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291.
Francisco Pons Marc de Rosnay Patrick K. Bender Pierre-André Doudin Paul L. Harris Marta Giménez-Dasí 《The Journal of genetic psychology》2013,174(4):301-317
Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence. A total of 28 older children and young adolescents were selected for the study. Half of the participants had suffered from severe abuse, and half of these abused children additionally had learning disabilities. The remaining half of the sample had no history of abuse but were matched with the abused children on learning difficulties, age and gender. The participants’ emotion understanding was assessed with the Test of Emotion Comprehension (TEC). Results showed that (a) learning difficulties but not abuse had an impact on emotion understanding, (b) there was no interaction effect of abuse and learning difficulties on emotion understanding, and (b) the observed effects of learning difficulties were most apparent for the understanding of relatively complex components of emotion and not for simple components. The results are discussed in terms of their theoretical and practical implications. 相似文献
292.
Kathleen Harris 《International Journal of Children's Spirituality》2013,18(3):281-293
Children’s dreams have the potential to awaken feelings, question attitudes and inspire new learning experiences to deepen awareness of spiritual development. Both guidance and spiritual environments created by nurturing educators and parents foster dreams that captivate and motivate children to increase their spiritual self-awareness, leading them to ask open-ended questions about what is real and what is make-believe. This paper offers a discussion of the importance of children’s dreams accompanied by teaching opportunities using project-based learning to channel creative thinking and interconnecting within a child’s culture and community, promoting balance, integrity and reciprocal relationships. Project-based learning has the capability to offer responsive and holistic support of the spiritual domain of children within a caring, welcoming community. Using project-based learning in classrooms shapes the agenda to stimulate wonder, ask inquiring questions and promotes creativity and encourages multiple ways to represent thinking in graphic, written and oral language. 相似文献
293.
Mark Harris 《Theology & Science》2013,11(3):201-215
AbstractFrom the perspective of the science–religion dialogue, the ascension of Jesus represents one of the most challenging of all Christian doctrines to negotiate. It necessitates, on the one hand, the interpretation of richly allusive and diverse biblical texts, and on the other hand, the resolution of scientific and theological paradoxes at the edge of conceptualization. I suggest a possible way forward which makes use of a conversational approach informed by Gadamerian hermeneutics. This keeps the peculiarities and particularities of individual texts foremost, and allows the perspectives of science, theology and biblical studies to engage at first hand over them. 相似文献
294.
Meg Harris Williams 《Psychodynamic Practice》2013,19(4):397-412
This article considers how one might define ‘psychoanalytic autobiography’, using statements from theorists of ‘life-writing’ and extracts from autobiographers (some of them psychoanalysts), together with their own commentaries on the genre. The focus is less on content and more on the nature of the art form, with a view to noting analogies with the psychoanalytic process. These analogies are to be found, in particular, in the qualities of transference dialogue; in the art of transformative or communicative projective identification; and in the contrast between self-indulgent and constructive types of memory. Psychoanalytic autobiography is seen as a mode of remaking the self – not omnipotently but through exploratory self-analysis, frequently following the familiar pattern of loss and rediscovery. It entails a special imagined relationship with the unknown reader, and a sense of being guided by a detached observational eye equivalent to that which Bion terms the ‘third party’ in a psychoanalytic situation. 相似文献
295.
Joint attention is pivotal to the development of complex social skills and language, and many individuals with Autism Spectrum Disorders display deficits in this domain. Behavioral interventions targeting joint attention are evidenced to be effective in teaching these skills to young children with autism, but these treatments have traditionally been implemented by adults in structured settings. Concerns regarding the generalizability of skills acquired under such conditions have been raised. Four typically developing children were trained to implement a joint attention intervention to their siblings with autism in the home. Joint attention was measured pre‐treatment and post‐treatment during play sessions and during a structured, adult‐mediated assessment to evaluate maintenance and generalization. Gains in responding to joint attention were observed for all four participants; gains in initiations were observed in three participants. Rates of imitation and behavioral requests also increased in structured and naturalistic settings. This study supports the efficacy of siblings as interventionists to target complex social skills in the natural environment. The implications of these findings for treatments targeting joint attention and for siblings as interventionists are discussed. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
296.
