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101.
102.
Leïla Bensalah Stéphanie Caillies Marion Anduze 《The Journal of genetic psychology》2016,177(1):17-31
The authors investigated the development of the affective, cognitive, and behavioral components of empathy in preschoolers, specifically examining how cognitive empathy is linked to theory of mind and affective perspective taking. Participants were 158 children aged 4–6 years. They listened to narratives and then answered questions about the protagonists' emotions. The affective component was probed with the question, “How do you feel seeing the little girl/boy?”; the cognitive component with the question, “Why do you feel [emotion shared with the character]?”; and the behavioral one with the question, “What would you do if you were next to the little boy/girl [experiencing an emotional scenario]?” Results revealed a developmental sequence in the self-focused attribution of cognitive empathy, and a trend toward a developmental sequence for behavioral empathy, which underwent a slight linear increase between 4 and 6 years old. Affective empathy remained stable. More interestingly, they showed that cognitive empathy is linked to both theory of mind and affective perspective taking. 相似文献
103.
Kerri?E.?McPhersonEmail author Matthew?R.?Sanders Birgit?Schroeter Victoria?Troy Kirsty?Wiseman 《Journal of child and family studies》2016,25(3):720-732
Evidence-based interventions often include quality improvement methods to support fidelity and improve client outcomes. Clinical supervision is promoted as an effective way of developing practitioner confidence and competence in delivery; however, supervision is often inconsistent and embedded in hierarchical line management structures that may limit the opportunity for reflective learning. The Peer Assisted Supervision and Support (PASS) supervision model uses peer relationships to promote the self-regulatory capacity of practitioners to improve intervention delivery. The aim of the present study was to assess the acceptability and feasibility of PASS amongst parenting intervention practitioners. A Q-methodology approach was used to generate data and 30 practitioners volunteered to participate in the study. Data were analyzed and interpreted using standard Q-methodology procedures and by-person factor analysis yielded three factors. There was consensus that PASS was acceptable. Participants shared the view that PASS facilitated an environment of support where negative aspects of interpersonal relationships that might develop in supervision were not evident. Two factors represented the viewpoint that PASS was also a feasible model of supervision. However, the third factor was comprised of practitioners who reported that PASS could be time consuming and difficult to fit into existing work demands. There were differences across the three factors in the extent to which practitioners considered PASS impacted on their intervention delivery. The findings highlight the importance of organizational mechanisms that support practitioner engagement in supervision. 相似文献
104.
Sarah-Geneviève Trépanier Claude Fernet Stéphanie Austin 《European Journal of Work and Organizational Psychology》2016,25(5):690-706
The aim of this cross-lagged study was to provide new insight into the interplay between workplace bullying, basic psychological needs (for autonomy, competence, and relatedness), and employee functioning. Based on new developments in self-determination theory (SDT) research, we simultaneously examined the temporal relationships between workplace bullying, need satisfaction and frustration, as well as two indicators of psychological functioning: life satisfaction and psychosomatic complaints. Data were collected at two time points over a 12-month period from a sample of 508 Canadian nurses. Results suggest that bullying not only negatively predicted satisfaction for the needs of autonomy and competence, it actively frustrated all three needs. Frustration of the needs for competence and relatedness as well as satisfaction of the need for relatedness also predicted the psychological functioning of employees exposed to bullying behaviour over time. Taken together, the results suggest that evaluating need frustration provides in-depth insight into the detrimental effects of bullying on employees’ psychological inner resources and may explain the impoverishment of employees’ psychological functioning when confronted with bullying behaviour. The implications for the bullying and SDT literature are discussed. 相似文献
105.
Mohamad El Haj Stéphane Raffard Marie-Christine Gély-Nargeot 《Memory (Hove, England)》2016,24(4):526-534
Destination memory is the ability to remember the destination to which a piece of information has been addressed (e.g., “Did I tell you about the promotion?”). This ability is found to be impaired in normal ageing. Our work aimed to link this deterioration to the decline in theory of mind. Forty younger adults (M age = 23.13 years, SD = 4.00) and 36 older adults (M age = 69.53 years, SD = 8.93) performed a destination memory task. They also performed the False-belief test addressing cognitive theory of mind and the Reading the mind in the eyes test addressing affective theory of mind. Results showed significant deterioration in destination memory, cognitive theory of mind and affective theory of mind in the older adults. The older adults’ performance on destination memory was significantly correlated with and predicted by their performance on cognitive theory of mind. Difficulties in the ability to interpret and predict others’ mental states are related to destination memory decline in older adults. 相似文献
106.
