Croatian elementary school children in grades 4 to 6 (N= 151) reported on direct and indirect aggressive behaviors of their classmates. Acceptance and rejection by classmates were also assessed, employing the sociometric nomination technique. Correlational analyses revealed that both forms of aggression were related to peer rejection, but unrelated to peer acceptance. Girls' aggression was more strongly related to peer rejection than boys' aggression, independent of the type of aggression. Aggressive children of both genders tended to be more rejected by their same-gender classmates than by classmates of the opposite gender. Results were discussed in terms of children's attitudes towards aggression, and gender stereotyped perception of appropriateness of aggressive behavior. A need to examine developmental changes and cultural differences in relationships between aggression and peer status was emphasized. 相似文献
The present study examined the effectiveness of the Relational Completion Procedure (RCP) in establishing arbitrarily applicable comparative relations after training with either linear (Experiment 1) or non-linear (Experiment 2) arbitrary relations. Linear relations were those presented in a sequential order (i.e., A-B, B-C, C-D, etc.), while nonlinear relations were presented in a nonsequential order (i.e., C-D, B-C, A-B, etc.). After nonarbitrary relational training and testing to establish the contextual functions of MORE THAN and LESS THAN, adults underwent constructed-response nonarbitrary relational training and testing with physically dissimilar stimuli in which they were required to “complete” relational sentences in the presence of the cues. Next, during arbitrary relational training with abstract stimuli, participants were randomly assigned to 1 of 3 training groups: All-More (E > D, D > C., C > B, and B > A), All-Less (A < B, B < C., C < D, and D < E), and Less-More (A < B, B < C., D > C., and E > D). Finally, during arbitrary relational testing, probes for mutually entailed relations were followed by probes for 1-and 2-node combinatorially entailed relations. The yield, or percentage of participants passing, was 83% in Experiment 1 and 91.6% in Experiment 2. Our findings demonstrate that the RCP was successful in establishing arbitrarily applicable comparative relations with adults regardless of the order in which the arbitrary relational training trials were presented.
ABSTRACTIn this study, we draw on the concept of respectable deviance to understand the journey into deviance – from her rise as an alternative health expert through to her public disgrace – of Belle Gibson, a young Australian blogger, app publisher, and alternative medicine advocate who falsely claimed to have cured cancer without reverting to science-based medicine. Through the rigorous analysis of a series of media and documentary sources where Ms Gibson provided autobiographical accounts of her life experience, the argument is presented that the promotion of one’s self as a health expert and subsequently being outed as a fraudster encourages techniques of neutralization and particular presentations of self to respond and manage negative labeling and the stigma attached. 相似文献
Au cours du troisième millénaire, la pénurie d'énergie et la pollution de l'air vont probablement imposer une réduction des transports motorisés des personnes et des marchandises. En se focalisant sur la réduction du trafic des voitures privées dans les zones urbaines, l'objectif des recherches passées a souvent été l'évaluation du rapport coût-efficacité des stratégies sociales de réduction. En complément, on essaie, dans cet article, de prévoir les conséquences psychologiques de la réduction de l'utilisation de l'automobile. In the third millennium energy shortage and air pollution are likely to necessitate a reduction of motorised transport of people and cargo. Focusing on reduction in travel by private cars in urban areas, the aim of previous research has frequently been to evaluate the cost-effectiveness of societal reduction strategies. A complementary attempt is made in this article to forecast psychological consequences of car use reduction. 相似文献
The present study examines the psychological impact of severe acute respiratory syndrome (SARS) by exploring the coping strategies and health behaviors enacted in response to the SARS epidemic. Hierarchical linear regression indicated that the use of wishful thinking in response to the threat of SARS was related to both avoiding public places and avoiding people perceived to be possible carriers of the SARS virus, but was not associated with the use of more adaptive health behaviors, such as using disinfectants and hand washing. Conversely, those who reported engaging in empathic responding in response to the threat of SARS were both less likely to report avoiding people perceived as being at a high risk for SARS and more likely to report engaging in effective health behaviors. Support seeking was not a significant predictor of the health behaviors examined in the present study. Results are discussed in terms of coping with health threats and health promotion. 相似文献
The contributions of temperamental styles and emotional coping strategies to the development of preschoolers' social competence and behavior problems were investigated. The ability to cope with emotion was found to be more important than temperament alone in the development of prosocial behavior. Our results indicate that the use of passive coping strategies may play a significant role in the development of maladaptive behaviors in young children. Specifically, the use of passive coping strategies was found to moderate the relationship between temperament dimensions in predicting externalizing and internalizing maladaptive behaviors. When combined with extremely negative temperamental dispositions, just facing the problems was discovered to be beneficial for preschoolers, which encourages the use of preventative or interventional strategies in the classroom to develop constructive emotion regulation skills in young children. 相似文献
Journal of Philosophical Logic - Our aim is to express in exact terms the old idea of solving problems by pure questioning. We consider the problem of derivability: “Is A derivable from... 相似文献
Appetitive learning has been demonstrated several times using neutral cues or contexts as a predictor of food intake and it has been shown that humans easily learn cued desires for foods. It has, however, never been studied whether internal cues are also capable of appetitive conditioning. In this study, we tested whether humans can learn cued eating desires to negative moods as conditioned stimuli (CS), thereby offering a potential explanation of emotional eating (EE). Female participants were randomly presented with 10 different stimuli eliciting either negative or neutral emotional states, with one of these states paired with eating chocolate. Expectancy to eat, desire to eat, salivation, and unpleasantness of experiencing negative emotions were assessed. After conditioning, participants were brought into a negative emotional state and were asked to choose between money and chocolate. Data showed differential conditioned responding on the expectancy and desire measures, but not on salivation. Specific conditioned effects were obtained for participants with a higher BMI (body mass index) on the choice task, and for participants high on EE on the unpleasantness ratings. These findings provide the first experimental evidence for the idea that negative emotions can act as conditioned stimuli, and might suggest that classical conditioning is involved in EE. 相似文献
We explore the nature of forgetting in a corpus of 125,000 students learning Spanish using the Rosetta Stone® foreign‐language instruction software across 48 lessons. Students are tested on a lesson after its initial study and are then retested after a variable time lag. We observe forgetting consistent with power function decay at a rate that varies across lessons but not across students. We find that lessons which are better learned initially are forgotten more slowly, a correlation which likely reflects a latent cause such as the quality or difficulty of the lesson. We obtain improved predictive accuracy of the forgetting model by augmenting it with features that encode characteristics of a student's initial study of the lesson and the activities the student engaged in between the initial and delayed tests. The augmented model can predict 23.9% of the variance in an individual's score on the delayed test. We analyze which features best explain individual performance. 相似文献