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211.
Abstract: This investigation examined the relationships among a teacher's creative thinking, playfulness, and degree of sensitivity in their interactions with preschool children during play. These variables were operationally defined as scores on measures of ideational fluency, playful disposition, and quality of self‐reported play interaction. The Multidimensional Stimulus Fluency Measure, the Adult Behavior Inventory, and the Play Interaction Scale were administered to 46 students and 37 teachers of three‐ and four‐year old children. The Play Interaction Scale, developed for this study, was based on environmental components identified in earlier research as facilitative of play. Subjects indicated the frequency with which they might respond in a structured, elaborative, or unstructured manner to 20 vignettes describing the play of children. Results indicated that the expected positive relationships among creativity, playfulness, and an elaborative teaching style were found only for the students. The predicted negative relationships between creativity and a structured interaction style were found only for the experienced teachers. 相似文献
212.
Graham Jones 《Journal of Applied Sport Psychology》2013,25(3):205-218
The literature on mental toughness is characterized by a general lack of conceptual clarity and consensus as to its definition, as well as a general failure to operationalize the construct in a consistent manner. This study addressed two fundamental issues surrounding mental toughness: how can it be defined? and what are the essential attributes required to be a mentally tough performer? Ten international performers participated in either a focus group or one-toone interviews, from which a definition of mental toughness and the attributes of the ideal mentally tough performer emerged. The resulting definition emphasized both general and specific dimensions, while the 12 attributes covered self-belief, desire/motivation, dealing with pressure and anxiety, focus (performance-related), focus (lifestyle-related), and pain/hardship factors. 相似文献
213.
Abstract Imagery has been proposed to be an effective strategy for controlling levels of competitive anxiety, but little b known about how imagery functions to achieve this. This study explored the relationship between imagery use. imagery ability. competitive anxiety and performance. Fifty-seven Junior North American Roller Skating Championship competitors completed the revised Movement Imagery Questionnaire (MIQ-R), the Sport Imagery Questionnaire (SIQ), and the Competitive State Anxiety Inventory—2 (CSAI-2). Results from stepwise multiple regression analyses revealed visual imagery ability and motivational arousal imagery to be predictors of cognitive state anxiety. Visual imagery ability also predicted somatic state anxiety. while motivational mastery imagery was a predictor of self-confidence. With respect to the relationship between imagery use and imagery ability, high imagery ability was associated with higher imagery use. Finally, self-confidence and kinesthetic imagery ability scores correctly classified a majority of the subjects as medalists versus non-medalists. These results suggest that imagery can be used to help control competitive anxiety levels and enhance self-confidence. 相似文献
214.
Though empathy remains a central concept in psychoanalysis, attempts to explain the operations and functions in the empathic process have been as divergent as the various meanings associated with the term itself. Any explanation of the mechanism of empathy must include how we have access to the inner experience of others or account for the link between the empathizer and the inner state of the object. In this paper, the authors review different models (Freud, 1921; Kohut, 1959; Basch, 1983, 1988; Buie, 1981; Schafer, 1968; Klein, 1946, 1963) of empathic understanding and note that while these models rely on imitation, identification, merger, projection, or inference as the basis of empathic understanding, each implies only an indirect understanding of the states of others. The authors propose a two‐phase model of empathy that differs from those models reviewed in that their position assumes that the perception of emotion in the other is immediately accessible through isomorphic psychological and physical processes that often result in an experience of resonance of the same emotion inthe self (Beebe, 1990). According to this view, the empathic process consists of an initial perceptual phase that generates affective resonance and a second phase in which complex cognitive‐affective operations contribute to the construction of meaning. We posit that empathic understanding affords the observer direct access to certain qualities of the other's experience. The model borrows from Wolfgang Köhler's (1947) concept of isomorphism and Rudolph Arnheim's (1949) theory of the perception of expression. Evidence for this model is presented from experimental psychology. A discussion of a case from an earlier paper on empathy by Beres and Arlow (1974) illustrates how the operations underlying empathy contribute to understanding a patient in a clinical setting. Finally, we conclude the paper with a brief discussion of some of the clinical implications of this model. 相似文献
215.