Empowering and legitimizing the fundamental attribution error: Power and legitimization exacerbate the translation of role‐constrained behaviors into ability differences
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Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for both advantaged (questioner) and disadvantaged (answerer) actors (Study 1) as well as naïve observers of the quiz game (Study 2) to attribute to ability the behaviors elicited by social roles. These results extend previous findings. People are more prone to explain constrained behaviors by differences in ability when role structure is legitimated and when power asymmetry matches role structure. Legitimacy and power may then play an important role in the translation of role constraints into inferences about ability. 相似文献
107.
Rul von Stülpnagel Janette C. Schult Claudia Richter Melanie C. Steffens 《Quarterly journal of experimental psychology (2006)》2016,69(8):1545-1563
Findings from action memory research suggest that the enactment of simple actions and naturalistic activities results in similar memory performance to that from their observation. However, little is known about potential differences between the conditions during the encoding of the to-be-studied actions and activities. We analysed the cognitive costs of encoding two novel naturalistic activities studied via enactment or via observation in four experiments. In addition to memory performance, we measured objective cognitive costs with a secondary task and subjective cognitive costs with repeated ratings of mental effort and estimates of general activity difficulty. Memory performance was comparable across study conditions throughout all experiments. The enactment of activities repeatedly resulted in slower reaction times in the secondary task than did observation, suggesting higher objective costs. In contrast, subjective costs were rated lower after enactment than after observation. Findings from a pantomimic enactment condition suggested that the low ratings of subjective costs after enactment represent a misinterpretation of task demands. Our findings imply that the widespread belief about “learning by doing” as an easy way of learning does not stem from an actual advantage in memory performance, but rather from continuous feedback about one's performance resulting from enactment. 相似文献
108.
We compared rates of academic responses and problem behavior during mathematics with distributed and accumulated reinforcer arrangements for 3 students with Attention‐Deficit Hyperactivity Disorder who engaged in chronic, severe problem behavior. All 3 students engaged in more academic responding and less problem behavior when reinforcers accumulated throughout the session, relative to conditions in which reinforcers were distributed throughout the session or withheld completely. We then conducted concurrent‐chain analyses to evaluate student preference for the reinforcer arrangements. Two students preferred distributed reinforcers, even though this arrangement continued to produce problem behavior. One student preferred accumulated reinforcers. Our data replicate previous findings regarding the efficacy of accumulated‐reinforcer arrangements, but suggest that students do not always prefer the most efficacious reinforcer arrangement. 相似文献
109.
Manon Marquet Pierre Missotten Benoit Dardenne Stéphane Adam 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2019,26(1):121-143
This study examined whether the effects of stereotype threat on memory and subjective age were moderated by positive age stereotypes and self-perceptions of aging among older adults. Perceived threat as a mechanism underlying these effects was also explored. Results showed that stereotype threat (high vs. low threat) did not affect the dependent variables. Moreover, self-perceptions of aging did not moderate the effect of stereotype threat on the dependent variables. However, for people with more positive age stereotypes, older people under highthreat perceived more threat than people under low threat. This could be explained by an effect of age stereotypes in the high-threat group: the more positive age stereotypes held by participants, the more they perceived threat, which in turn decreased their memory performance and made them feel mentally older. We hypothesized that age group identity is stronger in people with more positive age stereotypes, which increase perceived threat. 相似文献
110.
Leonard Reinecke Stefan Aufenanger Manfred E. Beutel Michael Dreier Oliver Quiring Birgit Stark 《Media Psychology》2017,20(1):90-115
The present study investigated the psychological health effects and motivational origins of digital stress based on a representative survey of 1,557 German Internet users between 14 and 85 years of age. Communication load resulting from private e-mails and social media messages as well as Internet multitasking were positively related to perceived stress and had significant indirect effects on burnout, depression, and anxiety. Perceived social pressure and the fear of missing out on information and social interaction were key drivers of communication load and Internet multitasking. Age significantly moderated the health effects of digital stress as well as the motivational drivers of communication load and Internet multitasking. The results, thus, underline the need to address digital stress from a life span perspective. 相似文献