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891.
892.
This study examined the different facets of emotional intelligence, alexithymia, and mood awareness. Undergraduate students (N = 129) completed the Trait Meta-Mood Scale (TMMS), the Toronto Alexithymia Scale (TAS-20), and the Mood Awareness Scale (MAS). A factor analysis revealed two dimensions, attention to and clarity of emotions, that cut across all three instruments. These two dimensions were differentially associated with personality, as measured by the neuroticism, extraversion, and openness to experience portions of the NEO-FFI, and with performance on an emotional Stroop task. We discuss the implications for the conceptualisation of broad constructs such as emotional intelligence and alexithymia, as well as the potential utility of more narrowly defined individual differences. 相似文献
893.
894.
In this article we present a detailed Dual Coding Theory (DCT) model of decoding. The DCT model reinterprets and subsumes The LaBerge and Samuels (1974) model of the reading process which has served well to account for decoding behaviors and the processes that underlie them. However, the LaBerge and Samuels model has had little to say about comprehension processes. Its subsumption into DCT provides an account of decoding in DCT terms and connects it to the established DCT explanation of comprehension. Relevant research evidence is reviewed. We propose that this constitutes an incremental advancement toward unifying theories in reading. 相似文献
895.
Erin Kelly 《Pacific Philosophical Quarterly》2002,83(2):180-205
The idea of 'moral responsibility' is typically linked with praise and blame, and with the notion of 'the voluntary'. It is often thought that if we are free, in the relevant sense, we may "deserve" praise or blame; otherwise, we do not. But when we look at whether and why we need the notions of praise and blame, we find that they are not as intimately connected with desert as many philosophers have thought. In particular, this paper challenges the idea that forms of evaluation and behavior tied to our "reactive attitudes" (especially resentment) best further morality's aims, properly understood. 相似文献
896.
L. H. Phillips V. E. Wynn S. McPherson K. J. Gilhooly 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2001,54(2):579-597
The Tower of London (TOL) task has been used extensively as a test of planning ability in neuropsychological patients and normal populations. Participants are asked to preplan mentally a sequence of moves to match a start set of discs to a goal, and then to execute the moves one by one. The mental preplanning stage has been identified as critical to efficient performance. The current experiments examined whether manipulations of mental preplanning influence performance on the TOL. In Experiment 1, the effect of different planning instructions was examined. Those told to make full mental plans spent considerably longer in planning than participants given no specific planning instructions, yet there was no effect of instruction condition on the efficiency of executing plans. Experiment 2 investigated whether people were able to plan mentally, by looking at their ability to identify intermediate states of an optimum mental plan. Results indicated that most individuals could make accurate preplans up to two subgoals ahead, but not three. However, making an efficient preplan did not result in better subsequent execution of moves to solve the TOL trial. It is concluded that people can make effective mental plans for a limited number of moves. However, on the TOL task, mental preplanning does not offer benefits in terms of quicker performance, or more accurate solution. The nature of planning in the TOL task is therefore questioned. 相似文献
897.
Susanne A. Denham Erin Way Sara C. Kalb Heather K. Warren‐Khot Hideko H. Bassett 《The British journal of developmental psychology》2013,31(2):180-197
As part of a larger longitudinal project on the assessment of preschoolers' social‐emotional development, children's social information processing (SIP) responses to unambiguous hypothetical situations of peer provocation were assessed for 298 four‐year‐olds from Head Start and private childcare settings. Measurement focused on emotions children would feel during these situations, and their behaviour response decisions. Participants most often chose sad and angry emotions, and socially competent and passive behaviours. Relations were found between sad emotion and socially competent behaviour choices, as well as between angry emotion and aggressive behaviour choices. Sad emotion and socially competent behaviour responses contributed to variance in contemporaneous and later school adjustment and kindergarten academic readiness. There was evidence that the contributions of sad emotion responses were mediated by those of socially competent behaviour choices. Results bolstered calls to include emotion in SIP measures, supported predictive validity for this SIP measure in a large representative sample of preschoolers, and pointed to fruitful pathways for future research. 相似文献
898.
Aaron M. White PhD Erin MacInnes BS Ralph W. Hingson ScD I‐Jen Pan PhD 《Suicide & life-threatening behavior》2013,43(2):198-212
Drug poisoning is the leading method of suicide‐related deaths among females and third among males in the United States. Alcohol can increase the severity of drug poisonings, yet the prevalence of alcohol overdoses in suicide‐related drug poisonings (SRDP) remains unclear. Data from the Nationwide Inpatient Sample was examined to determine rates of inpatient hospital stays for SRDP and co‐occurring alcohol overdoses in adolescents (ages 12–17) and young adults (ages 18–24) between 1999 and 2008. Among adolescents, there were 14,615 hospitalizations for drug poisonings in 2008, of which 72% (10,462) were suicide‐related at a cost of $43 million. Rates of SRDP in this age group decreased between 1999 and 2008. The prevalence of co‐occurring alcohol overdoses increased from 5% in 1999 to 7% in 2008. Among young adults, there were 32,471 hospitalizations for drug poisonings in 2008, of which 64% (20,746) were suicide‐related at a cost of $110 million. Rates of SRDP did not change significantly between 1999 and 2008. The prevalence of co‐occurring alcohol overdoses increased from 14% in 1999 to 20% in 2008. Thus, while rates of SRDP decreased for adolescents and remained unchanged for young adults, the prevalence of co‐occurring alcohol overdoses increased for both age groups. Such hospitalizations provide important opportunities to employ intervention techniques to prevent further suicide attempts. 相似文献
899.
John P. Caughlin Dale E. Brashers Mary E. Ramey Kami A. Kosenko Erin Donovan‐Kicken Jennifer J. Bute 《人类交流研究》2008,34(4):655-684
This article uses the theory of message design logics to investigate the relative sophistication of responses to disclosure of HIV status. In Study 1, 548 college students imagined a sibling revealing an HIV‐positive diagnosis. Their responses to the HIV disclosures were coded as expressive (n= 174), conventional (n= 298), or rhetorical (n= 66). Type of message produced was associated with gender and HIV aversion. In Study 2, 459 individuals living with HIV rated response messages that were taken verbatim from Study 1. Expressive messages were rated lowest in quality, and rhetorical messages were rated highest. The discussion focuses on the utility of message design logics for understanding responses to HIV disclosures and the implications for message design logics. 相似文献
900.
This article begins by recognizing the increasing use of film in Religion, Theology, and Bible courses. It contends that in many Biblical Studies (and Religious Studies and Theology) courses, students are neither taught how to view films properly, nor how to place films into constructive dialogue with biblical texts. The article argues for a specific pedagogical approach to the use of film in which students learn how to view a film closely, in its entirety, on its own terms, and in its own voice. Viewing a film in this manner by attending to its aesthetic integrity is a prerequisite for constructing a fruitful dialogue between films and biblical texts. The essay concludes with three specific examples of what this approach might look like. Two responses follow the essay; Erin Runions of Pomona College considers two additional learning goals we might consider, and Richard Ascough of Queens University at Kingston helpfully distinguishes a range of possible pedagogical goals for introducing film into the Biblical Studies classroom. 相似文献