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181.
Across many areas of psychology, concordance is commonly used to measure the (intragroup) agreement in ranking a number of items by a group of judges. Sometimes, however, the judges come from multiple groups, and in those situations, the interest is to measure the concordance between groups, under the assumption that there is some within-group concordance. In this investigation, existing methods are compared under a variety of scenarios. Permutation theory is used to calculate the error rates and the power of the methods. Missing data situations are also studied. The results indicate that the performance of the methods depend on (a) the number of items to be ranked, (b) the level of within-group agreement, and (c) the level of between-group agreement. Overall, using the actual ranks of the items gives better results than using the pairwise comparison of rankings. Missing data lead to loss in statistical power, and in some cases, the loss is substantial. The degree of power loss depends on the missing mechanism and the method of imputing the missing data, among other factors. 相似文献
182.
183.
Social preference,social prominence,and group membership in late elementary school: homophilic concentration and peer affiliation configurations 总被引:1,自引:0,他引:1
Thomas W. Farmer Matthew J. Irvin Man-Chi Leung Cristin M. Hall Bryan C. Hutchins Erin McDonough 《Social Psychology of Education》2010,13(2):271-293
This study investigated the social preference and social prominence of 622 5th graders (290 boys, 332 girls) in relation to
peer group membership. The sample was recruited from 11 elementary schools in a southeastern state. The ethnicity of participants
was 55% European American, 41% African American, and 4% other. Peer groups were classified on each of three domains (academic,
aggression, popular) by the proportion of group members who were high on the characteristic of interest. Participants’ peer
affiliations were also classified with cluster analytic techniques that yielded distinct configurations of aggression, popularity,
and academic competence. Social preference and social prominence were each related to popular peer group type for both boys
and girls and differentially related to aggressive and academic group types. Social prominence, but not social preference,
was related to peer group configurations for both girls and boys. Implications for the development of social contextual interventions
to support students’ adjustment and academic engagement during late elementary school are discussed. 相似文献
184.
Chan Tracy K. S. Wong Simpson W. L. Wong Anita M.-Y. Leung Vina Wing-Hei 《Journal of psycholinguistic research》2019,48(1):221-242
Journal of Psycholinguistic Research - Past studies have shown that multimodal presentation of story can improve story-retelling performance in the first language. The purpose of the present study... 相似文献
185.
Differentiating the Effects of Informational and Interpersonal Justice in Co‐Worker Interactions for Task Accomplishment 下载免费PDF全文
To extend the research on interactions‐based justice and integrate it with the research on trustworthiness, the present article examines the role of informational and interpersonal justice in co‐worker interactions for task accomplishment. Based on social exchange theory and fairness heuristic theory, the two justice dimensions would trigger different types of responses based on the principle of reciprocity and how they manage different types of uncertainties in a work relationship. As a result, they lead to different outcomes in the context of two co‐workers having a disagreement about work. It was hypothesised that informational justice is related to acceptance of the co‐worker's view primarily through perception of ability‐based trustworthiness, whereas interpersonal justice is related to satisfaction with the co‐worker primarily through perception of benevolence‐based trustworthiness. A survey of employees and a simulation study showed that the effect of informational justice on acceptance of the co‐worker's view is mediated more by ability‐based trustworthiness than by benevolence‐based trustworthiness, whereas the reverse is true for the mediation of the effect of interpersonal justice on satisfaction with the co‐worker. Theoretical implications are discussed concerning the differentiation of the two highly correlated justice dimensions, together with practical implications regarding their relative usefulness. 相似文献
186.
Systemic factors that influence the development of psychology in developing countries are explored. Such factors include socio-political considerations, influences from other countries, public perceptions of psychology, relationships with other disciplines, training of psychologists, economic constraints, and research orientations. Because of the scarcity of resources and the widespread desire to modernize, the perceived applied value of psychology in developing countries has a major impact on its development. Student preference for choosing psychology as a major, the allocation of funding to psychology departments, and the status of psychology in relation to other disciplines partly depend on the applied value of the discipline. Thus, to facilitate its development, psychology must be seen as useful, and applied research should be emphasized. However, applied research should be backed up by the necessary basic research. Indigenization is also necessary so that psychological research is effective in addressing local problems. 相似文献
187.
Louise Smith Wing Gi Leung Bryony Crane Brian Parkinson Timothea Toulopoulou Jenny Yiend 《Behavior research methods》2018,50(1):302-312
Most research into cognitive biases has used Western samples, despite potential East-West socio-cultural differences. One reason is the lack of appropriate measures for non-Westerners. This study is about cross-linguistic equivalence which needs to be established before assessing cross-cultural differences in future research. We developed parallel Mandarin and English measures of interpretation bias and attention bias using back-translation and decentering procedures. We assessed task equivalence by administering both sets of measures to 47 bilingual Mandarin-English speakers. Interpretation bias measurement was similar and reliable across language versions, confirming suitability of the Mandarin versions for future cross-cultural research. By contrast, scores on attention bias tasks did not intercorrelate reliably, suggesting that nonverbal stimuli such as pictures or facial expressions of emotion might present better prospects for cross-cultural comparison. The development of the first set of equivalent measures of interpretation bias in an Eastern language paves the way for future research investigating East-West differences in biased cognition. 相似文献
188.
Applied Research in Quality of Life - 相似文献
189.
Continental Philosophy Review - This article offers a reading of the “transcendental” character of Alain Badiou’s and Giorgio Agamben’s ontologies. While neither Badiou nor... 相似文献
190.
Rachel C. Leung Vanessa M. Vogan Tamara L. Powell Evdokia Anagnostou Margot J. Taylor 《Child neuropsychology》2016,22(3):336-344
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by socio-communicative impairments. Executive dysfunction may explain some key characteristics of ASD, both social and nonsocial hallmarks. Limited research exists exploring the relations between executive function and social impairment in ASD and few studies have used a comparison control group. Thus, the objective of the present study was to investigate the relations between executive functioning using the Behavioral Rating Inventory of Executive Functioning (BRIEF), social impairment as measured by the Social Responsiveness Scale (SRS), and overall autistic symptomology as measured by the Autism Diagnostic Observation Schedule (ADOS) in children and adolescents with and without ASD. Seventy children and adolescents diagnosed with ASD and 71 typically developing controls were included in this study. Findings showed that behavioral regulation executive processes (i.e., inhibition, shifting, and emotional control) predicted social function in all children. However, metacognitive executive processes (i.e., initiation, working memory, planning, organization, and monitoring) predicted social function only in children with ASD and not in typically developing children. Our findings suggest a distinct metacognitive executive function-social symptom link in ASD that is not present in the typical population. Understanding components of executive functioning that contribute to the autistic symptomology, particularly in the socio-communicative domain, is crucial for developing effective interventions that target key executive processes as well as underlying behavioral symptoms. 相似文献