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111.
This study examines whether, in a male prison, the subjective experience of crowding increases the likelihood that events are perceived as aggressive in nature, and whether the protagonists involved are viewed as more hostile, malevolent, and aggressive. In addition, this paper also examines the possible mediating effects of stress, arousal, and psychological well‐being on two hypothesised relationships. First, these mediating factors are examined for the link between individuals' personal space preferences and their perceived level of crowding. Second, these factors are examined for the link between perceived crowding and interpretations of an aggressive event. Such associations may help to explain why crowding and aggression are linked within a social interactionist perspective. The results confirmed previous findings that crowding is linked to increases in arousal and stress, and a reduction in psychological well‐being. This study also found, however, that those inmates who experienced crowding were also more likely to interpret behaviour as aggressive and violent. This relationship was not mediated by arousal, stress, or psychological well‐being. However, these factors were found to partially operate in the relationship between personal space preferences and the experience of subjective crowding. The implications of this study for social interactionist explanations of the link between crowding and prison violence are offered. Aggr. Behav. 30:273–283, 2004. © 2004 Wiley‐Liss, Inc. 相似文献
112.
Peer observation, while often used in other professions, has not been formally applied in genetic counseling. The objective
of this study was to pilot a method of peer evaluation whereby genetic counselors observed, and were observed by, each other
during patient interaction. All of the available genetic counselors participated in both rounds of the pilot study (six in
round one, seven in round two). The genetic counselors that observed the session used an observation room. Most participants
reported learning a new skill. Sensitivity to, and comfort with, the feedback process improved. We conclude that Peer-Observed
Interaction and Structured Evaluation (POISE) provides an opportunity to refresh counseling approaches and develop feedback
skills without causing undue team discord. This new approach to peer supervision in genetic counselling offers a live observation
approach for genetic counsellor supervision. 相似文献
113.
Ackroyd K Fortune DG Price S Howell S Sharrack B Isaac CL 《Journal of clinical psychology in medical settings》2011,18(4):372-379
The purpose of this study was to investigate whether patients with multiple sclerosis (MS) and their partners show adversarial
growth and to examine which psychological and disability variables contribute to this in patients and their partners. The
study also investigated the relationship between growth and distress. Seventy-two patients with MS and their partners provided
demographic information and completed measures of posttraumatic growth, illness perceptions, depression, cognitive function
and disability. Both patients and partners showed adversarial growth, with patients reporting significantly higher growth
than partners. The only significant predictor for patient growth was partner growth, and vice versa. Dissimilarity in illness
representations between patients and their partners on the consequences of MS dimension, patient mood and patient growth accounted
for significant variance in partner growth. The findings support the idea of a ‘communal search for meaning’ where patients
and their partners experience the trauma of having a chronic illness and subsequently find positive aspects together. 相似文献
114.
There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon. 相似文献
115.
Four-year-olds, 6-year-olds, and adults were asked to make judgments about the reality status of four different types of machines: real machines that children and adults interact with on a daily basis, real machines that children and adults interact with rarely (if at all), and impossible machines that violated a real-world physical or biological causal law. Adults generally categorized all of the machines accurately. Both groups of children categorized familiar possible machines as real, but were agnostic as to the fantasy status of unfamiliar possible machines. Children generally responded that both kinds of impossible machines were make-believe, but 4-year-olds were more likely to make these accurate judgments for the physical than biological items, different from the older children and adults (whose responses were similar). These data suggest that children's judgments about the possibility of machines are not strictly limited by first-hand experience. Young children's domain-specific causal knowledge interacts with their understanding of the fantasy/reality distinction to constrain their inferences in a rational way. 相似文献
116.
Probabilistic models of expected information gain require integrating prior knowledge about causal hypotheses with knowledge about possible actions that might generate data relevant to those hypotheses. Here we looked at whether preschoolers (mean: 54 months) recognize “action possibilities” (affordances) in the environment that allow them to isolate variables when there is information to be gained. By manipulating the physical properties of the stimuli, we were able to affect the degree to which candidate variables could be isolated; by manipulating the base rate of candidate causes, we were able to affect the potential for information gain. Children’s exploratory play was sensitive to both manipulations: given unambiguous evidence children played indiscriminately and rarely tried to isolate candidate causes; given ambiguous evidence, children both selected (Experiment 1) and designed (Experiment 2) informative interventions. 相似文献
117.