In replying to the commentaries by Adrienne Harris and Barbara Pizer, I further elaborate some of the ideas set forth in “Something Is Happening Here.” In particular, some considerations are offered with regard to work with trauma survivors from a body-centered energy therapy perspective. I also further consider some of the complexities of touch in a psychoanalytic treatment and the nature of “inadvertency.” 相似文献
216.
Governments and societies often have condemned music as being “indecent” and encouraging people to act unethically. Despite these accusations, research did not previously address the link between music and unethical acts. Here we argue that music may signal what is appropriate or inappropriate, hence moral behavior. We focus on the distinction between tonal and atonal music to examine the relation of music with unethical behavior. Results from an experimental study showed that harmonic or tonal music encouraged unethical behavior in adolescents and this was mediated by negative affect. Our findings suggest that music plays an integral role in driving (im)moral behavior. 相似文献
217.
218.
Human-Friedrich Unterrainer Karl Heinz Ladenhauf Sandra Johanna Wallner-Liebmann Andreas Fink 《The International journal for the psychology of religion》2013,23(2):115-126
In this study the authors attempt to present different types of Religious/Spiritual Well-Being (RSWB) and discuss their relation to personality and psychological well-being. The Multidimensional Inventory for Religious/Spiritual Well-Being 48 is employed for this study, which consists of 6 subscales. To find different types of RSWB, an agglomerative cluster analysis on these subscales was performed based on the responses obtained in a nonclinical adult sample (n = 463). A 4-cluster solution was accepted. The clusters were labeled as Religious/Spiritual High, Religiously Oriented, Existentially Oriented, and Religious/Spiritual Low, and were found to be substantially related to Sense of Coherence (n = 263) and Six Factors of Personality (n = 200) in two different subsamples. By presenting a first empirical model for a 4-field typology of RSWB, we hope to further contribute to the ongoing discussion on how to deal with religious/spiritual issues in personality research. 相似文献
219.
Meesha Warmington Graham J. Hitch Susan E. Gathercole 《Journal of experimental child psychology》2013,114(3):456-465
The current experiment examined the relative advantage of an errorless learning technique over an errorful one in the acquisition of novel names for unfamiliar objects in typically developing children aged between 7 and 9 years. Errorless learning led to significantly better learning than did errorful learning. Processing speed and vocabulary predicted unique significant variance in errorful learning but not errorless learning, suggesting a possible locus for the errorless advantage. Errorless methods may provide a suitable basis not only for improving language learning but also for improving classroom learning and identifying children who will benefit from this technique. 相似文献
220.
Sandra Leanne Bosacki 《The Journal of genetic psychology》2013,174(2):170-191
The author investigated the longitudinal relations between theory of mind (ToM) understanding and perceptions of self and social conversations in 17 school-aged children (12 girls, 5 boys, age 8–12 years). ToM was assessed at Time 1 (T1; M age = 8 years 5 months, SD = 8.7 months, and perceptions of self and conversational experiences assessed two years later at Time 2 (T2; M age = 10 years 4 months, SD = 7.9 months. Most importantly, longitudinal findings showed that children who scored relatively high on ToM at T1 reported relatively lower perceptions of self-worth and higher number of mental states verbs in their perceptions of peer and family conversations at T2. Significant negative longitudinal associations were found between children's number of siblings and their perceptions of self-worth (T1) and number of cognitive terms in their perceptions of peer and family conversations (T2). Frequency analysis suggested that girls’ perceptions of conversations referred to more social and psychological aspects of self and relationships, whereas boys focused mainly on physical activities. Most children were more likely to prefer listening to talking during social conversations. The majority of children reported feelings of mixed or ambiguous emotions during experiences of silence. Implications for socioemotional and cognitive development in early adolescents are discussed. 相似文献