In this study, we present the Pseudoscientific Belief Scale (PSEUDO; α = 0.90). The conceptual foundations of the scale include (a) a philosophically grounded and functional demarcation criterion between science and pseudoscience; (b) an analysis of the pseudoscientific status of science denialism, which is integrated into the scale; and (c) a bibliographic justification to back up the inclusion of each item. The validation process is carried out based on two studies. Study 1 (N = 3,416) uses both exploratory factor analysis and cluster analysis: Conceptually congruent factors are not reported. Study 2 (N = 292) includes a total of 21 sociodemographic, personality, and cognitive independent variables, as well as the two thematic subscales of PSEUDO as dependent variables, in order to analyze the psychological profile of both sets of believers. Results show high similarity between both groups, confirming construct validity. 相似文献
We report the performance of two aphasic patients in a morphological transformation task. Both patients are Spanish-Catalan bilingual speakers who were diagnosed with agrammatic Broca's aphasia. In the morphological transformation task, the two patients were asked to produce regular and irregular verb forms. The patients showed poorer performance with irregular than regular morphological transformations in both of their languages. These results are at odds with the proposal that agrammatic speech is always or even preponderantly associated with poorer performance in processing regular versus irregular verb form. Instead, these results support the view that a major component of agrammatic production is a deficit in morphosyntactic processing, independently of whether this processing ultimately involves regular or irregular forms. 相似文献
Academic buoyancy refers to students’ capability of dealing with day-to-day obstacles in the school contexts. Previous studies have demonstrated that academic buoyancy is linked to optimal outcomes. However, limited research has been conducted to explore why academic buoyancy can predict positive academic functioning. This research examined the association of academic buoyancy with academic motivational dimensions and achievement among 393 Filipino high school students. The indirect effects of academic buoyancy on achievement via the intermediate variable - academic motivational orientations were explored. Findings showed that academic buoyancy was associated with higher levels of academic achievement as well as controlled and autonomous motivational orientations. Academic buoyancy had indirect effects on achievement via autonomous motivation. This means that intrinsic motivation serves as a potential mechanism through which academic buoyancy may be associated with perceived academic achievement. Findings of this research emphasize the academic benefits of cultivating students’ capability to deal with daily academic hassles.
Psychological capital (PsyCap) has been widely investigated in the organizational context. However, limited attention has been given to the role of PsyCap in the academic setting. The primary objective of this study was to examine how PsyCap is associated with academic motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that PsyCap was associated with higher autonomous motivation and controlled motivation even after controlling for relevant demographic variables. PsyCap was also associated with lower levels of amotivation. Study 2 showed that PsyCap was both a concurrent and prospective predictor of autonomous motivation, controlled motivation, academic engagement, and academic achievement even after controlling for their respective autoregressors and other relevant covariates. Mediational analyses indicated that the effects of T1 PsyCap on T2 achievement and T2 engagement were mediated by T2 autonomous motivation. The theoretical and practical implications are elucidated. 相似文献
The present research aims to validate the Short Grit Scale (Duckworth et al. Journal of Personality Assessment 91:166–174, 2009) among a sample of university (n?=?220) and high school students (n?=?606) from a collectivist culture (i.e., the Philippines) using both within-network and between-network approaches to construct validation. Our results revealed interesting cross-cultural differences in grit. First, grit was comprised of two distinct dimensions rather than as a hierarchical construct. Only the perseverance of effort dimension loaded onto the higher-order grit factor. Second, perseverance of effort was more salient in predicting key psychological outcomes (i.e., academic engagement and subjective well-being) compared to consistency of interests. This suggests that in collectivist cultures, the perseverance of effort dimension of grit is more relevant compared to the consistency of interest. Theoretical and practical implications are discussed. 相似文献
