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191.
The present study examined consistency of temperament across situations and time in early childhood. On two occasions, 7 months apart, we observed the responses of 94 four-year-olds to multiple standard laboratory procedures eliciting exuberance, fear, anger, sadness, or interest. In addition, fathers' and mothers' reports on children's temperament were obtained. Observed temperament showed substantial context specificity, varying across situations within dimensions. Structural equation models revealed separate observation and parental perception factors and factorial invariance and high stability for most dimensions. Stability coefficients based on correlations varied according to level of aggregation. Measurement convergence was generally moderate and was lowest for negative emotionality. Implications for the assessment of temperament are discussed in relation to differences in consistency across dimensions and convergence between measures. 相似文献
192.
Zittoun T Baucal A Cornish F Gillespie A 《Integrative psychological & behavioral science》2007,41(2):208-217
We use the notion of emergence to consider the sorts of knowledge that can be produced in a collaborative research project.
The notion invites us to see collaborative work as a developmental dynamic system in which various changes constantly occur.
Among these we examine two sorts of knowledge that can be produced: scientific knowledge, and collaborative knowledge. We
argue that collaborative knowledge can enable researchers to reflectively monitor their collaborative project, so as to encourage
its most productive changes. On the basis of examples taken from this special issue, we highlight four modes of producing
collaborative knowledge and discuss the possible uses of such knowledge.
Tania Zittoun is Professor of Education at the University of Neuchatel (Switzerland). At a theoretical level, she is interested in the semiotic processes of meaning making. Her empirical work examines people’s uses of symbolic resources and their role in learning and development, as well as dynamics of transitions in the lifetime. She is the author of three books on these issues: Transitions, InfoAge, 2006; Insertions, Peter Lang, 2006; Donner la vie, choisir un nom, L’Harmattan, 2005. Aleksandar Baucal is an Assistant Professor in Developmental Psychology at the University of Belgrade. His main theoretical and empirical interest is co-construction between human development and development of socio-cultural context. At a theoretical level he is searching for integration of different theoretical traditions within a Vygotskian socio-cultural approach. His current research deals with construction of new competences during interaction with others based on innovative methodology integrating both quantitative and qualitative techniques. Flora Cornish is a Lecturer in the School of Nursing, Midwifery & Community Health at Glasgow Caledonian University. She is a social psychologist with research interests in the problem of how people with divergent interests manage to coordinate collective action, in contexts including community development approaches to improving public health and the interaction between service users and health services. Alex Gillespie is a Lecturer in Social Psychology at the University of Stirling. His main theoretical interest concerns the formation of intersubjectivity, the self, and self-reflection in social interaction. This line of enquiry follows the work of James, Mead, Vygotsky and Bakhtin. He has recently published a book on this theoretical and empirical work entitled Becoming other: From social interaction to self-reflection, published by Information Age Publishing. 相似文献
Tania ZittounEmail: |
Tania Zittoun is Professor of Education at the University of Neuchatel (Switzerland). At a theoretical level, she is interested in the semiotic processes of meaning making. Her empirical work examines people’s uses of symbolic resources and their role in learning and development, as well as dynamics of transitions in the lifetime. She is the author of three books on these issues: Transitions, InfoAge, 2006; Insertions, Peter Lang, 2006; Donner la vie, choisir un nom, L’Harmattan, 2005. Aleksandar Baucal is an Assistant Professor in Developmental Psychology at the University of Belgrade. His main theoretical and empirical interest is co-construction between human development and development of socio-cultural context. At a theoretical level he is searching for integration of different theoretical traditions within a Vygotskian socio-cultural approach. His current research deals with construction of new competences during interaction with others based on innovative methodology integrating both quantitative and qualitative techniques. Flora Cornish is a Lecturer in the School of Nursing, Midwifery & Community Health at Glasgow Caledonian University. She is a social psychologist with research interests in the problem of how people with divergent interests manage to coordinate collective action, in contexts including community development approaches to improving public health and the interaction between service users and health services. Alex Gillespie is a Lecturer in Social Psychology at the University of Stirling. His main theoretical interest concerns the formation of intersubjectivity, the self, and self-reflection in social interaction. This line of enquiry follows the work of James, Mead, Vygotsky and Bakhtin. He has recently published a book on this theoretical and empirical work entitled Becoming other: From social interaction to self-reflection, published by Information Age Publishing. 相似文献
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Peter Prinzie Cathy M. Van Der Sluis Amaranta D. De Haan Maja Deković 《Journal of personality》2010,78(4):1301-1323
ABSTRACT Building on prior cross‐sectional work, this longitudinal study evaluated the proposition that maternal and paternal overreactive and authoritative parenting mediates the effect of child personality characteristics on externalizing behavior. Data from the Flemish Study on Parenting, Personality, and Problem Behavior were used in a moderated mediation analysis (N=434). Teachers rated children's Big Five characteristics, fathers and mothers rated their parenting, and 3 years later, children rated their externalizing behavior. Mediational analysis revealed both direct and indirect effects. Higher levels of Extraversion and lower levels of Benevolence were related directly to higher levels of child externalizing behavior. Higher levels of paternal authoritative parenting and lower levels of maternal overreactivity were related to lower scores on externalizing behavior. In addition, the relation between Benevolence, Emotional Stability, and externalizing behavior was partially mediated by parental overreactivity. Conscientiousness had an indirect effect on externalizing behavior through paternal authoritative parenting. Relations were not moderated by child gender. This study is of theoretical interest because the results demonstrate that parenting is a mediating mechanism that accounts for associations between personality and externalizing behavior. 相似文献
198.
Evidence for instances of astrophysical ‘fine tuning’ (or ‘coincidences’) is thought by some to lend support to the design argument (i.e. the argument that our universe has been designed by some deity). We assess some of the relevant empirical and conceptual issues. We argue that astrophysical fine tuning calls for some explanation, but this explanation need not appeal to the design argument. A clear and strict separation of the issue of anthropic fine tuning on one hand and any form of Eddingtonian numerology and teleology on the other, may help clarify arguably the most significant issue in the philosophy of cosmology. 相似文献
199.
Taeda Jovičić 《Argumentation》2006,20(1):29-58
In this article, I further analyze the notion of the effectiveness of argumentative strategies, introduced in Jovičić, 2001. The most relevant achievements of the theories of reasonable discussion and the theories of persuasion are called to mind with the aim of explaining the mechanism of the argumentative effectiveness. As a result, a procedure for evaluating the effectiveness of argumentative strategies is suggested. 相似文献
200.
Implicit aggressiveness, measured by the Conditional Reasoning Test for Aggression (CRT-A), has been shown to be important for understanding counterproductive work behaviors (CWBs). However, it is not clear how employees justify CWBs that stem from their unconscious tendencies. We tested the idea that implicitly aggressive individuals develop negative job attitudes (JAs) to justify their CWBs. In Study 1, 333 employees completed the CRT-A, a battery of JAs, and a CWBs scale. In Study 2, another sample (n = 341) completed the CRT-A and different measures of JAs and CWBs. In both studies, implicit aggressiveness explained JAs and self-reported CWBs. Although the design did not allow establishment of exact causal sequence, both studies were more consistent with the model where CWBs mediated the CRT-A and JA relationship. 相似文献