The aim of this study was to investigate whether there was a difference in skin conductance response between 2 groups of military personnel when exposed to emotionally neutral and charged stimuli. The 2 groups were a combat experience group (n?=?10) with prior experience of emotionally charged war situations and a comparison group (n?=?10) with no such experience. Results showed that the comparison group reacted more strongly to exposure to both charged and neutral pictures than did the combat experience group, regardless of exposure time. The results are discussed in terms of emotional numbing and differences in anxiety state between the 2 groups. 相似文献
In this paper Popper formulates and discusses a new aspect of the theory of mind. This theory is partly based on his earlier developed interactionistic theory. It takes as its point of departure the observation that mind and physical forces have several properties in common, at least the following six: both are (i) located, (ii) unextended, (iii) incorporeal, (iv) capable of acting on bodies, (v) dependent upon body, (vi) capable of being influenced by bodies. Other properties such as intensity and extension in time may be added. It is argued that a fuller understanding of the nature of forces is essential for the analysis of the mind-brain problem. The relative autonomy and indeterministic nature of mind is stressed. Indeterminism is treated in relation to a theorem of Hadamard. The computer theory of mind and the Turing test are criticized. Finally the evolution of mind is discussed. 相似文献
The present study focuses on the following questions: (a) Are students with learning disabilities (LD) and low-achieving students (LA), when controlling for age and gender, less accepted by peers, do they feel more lonely, do they have lower self-esteem, and do they feel more depressed than NLD and NLA students? (b) Does low achievement per se or does selection into special education programs or special class placement of students with LD affect these students' psychological adjustment? Two analyses were conducted to elucidate these questions. Concerning the first question, the analysis was based on a sample of 1,434 4th-, 7th-, and 9th-grade students drawn from regular school classes. It revealed that students with LD compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and felt more lonely. LA students compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and were more depressed. Concerning the second question, the analysis was based on a subsample of 276 LD and LA students. It revealed that, when controlling for age and gender, and holding achievement in reading, writing, arithmetic, and intelligence constant, LD students compared with LA students were less depressed but were less accepted by peers and felt lonelier. Thus, besides the effects of low academic achievement, to be labeled “a student with LD” may have negative effects primarily on peer acceptance and directly and indirectly on feelings of loneliness, particularly in primary school.
We add a limited but useful form of quantification to Coalition Logic, a popular formalism for reasoning about cooperation
in game-like multi-agent systems. The basic constructs of Quantified Coalition Logic (QCL) allow us to express such properties as “every coalition satisfying property P can achieve φ” and “there exists a coalition C satisfying property P such that C can achieve φ”. We give an axiomatisation of QCL, and show that while it is no more expressive than Coalition Logic, it is nevertheless
exponentially more succinct. The complexity of QCL model checking for symbolic and explicit state representations is shown
to be no worse than that of Coalition Logic, and satisfiability for QCL is shown to be no worse than satisfiability for Coalition
Logic. We illustrate the formalism by showing how to succinctly specify such social choice mechanisms as majority voting,
which in Coalition Logic require specifications that are exponentially long in the number of agents. 相似文献
Even though there is a general presence of aesthetics in school curricula in most of western countries, both at the level of terminology and at the level of choice and definition of contents, objectives and skills to be developed, the approach to sports and physical education potential for the development of aesthetic education of students still does not seem to be a reality in the agenda of this subject. Moreover, it is not transversal in terms of its different didactic contents. In order to explore its relevance, the aim of this work was to deepen how aesthetics is internal and central to sports experience, and which elements of sports and physical education lived experiences can be relevant in the promotion and development of the aesthetic sensibility of students. We propose the deepening of the subject through an hermeneutical qualitative research approach, confronting the content collected in 19 semi-structured interviews that enabled the thematic analysis of its content, and through it, the discussion of viewpoints of representative subjects among those that are the main players in the consideration of an aesthetic education through sport, namely physical education teachers and researchers in the context of aesthetics and sports sciences. With the information gathered and after its processing, we could conclude that there are aesthetic elements of sport's experience that should be taken into account in an aesthetic educational point of view of physical education, namely: complexity, diversity, playability, tension between drama and accuracy, overcoming experience, risk and vulnerability, unpredictable storylines and uncertainty, technique and effectiveness. 相似文献
The authors investigated adolescents' use of coping strategies in relation to attachment to parents and time perspective. Adolescents in Grade 3 upper secondary school (M age = 18.3 years, SD = 0.6 years; n = 160) completed the Inventory of Parent and Peer Attachment, the Zimbardo Time Perspective Inventory, and the Brief COPE. Correlational analyses showed that attachment to parents was associated with a more favorable view of the past (higher past positive and lower past negative), a less fatalistic view of the present, and a more favorable view of the future (higher future positive and lower future negative). Parental attachment accounted for significant variance in composite coping scores (adaptive and maladaptive) when entered before, but not after, time perspective subscales in hierarchical regression analyses. However, time perspective (mainly present hedonistic and positive or negative future) predicted adaptive or maladaptive coping over and beyond attachment. The results are consistent with the hypothesis that most of the relationship between adolescents' attachment to parents and coping is mediated by individual differences in time perspective. By contrast, factors other than attachment to parents (e.g., temperament) must be considered to fully account for the relationship between time perspective and coping. 相似文献