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221.
Heidi Lene Maibom 《Philosophical Studies》2007,132(2):161-190
Hybrid accounts of folk psychology maintain that we sometimes theorize and sometimes simulate in order to understand others.
An important question is why this is the case. In this paper, I present a view according to which simulation, but not theory,
plays a central role in empathy. In contrast to others taking a similar approach to simulation, I do not focus on empathy’s
cognitive aspect, but stress its affective-motivational one. Simulating others’ emotions usually engages our motivations altruistically.
By vicariously feeling what others are feeling, we directly come to be motivated by their projects and concerns. Simulation contrasts with more theoretical approaches to psychological
attribution that help us understand and explan others, but that do not move us altruistically. This helps us see why we would
posit two different folk psychological approaches instead of merely one. 相似文献
222.
The study offers an empirically derived model of clients’ experiences of disengaged moments, defined as moments when clients
withdraw, distance, or lessen their intensity of involvement with therapy-relevant material or relationships. Interpersonal
Process Recall (IPR) interviews were conducted with nine psychotherapy clients of therapists with varied orientations and
experience. The interviews were transcribed verbatim and subjected to qualitative analysis using grounded theory analysis
(Glaser and Strauss, The discovery of grounded theory: Strategies for qualitative research, 1967) methodology. The results
suggested that clients use disengagement for protection from pain, strategic retreat, relationship management, self-through-other
discovery, and self-betterment. The core category across all of the experiences of disengagement relates to communicating
difficulties and experimenting within the therapy relationship toward self-change. Recommendations are offered for research
and practice. 相似文献
223.
Heidi M. Levitt Zenobia Morrill Kathleen M. Collins 《Counselling and Psychotherapy Research》2020,20(3):422-428
Within the field of counselling and psychotherapy research, qualitative methods have been a longstanding tradition of inquiry due to the mutual interest of therapists and researchers in both internal experiences and intersubjective processes. Methodological integrity is a conceptual framework that has been advanced to increase the rigor of these methods. In this paper, we consider the value of this concept for counselling and psychotherapy researchers and reviewers. This framework guides investigators and reviewers to consider how procedures can be adapted to meet the goals of specific studies, given their characteristics and approach to inquiry. In this brief article, we exemplify the relevance and application of this concept to this field by describing the decision‐making process within the designing of a qualitative research project to investigate clients' needs within rape crisis counselling. Through this exemplar, we also provide guidance to counselling and psychotherapy researchers on considerations during the process of research review and reporting. 相似文献
224.
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227.
Heidi Gazelle Jamie Olson Workman Wesley Allan 《Journal of abnormal child psychology》2010,38(1):1-17
It was hypothesized that children identified by their peers at school as anxious solitary would report more symptoms of social
anxiety disorder on a self report questionnaire and, on the basis of child and parent clinical interviews, receive more diagnoses
of social anxiety disorder and additional anxiety and mood disorders. Participants were 192 children drawn from a community
sample of 688 children attending public elementary schools. Half of these children were selected because they were identified
as anxious solitary by peers and the other half were demographically-matched controls. 192 children provided self reports
of social anxiety disorder symptoms on a questionnaire, and 76 of these children and their parent participated in clinical
interviews. Results indicate that children identified by their peers as anxious solitary in the fall of 4th grade, compared
to control children, were significantly more likely to receive diagnoses of social anxiety disorder, specific phobia, and
selective mutism based on parent clinical interviews. Additionally, there was a tendency for these children to be diagnosed
with generalized anxiety disorder and post traumatic stress disorder based on parent clinical interviews. Furthermore, children
who had been identified as anxious solitary at any time in the 3rd or 4th grades were more likely than control children to
report symptoms of social anxiety disorder that fell in the clinical range and to receive diagnoses of social anxiety disorder
and dysthymia (both trends) and major depression (a significant effect) according to parental clinical interview. 相似文献
228.
Michael E. R. Nicholls Nyssa T. Hadgraft Heidi L. Chapman Andrea M. Loftus Joanne Robertson John L. Bradshaw 《Attention, perception & psychophysics》2010,72(6):1576-1590
In contrast to the leftward inattention caused by right parietal damage, normal brain function shows a subtle neglect of the right and left sides in peripersonal and extrapersonal space, respectively. This study explored how these attentional biases cause healthy individuals to collide with objects on the right. In Experiment 1, participants navigated manual and electric wheelchairs through a narrow doorway. More rightward collisions were observed for the electric, but not the manual, wheelchair. Experiment 2 demonstrated that the rightward deviation for electric wheelchairs increased for wider doorways. Experiment 3 established that the rightward deviation is not the result of task-related vestibular input, using a remote control device to operate the wheelchair. The rightward deviation persisted in Experiment 4 when the doorway was removed, suggesting that the bias is the result of a mis-bisection of space. In Experiment 5, the rightward bias was replicated using an electric scooter, which is steered using handlebars. Finally, Experiment 6 required participants to point to the middle of the doorway, using a laser, before moving the scooter. Rightward mis-bisection was observed in both conditions. Rightward mis-bisection of lines in extrapersonal space provides the most parsimonious explanation of the rightward collisions and deviations. 相似文献
229.
The present study was designed to examine how the attitudinal composition of class groups is related to the gender gap in language achievement at the end of secondary education. Data were drawn from the LOSO project and multilevel analyses were used. The results showed that the attitudes of the class groups, and, more specifically, the attitudes of same-sex classmates, had a stronger impact on the language achievement of boys than on the language achievement of girls. No gender differences were found in classes where students had good relationships with teachers, were motivated, and where students felt integrated, whereas boys performed less well than girls in classes where students did not have good relationship with teachers, were not very motivated, and felt poorly integrated. 相似文献
230.