This study tested the effects of 5 classroom contextual features on the social status (perceived popularity and social preference) that peers accord to aggressive students in late elementary school, including classroom peer status hierarchy (whether within-classroom differences in popularity are large or small), classroom academic level, and grade level as the main predictors of interest as well as classroom aggression and ethnic composition as controls. Multilevel analyses were conducted on an ethnically diverse sample of 968 fourth- and fifth-graders from 46 classrooms in 9 schools. Associations between aggression and status varied greatly from one classroom to another. Aggressive students were more popular and better liked in classrooms with higher levels of peer status hierarchy. Aggressive students had higher social status in Grade 5 than in Grade 4 and lower social preference in classrooms of higher academic level. Classroom aggression and ethnic composition did not moderate aggression-status associations. Limitations and practical implications of these findings are discussed. 相似文献
118.
Claire Lawrence Joanna Rees Eamonn Ferguson 《Journal of community & applied social psychology》2010,20(5):377-389
Although extreme violence to teachers is rare, the fact remains that in the UK, 29% of teachers report having been physically assaulted by a pupil (ATL, 2008a ). The ways in which responsibility for such assaults are attributed can have legal, educational and managerial implications. In the current study, teachers (N = 66), pupils (N = 68) and parents (N = 64) from a large secondary school in the UK read an incident report form outlining an incident depicting a pupil physically assaulting a teacher. The incident report was manipulated such that, prior to being assaulted, the teacher had either separated the assailant pupil from another pupil using a physical or non‐physical intervention. Results revealed that participating parents' and teachers' evaluations of the assailant's parents and the teacher differed from those of pupils in several ways. The results are discussed in terms of group‐based responsibility for deviant behaviour and implications for teacher behaviour in response to pupil on teacher violence. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
119.
Claire Penn Jennifer Watermeyer Carol MacDonald Colleen Moabelo 《Journal of genetic counseling》2010,19(1):9-21
With its diverse cultural and linguistic profile, South Africa provides a unique context to explore contextual influences
on the process of genetic counseling. Prior research suggests intergenerational differences regarding models of causation
which influence treatment-seeking paths. This pilot study therefore aimed to explore South African traditional beliefs regarding
common childhood genetic disorders. Three focus groups were conducted with fifteen grandmothers from different cultural backgrounds
in an urban community. Questions pertained to the role of the grandmother, traditional beliefs regarding causes of genetic
disorders, explanations of heredity, and prevention and management of genetic disorders. Results indicate a variety of cultural
explanations for causes of childhood genetic disorders. These causes can be classified into categories related to lifestyle,
behavior, social issues, culture, religion, genetic, and familial causes. Prevention and treatment issues are also highlighted.
These findings have implications for genetic counseling practice, which needs to include a greater focus on cultural issues. 相似文献
120.
Michaels CF Arzamarski R Isenhower RW Jacobs DM 《Journal of experimental psychology. Human perception and performance》2008,34(4):944-957
A dynamic touch paradigm in which participants judged the lengths of rods and pipes was used to test the D. M. Jacobs and C. F. Michaels (2007) theory of perceptual learning. The theory portrays perception as the exploitation of a locus on an information manifold and learning as continuous movement across that manifold to a new locus, as guided by information available in feedback. The information manifold was defined as a 1-dimensional space of inertial variables. To encourage maximal learning, a 2-step procedure was used in each of 2 experiments. Each step comprised a pretest to identify the starting locus on the information manifold, a practice phase in which feedback specifying the optimal locus was given, and a posttest in which the ending locus on the manifold was identified. In the 2nd step, a different feedback variable specified a different optimum. In both experiments, participants, who sometimes began at different loci, showed the predicted movement toward the optimum in each phase. Whereas previous applications of the theory posit the existence of information-for-learning without identifying a candidate variable, such a candidate is identified. 相似文献