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171.
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The term evilness started to become popular in social psychology after the publication in 1999 of the special issue edited by Arthur G. Miller, "Perspectives on evil and violence". It is usually used to define behaviors that are extremely and strongly harmful. However, the concept is still imprecise and needs to be empirically delineated. This article attempts to answer the following questions. What is evilness? What is the difference between aggression and evilness? We conducted several studies with three goals: to analyze how laypersons and experts define evilness, to verify whether laypeople distinguish between different intensities of evilness, and to determine the dimensions that predict aggression and evilness. The results offer preliminary answers to the three questions. 相似文献
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Laurent Dollé Jacques Droulez Daniel Bennequin Alain Berthoz Guillaume Thibault 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2015,11(4):156-162
Few studies have explored how humans memorize landmarks in complex multifloored
buildings. They have observed that participants memorize an environment either
by floors or by vertical columns, influenced by the learning path. However, the
influence of the building’s actual structure is not yet known. In order to
investigate this influence, we conducted an experiment using an object-in-place
protocol in a cylindrical building to contrast with previous experiments which
used rectilinear environments. Two groups of 15 participants were taken on a
tour with a first person perspective through a virtual cylindrical three-floored
building. They followed either a route discovering floors one at a time, or a
route discovering columns (by simulated lifts across floors). They then
underwent a series of trials, in which they viewed a camera movement reproducing
either a segment of the learning path (familiar trials), or performing a
shortcut relative to the learning trajectory (novel trials). We observed that
regardless of the learning path, participants better memorized the building by
floors, and only participants who had discovered the building by columns also
memorized it by columns. This expands on previous results obtained in a
rectilinear building, where the learning path favoured the memory of its
horizontal and vertical layout. Taken together, these results suggest that both
learning mode and an environment’s structure influence the spatial memory of
complex multifloored buildings. 相似文献
175.
Sandrine Mejias Christophe Mussolin Laurence Rousselle Jacques Grégoire 《Child neuropsychology》2013,19(6):550-575
There are currently multiple explanations for mathematical learning disabilities (MLD). The present study focused on those assuming that MLD are due to a basic numerical deficit affecting the ability to represent and to manipulate number magnitude (Butterworth, 1999, 2005; A. J. Wilson &; Dehaene, 2007) and/or to access that number magnitude representation from numerical symbols (Rousselle &; Noël, 2007). The present study provides an original contribution to this issue by testing MLD children (carefully selected on the basis of preserved abilities in other domains) on numerical estimation tasks with contrasting symbolic (Arabic numerals) and nonsymbolic (collection of dots) numbers used as input or output. MLD children performed consistently less accurately than control children on all the estimation tasks. However, MLD children were even weaker when the task involved the mapping between symbolic and nonsymbolic numbers than when the task required a mapping between two nonsymbolic numerical formats. Moreover, in the estimation of nonsymbolic numerosities, MLD children relied more than control children on perceptual cues such as the cumulative area of the dots. Finally, the task requiring a mapping from a nonsymbolic format to a symbolic format was the best predictor of MLD. In order to explain these present results, as well as those reported in the literature, we propose that the impoverished number magnitude representation of MLD children may arise from an initial mapping deficit between number symbols and that magnitude representation. 相似文献
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Darquise Lafrenière Karine Bouchard Béatrice Godard Jacques Simard Michel Dorval 《Journal of genetic counseling》2013,22(3):323-335
This study examines the process of communicating BRCA1/2 genetic test results to family members, and the factors influencing disclosure. Twenty-nine semi-structured telephone interviews with BRCA1/2 tested individuals, 4 to 9 years post-notification, were conducted. Our results suggest that individual, familial, relational and socio-medical factors influence the decision to disclose/not disclose genetic test results to family members. These factors are at play in all three communication phases: the Decision-making phase, in which the individual ponders various factors before deciding to disclose test results to family members; the Disclosure phase, in which communication per se takes place; and the Reaction phase, which shapes the participant’s subsequent disclosure/non-disclosure decisions. We propose a guiding framework to assist in identifying and evaluating significant factors that might shape the course and outcome of the transmission of genetic information to family members. 相似文献
179.
The concept of evidence-based medicine applies to medical activity in general in order to rationalize it. The medical expertise, constantly looking to improve its quality, can no longer ignore this concept. This is the best tool to meet the mission entrusted to experts of assessing the conformity of care to the scientific-acquired features, without neglecting the assessment of the involved practitioner's skills and the particular circumstances of the plaintiff. This article develops the new concept of “Medical expertise based on facts”. 相似文献
180.
Jan J. F. van Rooij Marianne A. Brak Jacques J. F. Commandeur 《The Journal of psychology》2013,147(3):275-278
A variable frequently overlooked in assessing alternative teaching methods is students' previous exposure to an instructor's testing methods. The present study tested the hypothesis that test performance would be significantly higher among students in a single instructor lecture approach, where all tests were prepared by the same instructor, as compared to the team-teaching approach, where each test was prepared by a different instructor. Results indicated that prior test exposure to a single instructor's tests does have the effect of improving students' test performance on objective type tests, perhaps due to reduced test-taking anxiety, because the students have an opportunity to become accustomed to the instructor's style of testing. 相似文献