50. P50 to the first click was comparable in children with SM and controls.
The adult-like, mature P50 suppression effect exhibited by children with SM may reflect a cortical mechanism of compensatory
inhibition of irrelevant repetitive information that was not properly suppressed at lower levels of their auditory system.
The current data extends our previous findings suggesting that differential auditory processing may be involved in speech
selectivity in SM. 相似文献
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Nadav Goldschmied Mark Sheptock Kacey Kim Yair Galily 《Quarterly journal of experimental psychology (2006)》2017,70(11):2347-2356
Two experiments were conducted to examine framing effects in sport. In Experiment 1, a conceptual replication [Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory. Journal of Verbal Learning and Verbal Behavior, 13(5), 585–589], participants watched a hockey collision, with the hit described later in a written format as a “contact”, “bump”, or “smash”. This manipulation resulted in no differences in participants’ report of how fast the players were skating, their intentions, and the outcome of the hit. In Experiment 2, participants watched the same video clip with ongoing commentary. Those who heard the announcer describing the event as “contact” estimated a higher skating speed than participants who were exposed to the “smash” commentary. Participants who were exposed to the “bump” commentary rated the repercussions of the collision as less severe than did those exposed to the other commentaries. These findings show that the perception of magnitude hierarchy may be domain specific and suggest future avenues for exploring framing effects when one is exposed to visual stimuli. 相似文献
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Observers are poor at reporting the identities of objects that they have successfully tracked (Pylyshyn, Visual Cognition, 11, 801-822, 2004; Scholl & Pylyshyn, Cognitive Psychology, 38, 259-290, 1999). Consequently, it has been claimed that objects are tracked in a manner that does not encode their identities (Pylyshyn, 2004). Here, we present evidence that disputes this claim. In a series of experiments, we show that attempting to track the identities of objects can decrease an observer's ability to track the objects' locations. This indicates that the mechanisms that track, respectively, the locations and identities of objects draw upon a common resource. Furthermore, we show that this common resource can be voluntarily distributed between the two mechanisms. This is clear evidence that the location- and identity-tracking mechanisms are not entirely dissociable. 相似文献
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Baiocco R Laghi F Schneider BH Dalessio M Amichai-Hamburger Y Coplan RJ Koszycki D Flament M 《Cyberpsychology, behavior and social networking》2011,14(7-8):467-471
The goal of the present study was to explore patterns of communication between adolescents and their friends across both "online" and "in-person" contexts. The participants were adolescents (n?=?727) aged 11-16 years attending middle schools in urban and rural areas of Italy. Participants completed daily logs of their in-person and online contacts with friends for 20 consecutive school days. Girls reported more total contacts with their friends than did boys as well as friendships that were closer and more intimate. However, boys indicated more contact than girls via electronic communication and online. Contacts with peers in general were less frequent among the older participants, perhaps because of increasing academic demands. Participants who complemented in-person contact with friends with electronic contact were less lonely than their counterparts who were less versatile in accessing different modalities of making contact with friends. 相似文献