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91.
de Courten Manon Schrooyen Pauline Simons Anton van der Zweerde Evert Nethercott Frances 《Studies in East European Thought》2000,52(3):227-237
Studies in East European Thought - 相似文献
92.
We introduce a notion of bisimulation for graded modal logic. Using this notion, the model theory of graded modal logic can be developed in a uniform manner. We illustrate this by establishing the finite model property and proving invariance and definability results. 相似文献
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94.
Maria Nivalda de Carvalho-Freitas;Marcos Santos de Oliveira;Raissa Pedrosa Gomes Tette;Joelma Cristina Santos; 《Psychologie appliquee》2024,73(3):1026-1054
The objective of this article was to identify factors in the organizational context that may influence the inclusion of people with disabilities at work. To this end, we conducted three investigations in Brazil. The first study was conducted with 120 managers from 11 organizations and aimed to verify whether actions to adjust both working conditions and work practices affect the perception of managers about the performance of people with disabilities, considering the heterogeneity of disabilities. The second study included 75 people with disabilities and aimed to verify whether job satisfaction with contextual factors, for example, salary, the possibility of skill development, integration, and growth opportunity could explain the affective commitment of these people toward the organizations. The third study, which investigated 169 people with disabilities, included other contextual factors such as social and organizational support to verify if they would affect the meaning these workers assign to their work. The results of Study 1 indicated that types of disabilities are effectively perceived in different ways by the managers and require differentiated actions. From the perspective of the workers with disabilities (Study 2), there is evidence that job satisfaction is related to affective commitment. In addition, it appears that social and organizational support factors (Study 3) are directly related to the perception of fairness, participation, and the reception of these people. Results and theoretical and practical implications will be discussed. 相似文献
95.
Sümeyye Koşkulu-Sancar;Elma Blom;Eva van de Weijer-Bergsma;Elizabeth Grandfield;Josje Verhagen;Hanna Mulder; 《Infant and child development》2024,33(3):e2474
The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (Mage = 28.60 months, SD = 2.83) and 3 (Mage = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood. 相似文献
96.
Sharon Geva;Aparna Hoskote;Maneet Saini;Christopher A. Clark;Tina Banks;W. K. Kling Chong;Torsten Baldeweg;Michelle de Haan;Faraneh Vargha-Khadem; 《Developmental science》2024,27(4):e13501
Hypoxia-ischaemia (HI) can result in structural brain abnormalities, which in turn can lead to behavioural deficits in various cognitive and motor domains, in both adult and paediatric populations. Cardiorespiratory arrest (CA) is a major cause of hypoxia-ischaemia in adults, but it is relatively rare in infants and children. While the effects of adult CA on brain and cognition have been widely studied, to date, there are no studies examining the neurodevelopmental outcome of children who suffered CA early in life. Here, we studied the long-term outcome of 28 children who suffered early CA (i.e., before age 16). They were compared to a group of control participants (n = 28) matched for age, sex and socio-economic status. The patient group had impairments in the domains of memory, language and academic attainment (measured using standardised tests). Individual scores within the impaired range were most commonly found within the memory domain (79%), followed by academic attainment (50%), and language (36%). The patient group also had reduced whole brain grey matter volume, and reduced volume and fractional anisotropy of the white matter. In addition, lower performance on memory tests was correlated with bilaterally reduced volume of the hippocampi, thalami, and striatum, while lower attainment scores were correlated with bilateral reduction of fractional anisotropy in the superior cerebellar peduncle, the main output tract of the cerebellum. We conclude that patients who suffered early CA are at risk of developing specific cognitive deficits associated with structural brain abnormalities. 相似文献
97.
Cammarie Johnson Iver Iversen Paula Kenyon Per Holth Deisy G. de Souza 《Journal of applied behavior analysis》2020,53(3):1290-1298
Murray Sidman's contributions to the science of behavior span many areas including avoidance behavior, coercion and its effects, stimulus control, errorless learning, programmed learning, stimulus equivalence, and single-subject methodology. He was also a great mentor to many and helped shape the discipline we now call behavior analysis. In this memoriam, we briefly highlight his scholarly legacy and share some personal anecdotes. 相似文献
98.
Kathleen M. Holehan Claudia L. Dozier Sara C. Diaz de Villegas Rachel L. Jess Kelsey S. Goddard Elizabeth A. Foley 《Journal of applied behavior analysis》2020,53(3):1559-1578
Recently, researchers have compared the utility of isolated versus synthesized contingencies in functional analysis (FA) methodology (e.g., Fisher et al., 2016; Slaton et al., 2017). A limitation of these studies is that there were other differences across FA methodologies (e.g., design, contingency) that did not allow for isolation of the influence of isolated versus synthesized contingencies. Therefore, the current study compared outcomes of FAs that involved isolated versus synthesized contingencies for problem behavior of 5 children while controlling for these other differences across FAs (Experiment 1). Next, the current study compared the effects of interventions based on the functions identified in the isolated and synthesized contingencies for each participant (Experiment 2). Results indicated isolated contingency FAs produced differentiated responding for 1 or both functions for all 5 participants, and there were little to no differences between treatments informed by isolated and synthesized contingency FAs. 相似文献
99.
Previous research has demonstrated that individual differences in affect and motivation predict divergent and convergent thinking performance, two thinking processes involved in creative idea generation. Individual differences in affect and motivation also predict spontaneous eye blink rate (sEBR) during divergent and convergent thinking; and sEBR predicts divergent and convergent thinking performance. This study investigates experimentally whether the relationship between sEBR and divergent and convergent thinking depends on individual differences in affect and motivation. Eighty-two participants completed the Emotion/motivation-related Divergent and Convergent thinking styles Scale (EDICOS; G. Soroa et al., 2015), performed the alternative uses task (AUT; divergent thinking) or the remote associates task (RAT; convergent thinking), while their sEBR was captured with an eye-tracker. The results showed that individual differences in positive affect positively correlated with sEBR for the AUT, whereas individual differences in negative affect positively correlated with sEBR for the RAT. Furthermore, the interaction between individual differences in positive and negative affect and sEBR predicted divergent and convergent thinking performance. The contribution of our study is therefore that individual differences in positive and negative affect can both positively correlate with sEBR during divergent and convergent thinking; and that this predicts divergent and convergent thinking performance. 相似文献
100.