Estudio diferencial del pensamiento creador en los campos simbólico,semántico y figurativo

Resumen

Se plantea un intento de síntesis teórica y empírica entre dos aproximaciones al estudio del pensamiento creador: la asociativa y ta factorial.

Tras el análisis de las teorías de Mednick y Guilford como los modelos más sistemáticos en ambas orientaciones se realizó un estudio factorial con tres muestras de sujetos representativos de tres contenidos de pensamiento definidos en el modelo de Guilford: periodistas (contenido semántico), matemáticos (contenido simbólico) y pintores (contenido figurativo). Junto a una selección de tareas de la batería de Guilford para la medida del pensamiento divergente correspondientes a las tres áreas de información evaluadas, se aplicó el RAT de Mednick a los 171 sujetos. Se realizaron cuatro análisis factoriales, uno global y los otros diferenciando por grupos de sujetos.

Los resultados fueron una confirmación de la teoría factorial de la creatividad de Guilford, al definirse factorialmente tres aptitudes perfectamente diferenciadas en función de los contenidos, pero no se pudo confirmar la naturaleza asociativa de las aptitudes mentales de creatividad en los términos propuestos por Mednick, dada la ausencia de resultados significativos con respecto al RAT. Las conclusiones de este trabajo son inequívocamente confirmadoras de la versión propuesta en las hipótesis de la teoría de Guilford.     

Kant on Acting from Juridical Duty

ABSTRACT

A much debated passage in the Metaphysics of Morals often leads commentators to believe that it is not possible to act from juridical duty. On the one hand, Kant says that all lawgiving includes an incentive ‘which connects a ground to determining choice to this action subjectively with the representation of the law’ (MM: 218). On the other hand, he claims that juridical lawgiving ‘does not include the incentive of duty in the law’ (MM: 219). The first claim seems to entail that agents can perform a juridical duty for the sake of that duty; the second seems to entail that agents cannot perform a juridical duty for the sake of that duty. This paper shows that it is possible to reconcile both passages and to claim that one can act from juridical duty in Kant’s terms. First, it gives an account of what can be called the paradox of juridical duties. Second, it discusses briefly how responses to the paradox remain somewhat unsatisfactory. Finally, it clarifies how agents can act with no other incentive but the actual juridical duty without endangering the Kantian morality-law divide.     

The indirect effect of contextual factors on the emotional distress of infertile couples

Few studies were dedicated to study the role of contextual factors, such as the socioeconomic status and urban or rural residence in emotional distress of infertile couples. This study aimed to explore the impact of contextual factors on emotional distress, either directly or by affecting the importance of parenthood in one's life, which in turn affects emotional distress. In this cross-sectional study, 70 couples recruited during hormonal stimulation phase prior to in vitro fertilisation completed clinical and sociodemographic forms and self-report questionnaires assessing representations about the importance of parenthood and emotional distress. Path analysis using structural equation modelling was used to examine direct and indirect effects among variables. Results indicated that socioeconomic status and place of residence had an impact in emotional distress by affecting the representations about the importance of parenthood in one's life. Gender differences were found regarding model paths, suggesting that the social context may have a stronger influence on women's emotional distress than on their partners’ distress. When delineating psychological interventions, health care providers should consider that cultural values about children and parenthood contribute to shape the infertility experience.     

A temporal common ground for learning: The moderating effect of shared mental models on the relation between team learning behaviours and performance improvement

In this longitudinal study, we integrated a team process and a learning curve perspective on team learning and empirically analysed whether team learning processes lead to performance improvement. In addition, we tested whether this relation is moderated by the similarity of team members’ task, team, and temporal mental models. We tested our model on a sample of 67 teams (314 individuals) competing in a management simulation over five consecutive time periods, using random coefficient modelling (RCM). Our findings suggest that team learning behaviours do not have a direct effect on the team learning curve, but temporal and task mental models are crucial for the translation of team learning behaviours into performance improvement. We found that when teams have similar task and temporal mental models, engaging in team learning processes is beneficial, whereas, when teams have dissimilar task and temporal mental models, it is detrimental to performance improvement. We did not find a significant effect for the moderating role of team mental model similarity. Our study emphasizes the importance of integrating different perspectives on team learning and provides support for the role of team cognition as a catalyst for team learning.     

COLLEGE WOMEN'S AGGRESSION IN RELATIONSHIPS:THE ROLE OF CHILDHOOD AND ADOLESCENT VICTIMIZATION

Despite growing evidence suggesting that women engage in verbal and physical dating aggression, there is a dearth of research examining the predictors of women's engagement in these behaviors. Utilizing a college sample, the purpose of the current study was to explore women's perpetration of dating aggression within the context of victimization experiences. Women ( N  = 374) completed surveys at the beginning and end of a 10-week academic quarter for course credit. Results from two retrospective regression analyses (all Time 1 variables) suggested that (1) paternal physical abuse and adolescent/adulthood verbal victimization predicted women's reports of verbal perpetration and (2) childhood sexual abuse, adolescent/adulthood verbal victimization, adolescent/adulthood physical victimization, and adolescent/adulthood verbal perpetration predicted women's reports of physical perpetration. Results from the two prospective, longitudinal regression analyses suggested that (1) verbal perpetration (as measured at Time 1) and verbal victimization over the interim predicted women's reports of verbal perpetration over the interim and (2) physical perpetration (as measured at Time 1), verbal perpetration over the interim, and physical victimization over the interim predicted women's reports of physical perpetration over the interim. These data suggest the importance of considering previous victimization experiences, mutual partner aggression, and a history of aggressive behaviors when examining women's use of aggression in dating relationships.     

Psychometric properties of the Death Anxiety Scale (DAS) among HIV/AIDS patients

AIDS patients and HIV carriers who are aware of their condition are under multiple kinds of stress with adverse effects on their emotional state and personal and social activity. This paper reports the psychometric properties of the DAS (Death Anxiety Scale) using the Spanish version in the clinical setting. The sample is made up of 148 HIV/AIDS patients (109 men and 39 women). The internal consistency of the scale was .72 and its test-retest reliability was .70. Principal components analysis extracted five factors that jointly accounted for 56.5% of the total variance. As, on the whole, these results are very similar to those reported by other authors, it is concluded that the Spanish DAS is a valid instrument for the assessment of death anxiety in Spanish HIV/AIDS patients.     

To be or not to be: an exploration of ethnic identity development in context

This qualitative study focused on the intersection of personal and ethnic identities among forty African American, Puerto Rican, Dominican, and Chinese American high school students. The patterns in content indicated that for the Puerto Ricans, the intersection of their personal and social identities was a series of accommodations to a positive peer climate and a resistance to being Dominican. For the other ethnic groups, the intersection of their personal and social identities consisted of a process of resistance and accommodation to negative stereotypes projected on them by their peers and, for African Americans, themselves.