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41.
Elmar Geir Unnsteinsson 《British Journal for the History of Philosophy》2016,24(1):155-172
According to the dominant view, the later Wittgenstein identified the meaning of an expression with its use in the language and vehemently rejected any kind of mentalism or intentionalism about linguistic meaning. I argue that the dominant view is wrong. The textual evidence, which has either been misunderstood or overlooked, indicates that at least since the Blue Book Wittgenstein thought speaker's intentions determine the contents of linguistic utterances. His remarks on use are only intended to emphasize the heterogeneity of natural language. Taking into account remarks written after he finished the Investigations, I show how Wittgenstein anticipated the basic tenets of Gricean intention-based semantics. These are, in particular, the distinction between ‘natural’ and ‘non-natural’ meaning and the distinction between what a speaker means by an utterance and what the expression uttered means in the speaker's natural language. Importantly, Wittgenstein also believed that only the meaning of the speaker determined the content of ambiguous expressions, such as ‘bank’, on a particular occasion of utterance 相似文献
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The present study examined the role of positive goal‐performance discrepancies (GPDs), self‐efficacy beliefs, and dispositional goal orientation on goal revision processes following performance feedback in a sample of 129 Icelandic job applicants. The results indicated that goal revision was primarily a function of the positive GPD encountered by individuals. However, this relationship was moderated by self‐efficacy, performance goal orientation, and learning goal orientation. Implications of these findings and directions for future research are discussed. 相似文献
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Thomas B. McGuckian Michael H. Cole Daniel Chalkley Geir Jordet 《Ecological Psychology》2019,31(1):30-48
Little is known about the actions supporting exploration and their relation to subsequent actions in situations when participants are surrounded by opportunities for action. Here, the movements that support visual exploration were related to performance in an enveloping football (soccer) passing task. Head movements of experienced football players were quantified with inertial measurement units. In a simulated football scenario, participants completed a receiving–passing task that required them to indicate pass direction to one of four surrounding targets, as quickly as they could after they gained simulated ball possession. The frequency of head movements before and after gaining ball possession and the pass response times were recorded. We controlled exploration time—the time before gaining simulated ball possession—to be 1, 2, or 3?seconds. Exploration time significantly influenced the frequency of head movements, and a higher frequency of head turns before gaining ball possession resulted in faster pass responses. Exploratory action influenced subsequent performatory action. That is, higher frequencies of head movements resulted in faster decisions. Implications for research and practice are discussed. 相似文献
45.
Tynke Toering Marije Elferink-Gemser Geir Jordet Casper Jorna Gert-Jan Pepping Chris Visscher 《Journal of Applied Sport Psychology》2013,25(1):110-128
This study aimed to measure behavioral correlates of self-regulation in elite youth soccer players. Behaviors regarded as indicative of self-regulated learning were identified by interviewing six expert youth soccer coaches. These behaviors were observed during practice of eight elite youth soccer players aged 15–17 years, and linked with self-reported self-regulated learning scores to describe behavioral correlates of self-regulation. Results indicated that self-regulated learning is reflected in taking responsibility for learning and that players’ practice environment plays a significant role. This study highlights the importance of measuring overt behavior to gain a complete impression of youth soccer players’ self-regulated learning skills. 相似文献
46.
Affect consciousness refers to the ability to adequately perceive, reflect upon and express affect. The concept is used in clinical work with adults, but lacks an equivalent for children's experience of affect. This paper examines the developmental prerequisites for affect consciousness, as well as the concept's applicability to work with children. The main focus is on the development of affect regulation throughout the first 6 years of life. Special emphasis is put on the role of attachment and the unfolding of mentalization ability in this development. The role of play as an organizing factor for affective experience is discussed. Observation of play is highlighted as a strong indicator of affect consciousness in children. 相似文献
47.
Wilberg T Karterud S Pedersen G Urnes O Irion T Brabrand J Haavaldsen G Leirvåg H Johnsen K Andreasen H Hedmark H Stubbhaug B 《Journal of personality disorders》2003,17(6):510-521
This prospective, naturalistic study evaluated the practice and effectiveness of an outpatient group therapy program following day treatment for patients with personality disorders (PDs). One hundred and eighty-seven patients (86% patients with PDs and 14% with no PDs), were treated in outpatient psychodynamic group therapy. Outcome was assessed by Global Assessment of Functioning, Symptom Check List 90-R, and Inventory of Interpersonal Problems-Circumplex, short version, at admission and discharge from day treatment, and at the end of outpatient group therapy. Average length of outpatient therapy was 24 months. Forty-three percent terminated in an irregular manner. Outcome of the continuation therapy was satisfactory for patients without PDs. For PD patients, the improvement from the day treatment was maintained during outpatient therapy, but further improvements were modest for symptoms and interpersonal distress, somewhat better for global functioning. Implications for further treatment development are discussed. 相似文献
48.
This paper aims to investigate the association between the domains of stress, sense of coherence (SOC) and emotional symptoms (depression and anxiety) in adolescents, as well as the potential moderating role of SOC on the relationship between stress and emotional symptoms. The study is based on a cross-sectional sample of 1183 adolescents aged 13–18 who attend public elementary and secondary schools in Mid-Norway. The results showed that girls scored higher than boys on stress related to peer pressure, home life, school performance, school/leisure conflict and emotional symptoms. Conversely, boys reported higher SOC than girls. Results from multiple hierarchical regression analyses showed that for boys, stress related to school performance was positively associated with symptoms of both depression and anxiety, whereas stress from peer pressure was associated with depressive symptoms. For girls, stress from peer pressure, romantic relationships and school was associated with more depressive symptoms. SOC was strongly and inversely associated with emotional symptoms, especially anxiety in girls. SOC also moderated the association between stress related to peer pressure and depressive symptoms in both genders. The study provides evidence of the association of SOC with stress and emotional symptoms during adolescence. 相似文献
49.
Silja Torvik Griffiths Stein Magnus Aukland Trond Markestad Geir Egil Eide Irene Elgen Alexander R Craven Kenneth Hugdahl 《Scandinavian journal of psychology》2014,55(5):427-432
The purpose of the study was to investigate a possible association between brain activation in functional magnetic resonance imaging scans, cognition and school performance in extremely preterm children and term born controls. Twenty eight preterm and 28 term born children were scanned while performing a working memory/selective attention task, and school results from national standardized tests were collected. Brain activation maps reflected difference in cognitive skills but not in school performance. Differences in brain activation were found between children born preterm and at term, and between high and low performers in cognitive tests. However, the differences were located in different brain areas. The implication may be that lack of cognitive skills does not alone explain low performance due to prematurity. 相似文献