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排序方式: 共有86条查询结果,搜索用时 15 毫秒
1.
Maximilian de Gaynesford 《Pacific Philosophical Quarterly》2003,84(2):109-126
Abstract: One claim about I , regularly made and almost universally endorsed, is that uses of the term are logically guaranteed to refer successfully (if they refer at all). The claim is only rarely formulated perspicuously or argued for. Such obscurity helps disguise the fact that those who profess to advance the claim actually turn out to support not a logical guarantee at all but merely high security through fortunate coincidence. This is not surprising. For we have no good reason to accept the claim – granted, any use of I is apt to refer successfully; but that can be explained by pragmatic features of its use. And we have some reason to reject the claim – it is notoriously difficult to see how genuine reference and guaranteed success do not exclude each other when considered as properties of the logic of any term. 相似文献
2.
L W Reiser 《The Psychoanalytic quarterly》1987,56(4):667-688
This paper explores the significance of Marie Bonaparte's book, Topsy: The Story of a Golden Haired Chow. The manifest importance of Topsy has been attached to the fact that the Freuds translated it out of gratitude to Bonaparte and because of their love for dogs. Another level of significance emerges when the book is placed in historical context. Topsy elucidates the relationships between Marie Bonaparte, Sigmund Freud, and Anna Freud. It reflects Bonaparte's feelings about Freud's illness and is part of an ongoing dialogue with him. The persistent misplaced emphasis on the "dog story" has obscured the more profound issues. The author suggests that the conflicting needs to appreciate transience and to avoid mourning may account for both the importance of the book and for its obscurity. 相似文献
3.
Maximilian Seitz Jan Lenhart Nina Rübsam 《The British journal of developmental psychology》2020,38(3):363-390
Social-cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3- to 6-year-old preschoolers were read stories with either a gendered protagonist embedded within a non-gendered context, or a non-gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist’s gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words. 相似文献
4.
5.
The role of locomotion in the acquisition and transfer of spatial knowledge in children 总被引:1,自引:0,他引:1
Lehnung M Leplow B Ekroll V Herzog A Mehdorn M Ferstl R 《Scandinavian journal of psychology》2003,44(2):79-86
The role of locomotion in the acquisition and transfer of spatial knowledge was investigated in 144 five-, seven- and eleven-year-old children. Two experiments were conducted in the Kiel locomotor maze. In the first experiment, one group of children explored the spatial layout by walking through the maze, while another learned the maze by surveying the layout. In the second experiment, children were exposed to one of two orientation tests in the maze, one of which could be solved using "landmark orientation", the other only using a "relational place orientation". Children sitting by the side of the experimental chamber surveying the maze needed fewer trials to learn the spatial layout than children exploring the environment in the locomotion condition, but in the orientation test demanding the "relational place orientation" children who had explored the maze in the locomotion condition outperformed the children in the non-locomotion condition. Results are discussed in the context of cognitive mapping models. 相似文献
6.
M F Reiser 《Journal of the American Psychoanalytic Association》1999,47(2):485-501
How is psychoanalysis to deal with its ever widening field of clinical observations and the changing theoretical perspectives that may accompany them--e.g., those concerning intersubjectivity and empathy? Will it be necessary, as some suggest, to modify traditional theory and to abandon related principles of technique such as anonymity and abstinence? Detailed clinical examples of specific interactions are presented to illustrate the interrelated roles of memory, subjective interaction, and empathy. It is suggested that these clinical observations, which encompass newer perspectives, do not require new paradigms. Rather, they can for the present be comfortably accommodated within the purview of older observations, modern cognitive neuroscience, and traditional technical theory. 相似文献
7.
Although modern mental health systems increasingly require evidence-based practice (EBP), clinicians continue to object to restrictions on their professional independence, which they may perceive as counterproductive, divisive and even demeaning. In the face of such deep-seated objections, do we really need to strive for an evidence-based approach to supervision? We believe so, and begin our argument by noting a colourful illustration of the problems that can exist in the absence of EBP, those of poor training, therapist drift and weak professional regulation. Next, we present EBP as a mechanism to reduce such unacceptable variability in the way that treatments are delivered. We then apply the lessons from this divisive situation to the practice of clinical supervision, outlining a rationale for an inclusive, synergistic way forward. A number of fundamental psychological motives for this integration are noted, including supervisor training that is informed by practice-based research, corrective feedback on supervision, and a supportive professional system. Illustrative examples are provided in each of these areas. It is concluded that the traditional gulf between research and practice can and should be bridged in relation to supervision. 相似文献
8.
Müller U Liebermann-Finestone DP Carpendale JI Hammond SI Bibok MB 《Journal of experimental child psychology》2012,111(2):331-348
This longitudinal study examined the concurrent and predictive relations between executive function (EF) and theory of mind (ToM) in 82 preschoolers who were assessed when they were 2, 3, and 4 years old. The results showed that the concurrent relation between EF and ToM, after controlling for age, verbal ability, and sex, was significant at 3 and 4 years of age but not at 2 years of age. Hierarchical regression analyses showed that EF at age 2 significantly predicted ToM at age 3 and that EF at age 3 significantly predicted ToM at age 4, over and above the effects of age, verbal ability, and prior performance on ToM tasks. However, ToM at ages 2 and 3 did not explain a significant amount of variance in EF at age 4. Bootstrap procedures revealed that verbal ability at age 3 fully mediated the relation between ToM at age 2 and EF at age 4. 相似文献
9.
Vocational Concerns of Elementary Teachers: Stress,Job Satisfaction,and Occupational Commitment 下载免费PDF全文
Christopher J. McCarthy Richard G. Lambert Jenson Reiser 《Journal of Employment Counseling》2014,51(2):59-74
This study examines the vocational concerns of 185 elementary teachers. Participants were classified based on their perceptions of the magnitude of their classroom demands and resources. These groupings were then examined for differences in teachers' personal coping resources, job satisfaction, and occupational commitment. Results indicated that teachers classified as perceiving high classroom demand vis‐à‐vis classroom resources reported lower personal coping resources, less job satisfaction, and more plans to leave their current job. 相似文献
10.