Katya T. Numbers Amanda J. Barnier Celia B. Harris Michelle L. Meade 《Memory (Hove, England)》2013,21(3):368-378
ABSTRACTThese experiments are the first to investigate the impact of confederate accuracy, age, and age stereotypes in the social contagion of memory paradigm. Across two experiments, younger participants recalled household scenes with an actual (Experiment 1) or virtual (Experiment 2), older or younger confederate who suggested different proportions (0%, 33% or 100%) of false items during collaboration. In Experiment 2, positive and negative age stereotypes were primed by providing bogus background information about our older confederate before collaboration. Across both experiments, if confederates suggested false items participants readily incorporated these into their own memory reports. In Experiment 1, when no age stereotype was primed, participants adopted similar proportions of false items from younger and older confederates. Importantly, in Experiment 2, when our older confederate was presented in terms of negative ageing stereotypes, participants reported less false items and were better able to correctly identify the source of those false items. 相似文献
297.
Eirik Lang Harris 《Philosophy Compass》2014,9(3):155-164
‘Legalism’ is a term that has long been used to categorize a group of early Chinese philosophers including, but not limited to, Han Fei (Han Feizi), Shen Dao, Shen Buhai, and Shang Yang. However, the usefulness of this term has been contested for nearly as long. This essay has the goal of introducing the idea of ‘Legalism’ and laying out aspects of the political thought of Han Fei, the most prominent of these thinkers. In this essay, I first lay out how the term Legalism could be useful and what would be necessary in order for it to serve that use. I then turn to an investigation of certain aspects of the most prominent Legalist philosopher, Han Fei, that is quite important for understanding his philosophy and situating him in the context of the early Chinese philosophical milieu. In particular, I focus on an analysis of Han Fei's conception of the Way (dao), arguing that features of his philosophy most often discussed, namely, his advocacy of law (fa), administrative techniques (shu), and positional power (shi), arise out of his conception of a cosmic Way. I then turn to Han Fei's understanding of the role of history, demonstrating how it differs radically from the views of his contemporaries, raising serious challenges to Confucian, Daoist, and Mohist conceptions of history. 相似文献
298.
Prior neuropsychological evidence suggests that semantic and phonological components of short-term memory (STM) are functionally and neurologically distinct. The current paper examines proactive interference (PI) from semantic and phonological information in two STM-impaired patients, DS (semantic STM deficit) and AK (phonological STM deficit). In Experiment 1 probe recognition tasks with open and closed sets of stimuli were used. Phonological PI was assessed using nonword items, and semantic and phonological PI was assessed using words. In Experiment 2 phonological and semantic PI was elicited by an item recognition probe test with stimuli that bore phonological and semantic relations to the probes. The data suggested heightened phonological PI for the semantic STM patient, and exaggerated effects of semantic PI in the phonological STM case. The findings are consistent with an account of extremely rapid decay of activated type-specific representations in cases of severely impaired phonological and semantic STM. 相似文献
299.
In recent models of decision-making, cognitive scientists have examined the relationship between option generation and successful
performance. These models suggest that those who are successful at decision-making generate few courses of action and typically
choose the first, often best, option. Scientists working in the area of expert performance, on the other hand, have demonstrated
that the ability to generate and prioritize task-relevant options during situation assessment is associated with successful
performance. In the current study, we measured law enforcement officers’ performance and thinking in a simulated task environment
to examine the option generation strategies used during decision-making in a complex domain. The number of options generated
during assessment (i.e., making decisions about events in the environment) and intervention (i.e., making decisions about
personal courses of action) phases of decision-making interact to produce a successful outcome. The data are explained with
respect to the development of a situational representation and long-term working memory skills capable of supporting both
option generation processes. 相似文献
300.
Scott R. Harris 《Human Studies》2000,23(4):371-393
This article proposes "equality" as a topic for interactionist research. By drawing on the perspectives of Herbert Blumer, Alfred Schutz, and Harold Garfinkel, an attempt is made to lay the theoretical groundwork for studying the interpretive and experiential aspects of equality. Blumer's fundamental premises of symbolic interactionism, Schutz's analysis of relevance and typification, and Garfinkel's treatment of reflexivity and indexicality are explicated and applied to the subject of equality. I then draw upon the moral theory of John Dewey to suggest the positive role that interactionist theory and research might play in the resolution of problematic situations that are framed in terms of equality. Collectively, the complementary aspects of Blumer's, Schutz's, Garfinkel's, and Dewey's thought are used to justify and launch a program of research on a neglected yet important topic: the social construction of equality in everyday life. 相似文献