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31.
This study investigates the role of linguistic and visuospatial attentional processes in predicting reading fluency in typical Italian readers attending primary school. Tasks were administered to 651 children with reading fluency z scores > ?1.5 standard deviation to evaluate their phonological awareness, rapid automatized naming (RAN), verbal short-term memory, vocabulary, visual search skills, verbal-visual recall, and visual-spatial attention. Hybrid models combining confirmatory factor analysis and path analysis were used to evaluate the data obtained from younger (first and second grade) and older (third–fifth grade) children, respectively. The results showed that phonological awareness and RAN played a significant role among younger children, while also vocabulary, verbal short-term memory, and visuospatial attention were significant factors among older children. 相似文献
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Gian Vittorio Caprara Guido Alessandri Maria Giovanna Caprara 《Asian Journal of Social Psychology》2019,22(2):146-150
In our response, we aim to further contribute to the ongoing discussion of the construct of positivity and of the related research. We believe that each of the three commentaries has something unique to offer to the literature. By this response we take the opportunity to discuss the ideas that they present, and to illustrate some additional thoughts about positivity and its relationships with germane psychological constructs. 相似文献
34.
Vittorio De Palma 《Husserl Studies》2017,33(1):1-18
I deal with the relation between phenomenology and realism while examining Ingarden’s critique towards Husserl. I exhibit the empiricist nucleus of Husserl’s phenomenology, according to which the real is what can be sensuously experienced. On this basis, I argue that Husserl’s phenomenology is not idealistic, in opposition to the realistic phenomenology, according to which reality consists in entities which cannot be sensuously experienced and are thus ideal. Finally I attempt to show that the idealistic elements of Husserl’s thinking do not originate from the transcendental turn, but from a remainder of psychologism that contradicts his empiricism. 相似文献
35.
Gian Vittorio Caprara Michele Vecchione Guido Alessandri Maria Gerbino Claudio Barbaranelli 《The British journal of educational psychology》2011,81(1):78-96
Background. The personal determinants of academic achievement and success have captured the attention of many scholars for the last decades. Among other factors, personality traits and self‐efficacy beliefs have proved to be important predictors of academic achievement. Aims. The present study examines the unique contribution and the pathways through which traits (i.e., openness and conscientiousness) and academic self‐efficacy beliefs are conducive to academic achievement at the end of junior and senior high school. Sample. Participants were 412 Italian students, 196 boys and 216 girls, ranging in age from 13 to 19 years. Methods. The hypothesized relations among the variables were tested within the framework of structural equation model. Results and conclusions. Openness and academic self‐efficacy at the age of 13 contributed to junior high‐school grades, after controlling for socio‐economic status (SES). Junior high‐school grades contribute to academic self‐efficacy beliefs at the age of 16, which in turn contributed to high‐school grades, over and above the effects of SES and prior academic achievement. In accordance with the posited hypothesis, academic self‐efficacy beliefs partially mediated the contribution of traits to later academic achievement. In particular, conscientiousness at the age of 13 affected high‐school grades indirectly, through its effect on academic self‐efficacy beliefs at the age of 16. These findings have broad implications for interventions aimed to enhance children's academic pursuits. Whereas personality traits represent stable individual characteristics that mostly derive from individual genetic endowment, social cognitive theory provides guidelines for enhancing students’ efficacy to regulate their learning activities. 相似文献
36.
Young children are able to judge which of two possibilities is more likely to occur when these possibilities are characterized by a simple property, like color (“Is it more likely to draw a red chip or a blue chip?”). Here we ask whether they can do so when the possibilities concern a relation between simple properties (“Is it more likely to draw two chips of the same color or two different colored chips?”). Three studies show that from the age of six children are able to predict the occurrence of a relation on the basis of its probability, and that from the age of nine their performance reaches adult levels. These results corroborate the theory of naive extensional reasoning, and are inconsistent with the hypothesis that children need the help of instruction to reason correctly about relations. 相似文献
37.
In the winter of 1943-1944, Jung had suffered a coronary thrombosis which almost cost him his life. During his illness, Jung experienced a series of visions, described in his Memories, Dreams, Reflections, which were also to influence significantly the development of his theoretical thinking. On 27(th) September 1944, Alwine von Keller (1878-1965) paid a visit to Jung, while he was still convalescing, in Zurich and documented her meeting with him in a series of notes, recently discovered, which testify to the fact that, at the time of their meeting, Jung was engaged in writing the 'Salt' chapter of Mysterium coniunctionis and investigating the alchemistic symbolism of the 'sea'. This theme seems to testify to a continuity of interests on Jung's part with the seminar he held at Eranos the previous year on the cartographic art of Opicinus de Canistris (1296-c.1352). With its addition of many unpublished details, Alwine von Keller's notes supplement the report which Jung made of his visions experienced during his sickness in MDR. In particular, these attest to the fact that Jung had attributed the terrible experience which he had endured to the problem of the conjunctio, which was confronting him from the theoretical point of view in his writing of Mysterium coniunctionis. 相似文献
38.
Rocío Fernández-Ballesteros Virginia Fernández Laura Cobo Giovanna Caprara Juan Botella 《Journal of Happiness Studies》2010,11(4):517-521
Age differences in emotional experience are assessed through self-report scales or questionnaires referring to a specific
period of varying length, and examining different parameters of emotional response. A recent meta-analysis suggests that the
type of instrument and parameter used could account for some of the inconsistencies in the results. The present study shows
comparisons between emotional experience in samples of younger (N = 120, aged 20–27) and older (N = 103, aged 55–75) participants. An Emotional Self-Monitoring record was administered every day for a week. The results show
that emotional expression was highly stable over time. However, they also show that some theoretical assumptions about individual
age differences in emotional experience and age depend on the parameters on which the analysis is based (occurrence, frequency
and intensity, and emotional balance). 相似文献
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Gian Vittorio Caprara Claudio Barbaranelli Patrizia Steca Patrick S. Malone 《Journal of School Psychology》2006,44(6):473-490
Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered self-report questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement. 相似文献