Cognitive neuroscience research on conceptual knowledge often is discussed with respect to “embodiment” or “grounding.” We tried to disentangle at least three distinct claims made using these terms. One of these, the view that concepts are entirely reducible to sensory-motor representations, is untenable and diminishing in the literature. A second is the view that concepts and sensory-motor representations “interact,” and a third view addresses the question of how concepts are neurally organized—the neural partitions among concepts of different kinds, and where these partitions are localized in cortex. We argue that towards the second and third issues, much fruitful research can be pursued, but that no position on them is specifically related to “grounding.” Furthermore, to move forward on them, it is important to precisely distinguish different kinds of representations—conceptual vs. sensory-motor—from each other theoretically and empirically. Neuroimaging evidence often lacks such specificity. We take an approach that distinguishes conceptual from sensory-motor representations by virtue of two properties: broad generality and tolerance to the absence of sensory-motor associations. We review three of our recent experiments that employ these criteria in order to localize neural representations of several specific kinds of nonsensory attributes: functions, intentions, and belief traits. Building on past work, we find that neuroimaging evidence can be used fruitfully to distinguish interesting hypotheses about neural organization. On the other hand, most such evidence does not speak to any clear notion of “grounding” or “embodiment,” because these terms do not make clear, specific, empirical predictions. We argue that cognitive neuroscience will proceed most fruitfully by relinquishing these terms. 相似文献
Extant literature has shown that the compound personality variable core self‐evaluations (CSE) is associated with various psychological outcomes. However, there is a dearth of research on CSE across cultures. Consistent with self‐construal theory, because there can be differences in self‐construals within and between cultures, the present study examined the moderating role of culture on the relation between CSE and subjective well‐being while also allowing for individual differences in self‐construal in the US and the Philippines. In both countries, CSE positively predicted subjective well‐being. Notably, the association between CSE and subjective well‐being was stronger in the US than in the Philippines. In addition, independent self‐construal strengthened the positive impact of CSE on subjective well‐being especially in the US. Overall, CSE positively predicts subjective well‐being; however, the relationship depends on not only the cultural context, but also on individual differences in self‐construal. 相似文献
The test-retest reliability of the Spanish Diagnostic Interview Schedule for Children (DISC-IV) is presented. This version was developed in Puerto Rico in consultation with an international bilingual committee, sponsored by NIMH. The sample (N = 146) consisted of children recruited from outpatient mental health clinics and a drug residential treatment facility. Two different pairs of nonclinicians administered the DISC twice to the parent and child respondents. Results indicated fair to moderate agreement for parent reports on most diagnoses. Relatively similar agreement levels were observed for last month and last year time frames. Surprisingly, the inclusion of impairment as a criterion for diagnosis did not substantially change the pattern of results for specific disorders. Parents were more reliable when reporting on diagnoses of younger (4–10) than older children. Children 11–17 years old were reliable informants on disruptive and substance abuse/dependence disorders, but unreliable for anxiety and depressive disorders. Hence, parents were more reliable when reporting about anxiety and depressive disorders whereas children were more reliable than their parents when reporting about disruptive and substance disorders. 相似文献
Negative emotional pictures from the International Affective Pictures System (IAPS) have been successful in mapping brain areas related to the aversive system. However, the capacity of positive emotional pictures to study the brain areas related to the appetitive system (i.e., nucleus accumbens, prefrontal cortex) is less established. In this study, we used a block fMRI design to investigate this issue, including emotional pictures as background while participants performed a vowel-consonant discrimination task. Importantly, participants were heterosexual males and all positive pictures were related to erotic couples, opposite-sex erotica, or romantic scenes. Negative pictures were similar to those used in previous studies. Results were consistent with previous studies using event-related designs, showing activation of amygdala, lateral prefrontal cortex, and occipito-temporal areas, but positive pictures showed a significant activation in the left nucleus accumbens. These findings provide evidence of the utility of block designs in emotional research (positive emotional pictures). 相似文献
Patterns of correlates, comorbidity and impairment associated with attention-deficit hyperactivity disorder (ADHD) in children and youth were examined in representative samples from the community and from treatment facilities serving medically indigent youth in Puerto Rico. Information from caretakers and youths was obtained using the Diagnostic Interview Schedule for Children, (version IV), measures of global impairment, and a battery of potential correlates. In the community (N = 1,896) and the treated samples (N = 763), 7.5 and 26.2% of the children, respectively, met criteria for DSM-IV ADHD in the previous year. Although the prevalence rates and degree of impairment differed, the general patterns of correlates, comorbidity and impairment were similar in both populations. The exceptions were associated with conduct disorder, anxiety, impairment in the ADHD comorbid group, and age factors that appeared to be related to selection into treatment. 相似文献