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191.
Jonas Aspelin 《Social Psychology of Education》2006,9(3):227-244
This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff’s social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other. 相似文献
192.
Lars Dittrich Jonas Rose Jens-Uwe Frank Buschmann Morgane Bourdonnais Onur Güntürkün 《Animal cognition》2010,13(1):133-143
The pigeon is a standard animal in comparative psychology and is frequently used to investigate visuocognitive functions.
Nonetheless, the strategies that pigeons use to discriminate complex visual stimuli remain a difficult area of study. In search
of a reliable method to identify features that control the discrimination behaviour, pecking location was tracked using touch
screen technology in a people-absent/people-present discrimination task. The correct stimuli contained human figures anywhere
on the picture, but the birds were not required to peck on that part. However, the stimuli were designed in a way that only
the human figures contained distinguishing information. All pigeons focused their pecks on a subarea of the distinctive human
figures, namely the heads. Removal of the heads significantly impaired performance, while removal of other distinctive parts
did not. Thus, peck tracking reveals the location within a complex visual stimulus that controls discrimination behaviour,
and might be a valuable tool to reveal the strategies pigeons apply in visual discrimination tasks. 相似文献
193.
Jonas Borak 《Psychological research》1922,1(1):374-389
Ohne Zusammenfassung 相似文献
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196.
Jonas Otterbeck 《Contemporary Islam》2018,12(1):97-99
This book by experienced journalist and metal fan Orlando Crowcroft is a must read for anyone curious about counter-culture in the Middle East. It contains six country studies (Lebanon, Egypt, Israel/Palestine, Saudi Arabia, Iran, and Syria) in which Crowcroft’s interviews with musicians are the key elements. With the knowledge of a music connoisseur, he guides the reader in the subcultural music scenes and movements in these countries, using the life stories of musicians as the red thread. 相似文献
197.
Johan Bjureberg Brjánn Ljótsson Matthew T. Tull Erik Hedman Hanna Sahlin Lars-Gunnar Lundh Jonas Bjärehed David DiLillo Terri Messman-Moore Clara Hellner Gumpert Kim L. Gratz 《Journal of psychopathology and behavioral assessment》2016,38(2):284-296
The Difficulties in Emotion Regulation Scale (DERS) is a widely-used, theoretically-driven, and psychometrically-sound self-report measure of emotion regulation difficulties. However, at 36-items, the DERS may be challenging to administer in some situations or settings (e.g., in the course of patient care or large-scale epidemiological studies). Consequently, there is a need for a briefer version of the DERS. The goal of the present studies was to develop and evaluate a 16-item version of the DERS – the DERS-16. The reliability and validity of the DERS-16 were examined in a clinical sample (N = 96) and two large community samples (Ns = 102 and 482). The validity of the DERS-16 was evaluated comparing the relative strength of the association of the two versions of the DERS with measures of emotion regulation and related constructs, psychopathology, and clinically-relevant behaviors theorized to stem from emotion regulation deficits. Results demonstrate that the DERS-16 has retained excellent internal consistency, good test-retest reliability, and good convergent and discriminant validity. Further, the DERS-16 showed minimal differences in its convergent and discriminant validity with relevant measures when compared to the original DERS. In conclusion, the DERS-16 offers a valid and brief method for the assessment of overall emotion regulation difficulties. 相似文献
198.
Bertolt Meyer Michael J. Burtscher Klaus Jonas Sebastian Feese Bert Arnrich Gerhard Tröster 《European Journal of Work and Organizational Psychology》2016,25(6):773-789
We supplement broad definitions of leadership behaviour with the concept of micro-level leadership behaviour, leaders’ verbal and non-verbal visible conduct and interaction. For the context of team decision-making, we identify two potentially beneficial micro-level leadership behaviours, question asking and behavioural mimicry. Specifically, we propose that under conditions of informational complexity and unshared information, participative leadership is most appropriate for team decision-making, that its effects are mediated by inquiring and empathy, and that question asking and mimicry are the behavioural micro-level manifestations of inquiring and empathy. We thus hypothesize that the effect of participative leadership on team decision quality and leader evaluation is mediated by question asking and mimicry. We conduct a laboratory experiment with student teams working on a hidden profile decision-making task and measure question asking through behavioural coding and mimicry with motion sensors. Results show that the effect of participative leadership on decision quality is mediated by question asking, and that the effect of participative leadership on leader evaluation as transformational is mediated by leaders’ behavioural mimicry and question asking. Under control of these micro-level behaviours, team decision quality and leader evaluations were unrelated. 相似文献
199.
Monique Jonas 《Res Publica》2016,22(4):387-404
Baselines are commonly used to enable harm identification. The temporal, the counterfactual and the duty-based normative baselines are the most prominent. Each of these captures an aspect of common conceptions of what it is to harm and be harmed. However, each baseline also fails to deliver workable identifications of harm when presented with certain types of case. Problematic cases are found readily in childhood, a venue in which harm identification is often called for. Without a reliable means of identifying harm in childhood, harm cannot properly play a central role in normative assessments of parental practices and state intervention. This paper presents childhood cases in which the prominent baselines fail and offers an alternative: the interest-based normative baseline. Should the interest-based normative baseline replace its rivals and reign supreme? I argue not, presenting a case for maintaining a suite of baselines for use in varying contexts. 相似文献
200.
Veit Kubik Jonas K. Olofsson Lars-Göran Nilsson Fredrik U. Jönsson 《Journal of Cognitive Psychology》2016,28(2):209-219
Testing memory typically enhances subsequent re-encoding of information (“indirect” testing effect) and, as compared to restudy, it also benefits later long-term retention (“direct” testing effect). We investigated the effect of testing on subsequent restudy and 1-week retention of action events (e.g. “water the plant”). In addition, we investigated if the type of recall practice (noun-cued vs. verb-cued) moderates these testing benefits. The results showed an indirect testing effect that increased following noun-cued recall of verbs as compared to verb-cued recall of nouns. In contrast, a direct testing effect on the forgetting rate of performed actions was not reliably observed, neither for noun- nor verb-cued recall. Thus, to the extent that this study successfully dissociated direct and indirect testing-based enhancements, they seem to be differentially effective for performed actions, and may rely on partially different mechanisms. 相似文献