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891.
We examined whether an undergraduate course on violence would influence students’ violence-related attitudes and beliefs.
Students (N=145) completed the Violence-Related Attitudes and Beliefs Scale (V-RABS) at the beginning (Time 1) and end (Time 2) of the
semester-long course. As expected, support for the death penalty, punishment, and catharsis decreased significantly, as did
belief in an association between mental illness and violence. Acceptance of environmental influences on violent behavior increased
significantly, although belief in biological influences did not change. Support for violence prevention efforts was high at
both Times 1 and 2, and did not change significantly. Consistent with previous research, the results of this study confirm
that college curricula may influence students’ attitudes and beliefs in addition to imparting knowledge. 相似文献
892.
Confirmatory factor analysis (CFA) was used to model a multitrait by multisource matrix to determine the convergent and discriminant validity of measures of attention-deficit hyperactivity disorder (ADHD)-inattention (IN), ADHD-hyperactivity/impulsivity (HI), and oppositional defiant disorder (ODD) in 917 Malaysian elementary school children. The three trait factors were ADHD-IN, ADHD-HI, and ODD. The two source factors were parents and teachers. Similar to earlier studies with Australian and Brazilian children, the parent and teacher measures failed to show convergent and discriminant validity with Malaysian children. The study outlines the implications of such strong source effects in ADHD-IN, ADHD-HI, and ODD measures for the use of such parent and teacher scales to study the symptom dimensions. 相似文献
893.
894.
Barry?A.?HongEmail author Gerald?Leventhal Richard?J.?Seime 《Journal of clinical psychology in medical settings》2005,12(3):247-256
This paper highlights the role of the Association of Medical School Psychologists (AMSP) as a bridge between academic medicine and psychology. AMSP’s affiliation with Division 12 of the American Psychological Association is discussed, but the primary focus is AMSP’s affiliation with the Association of American Medical Colleges (AAMC) and the AAMC’s Council of Academic Societies (CAS). The history, structure, activities, and goals of AAMC and CAS are examined. AMSP’s affiliation with AAMC is important for psychologists in medical schools and academic medical centers, and for psychology in general, because AAMC is the major voice of academic medicine in the US. AAMC activities affect medical education at all levels, as well as research and health services at academic medical centers, and health care policy at the national level. AMSP’s dual affiliation with AAMC’s CAS and APA’s Society of Clinical Psychology will increase psychology’s visibility and influence in academic medical centers and enhance the two-way flow of ideas and information between academic medicine and psychology. 相似文献
895.
Developmental Differences in Metacognition and their Connections with Cognitive Development in Adulthood 总被引:1,自引:0,他引:1
This study investigated developmental differences in some metacognitive variables in ill-defined problem solving and their
possible connections with cognitive development in adulthood. Participants were 57 individuals of different ages (adolescents,
young adults, mature adults and older adults). They solved one well-defined and six ill-defined problems while their thinking-aloud
was taped. They then answered a metacognitive statements questionnaire. Differences in performance were statistically significant
in all problems: the best results in interpolation and divergent production problems were achieved by the younger adult group
and the best performance on most dialectical everyday problems was found in the mature adults' group. We found no significant
differences between age groups in the on-line monitoring of the solving process. Accuracy in metacognitive statements was
however significantly better in the mature adult and the younger adult groups. Awareness of and reflection on one's own mental
processes showed a similar developmental pattern to relativistic/dialectical thought: low expression in adolescence, an increase
in early adulthood, a peak in mature adulthood and a minor decline in later years. 相似文献
896.
Omitting experimental data is often considered a violation of scientific integrity. If we consider experimental inquiry as
a questioning process, omitting data is seen to be merely an example of tentatively rejecting (‘bracketing’) some of nature’s
answers. Such bracketing is not only occasionally permissible; sometimes it is mandated by optimal interrogative strategies.
When to omit data is therefore a strategic rather than ethical question. These points are illustrated by reference to Millikan’s
oil drop experiment. 相似文献
897.
The Direct Argument for the incompatibility of moral responsibility and determinism is designed to side-step complaints given by compatibilist critiques of the so-called Transfer Argument. I argue that while it represents an improvement over the Transfer Argument, it loses some of its plausibility when we reflect on some metalogical issues about normal modal modeling and the semantics of natural language. More specifically, the crucial principle on which the Direct Argument depends appears doubtful where context plays a role in evaluation of normative claims. 相似文献
898.
This article portrays a model of family therapy clinical supervision using change theory that is most appropriate for use with the videotape, audiotape, case presentation and debriefing from the live session. The most powerful tool during this process is that of communication and assessment of change theorys tools of confidence and conviction. The concepts presented are meant to add an additional dimension to family therapy supervision in cooperation of other theories, not as an end in themselves.Special thanks to Ms. Geri Koncilja of the Informational Technology Center at Colorado State University, Pueblo for illustration and graphic assistance. 相似文献
899.
This study examines the effects of some aspects of the school normative, academic and institutional context together with individual and interpersonal factors, on educational expectations among Palestinian students in Israel. The data consist of a sub-sample of 1601 students in 40 high schools. Hierarchical linear modelling technique (Multilevel analysis) is used to investigate the effect of the school context and the interpersonal factors on students educational expectations (SEE). The results of this study clearly demonstrate that both sets of variables are highly related to the outcome variable, providing new evidence that SEE, perhaps like other educational outcomes, are
developed through interpersonal and contextual effects. While recent research indicates that the school institutional context mediates the effects of interpersonal factors (Buchmann & Dalton, 2002), this study suggests that among Palestinian students in Israel, interpersonal relations exert significant influences on SEE, regardless of, or despite, the schools institutional context. 相似文献
900.
Andrzej Kisielewicz has proposed three systems of double extension set theory of which we have shown two to be inconsistent in an earlier paper. Kisielewicz presented an argument that the remaining system interprets ZF, which is defective: it actually shows that the surviving possibly consistent system of double extension set theory interprets ZF with Separation and Comprehension restricted to 0 formulas. We show that this system does interpret ZF, using an analysis of the structure of the ordinals. 相似文献