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ANN G. MONTGOMERY 《Counseling and values》1979,23(2):130-135
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NAO HAGIWARA JENNIFER L. WESSEL ANN MARIE RYAN 《Journal of applied social psychology》2012,42(9):2191-2212
Some studies have found that acknowledging one's stigmatized social identity in an evaluative context leads to more favorable evaluations, whereas others have found that stigma acknowledgment can increase negative evaluations. The present study examined one potential factor (i.e., evaluators' attitudes toward social groups to which acknowledgers belong) that may moderate the relation between stigma acknowledgment and evaluations, in the context of race and gender acknowledgment in the 2008 U.S. presidential election. Results indicated that acknowledgment of race, but not gender, led to more negative evaluations, particularly for high‐prejudiced individuals. The findings highlight the importance of examining stigma acknowledgment effects from a Person × Situation perspective. Implications for advancing understanding of acknowledgment as a useful strategy in evaluative contexts are discussed. 相似文献
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ANN FERGUSON 《希帕蒂亚:女权主义哲学杂志》1998,13(1):214-223
I support Cheshire Calhoun's argument that there is a distinctive type of sexuality injustice addressed to lesbians and gays, but challenge her definitional strategy regarding the concepts of “lesbian” and “gay” and the “universalistic essentialist” distinction that she draws between patriarchy and compulsory heterosexuality. Finally, I take issue with the political implications of her claim that lesbians’ and gays’ special oppression stems from our exclusion from the legal prerogatives of marriage and parenthood. 相似文献
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BIRGITTA BÖHM AIKO LUNDEQUIST ANN‐CHARLOTTE SMEDLER 《Scandinavian journal of psychology》2010,51(5):376-384
Böhm, B., Lundequist, A. & Smedler, A.‐C. (2010). Visual‐motor and executive functions in children born preterm: The Bender Visual Motor Gestalt Test revisited. Scandinavian Journal of Psychology, 51, 376–384. Visual‐motor development and executive functions were investigated with the Bender Test at age 5½ years in 175 children born preterm and 125 full‐term controls, within the longitudinal Stockholm Neonatal Project. Assessment also included WPPSI‐R and NEPSY neuropsychological battery for ages 4–7 ( Korkman, 1990 ). Bender protocols were scored according to Brannigan & Decker (2003) , Koppitz (1963) and a complementary neuropsychological scoring system (ABC), aimed at executive functions and developed for this study. Bender results by all three scoring systems were strongly related to overall cognitive level (Performance IQ), in both groups. The preterm group displayed inferior visual‐motor skills compared to controls also when controlling for IQ. The largest group differences were found on the ABC scoring, which shared unique variance with NEPSY tests of executive function. Multiple regression analyses showed that hyperactive behavior and inattention increased the risk for visual‐motor deficits in children born preterm, whereas no added risk was seen among hyperactive term children. Gender differences favoring girls were strongest within the preterm group, presumably reflecting the specific vulnerability of preterm boys. The results indicate that preterm children develop a different neurobehavioral organization from children born at term, and that the Bender test with a neuropsychological scoring is a useful tool in developmental screening around school start. 相似文献