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991.
Jelle de Boer 《Philosophical Psychology》2014,27(5):703-718
This paper focuses on a particular method which is used in contemporary empirical happiness studies, namely measuring people's happiness by scoring their emotions (Kahneman is a prominent scholar). I examine the presupposition in this field that emotion scores can be added or subtracted, that throughout affective space runs a straight axis that plots hedonic tone or pleasure. 相似文献
992.
993.
Ana Paula Soares José Carlos Medeiros Alberto Simões João Machado Ana Costa Álvaro Iriarte José João de Almeida Ana P. Pinheiro Montserrat Comesaña 《Behavior research methods》2014,46(1):240-253
In this article, we introduce ESCOLEX, the first European Portuguese children’s lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children’s grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009–1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156–166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children’s developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases. 相似文献
994.
Margarida Pedroso de Lima Piedade Vaz Rebelo Carlos Barreira 《Journal of Adult Development》2014,21(4):216-224
The contribution of autobiographical narratives for the teacher’s personal and professional development is currently considered an important issue. “Our stories”, “the stories that we tell about our lives” constitute a fundamental path of human meaning making (Bruner in Acts of meaning. Cambridge University Press, Cambridge, 1990) and also, an identity construction process. “Fashioned out of memories, our stories become our identities” (Faust Harvard Magazine, 2003). Autobiographical narratives are then a development process, being its use in the educational scope pertinent, as it is considered that learning always features autobiography. Aiming at understanding the processes of personal and professional development, this study analyses student teachers autobiographical narratives, in particular, the relationship between primary school memories, personality characteristics, and teaching perspectives. This study was carried out with a sample of 129 student teachers of the Faculty of Sciences of the University of Coimbra, with ages between 22 and 28 years. The instruments administered were the School Autobiography Sheet (an adaptation of the autobiographical method considered by McAdams; McAdams in Guided autobiography, 1997), and the Personality Inventory NEO-PI-R (Costa and McCrae in Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual, Psychological Assessment Resources Odessa, FL, 1992; Portuguese version Lima in Contextos teóricos e psicométricos: “Ocean” ou “Iceberg”?, Dissertação de Doutoramento, Universidade de, Coimbra, 1997) and the Teaching Perspectives Inventory of Pratt and Collins Teaching perspectives inventory, 2001. The results of the study show that the relationship between the autobiographical memories and the perspectives of teaching are fable. However, they point to the crucial role played by personality traits in the organization of the autobiographical memories and of the perspectives of teaching. These results contribute to the understanding of the processes of personal and educational development of future teachers and to the reflection on forms of using autobiographical narratives in a training frame. 相似文献
995.
That is how we do it around here: Levels of identification,masculine honor,and social activism against organized crime in the south of Italy 下载免费PDF全文
Giovanni A. Travaglino Dominic Abrams Georgina Randsley de Moura Giuseppina Russo 《European journal of social psychology》2015,45(3):342-348
Masculine honor is an important cultural code in the south of Italy. Italian criminal organizations (COs) manipulate and exploit this code to maintain legitimacy among local populations and exert social control in the territory where they operate. This research tested the hypothesis that different levels of identification—the region and the nation—would have opposite associations with male honor‐related values and, indirectly, with intentions to oppose COs collectively. Results from a sample of young southern Italians (N = 170) showed that regional identification positively predicted endorsement of male honor‐related values, which in turn were associated with lowered intentions to oppose COs. In contrast, national identification negatively predicted male honor‐related values, associated in turn with stronger intentions to oppose COs. These results also held when perceived risk and social dominance orientation were taken into account. Directions for future research are discussed. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
996.
997.
Juanma de la Fuente Daniel Casasanto Antonio Román Julio Santiago 《Cognitive Science》2015,39(4):821-832
People implicitly associate positive ideas with their dominant side of space and negative ideas with their non‐dominant side. Right‐handers tend to associate “good” with “right” and “bad” with “left,” but left‐handers associate “bad” with “right” and “good” with “left.” Whereas right‐handers' implicit associations align with idioms in language and culture that link “good” with “right,” left‐handers' implicit associations go against them. Can cultural conventions modulate the body‐specific association between valence and left‐right space? Here, we compared people from Spanish and Moroccan cultures, which differ in the strength of taboos against the use of the left hand, and therefore in their preference for the right. Results showed stronger explicit associations between space and valence in Moroccan participants than in Spaniards, but they did not show any increased tendency for right‐handed Moroccans to associate “good” with “right” implicitly. Despite differences in cultural conventions between Spaniards and Moroccans, we find no evidence for a cross‐cultural difference in the implicit association between space and valence, which appears to depend on patterns of bodily experience. 相似文献
998.
For many years religious and spiritual issues have been avoided in psychotherapy. In the face of social changes a more culturally sensitive psychotherapy is needed to professionally deal with religious backgrounds, spiritual needs and spiritual resources. A remarkable spiritual turn has recently been observed particularly in psychoanalysis, which was originally very antireligious. Health research studies are exploring the healing craft of religious virtues and values. It is important to discern between an empirically proven healing method and an ideologically founded promise of salvation. It is the task of the therapist to find out whether the patient's religiosity or spirituality is part of the problem or part of the solution. 相似文献
999.
How do young infants discover that a segment of the sound stream refers to a particular aspect of the visual world around them? Speakers do not enunciate each word separately, even to infants; rather, whattheysayrunstogether. To relate an object (say, an apple) to its referent, infants must notice the interactant's target of attention (the apple) and at the same time single out the word that refers to it as the other person speaks (Lookattheapple!). We contend that caregivers through their actions assist by directing and educating an infant's attention, particularly through the use of a show gesture. The onset/offset, rhythm, tempo, and duration of these show gestures are synchronous with the saying of the words referring to the target objects. Our prior research using eye tracking found that show gestures lead an infant to look at the object presented as the word for it is uttered and that show gestures facilitate word learning. In this research we tested the hypothesis that show gestures also lead to enhanced attentional processing as measured through pupil dilation. Comparing pupil diameters while words were introduced with a show, static, or asynchronous dynamic gesture, we found that pupil dilation occurred for the show gesture condition and was positively correlated with word learning. 相似文献
1000.
Sarah Crafter Guida de Abreu Tony Cline Lindsay O’Dell 《Journal of constructivist psychology》2015,28(1):83-96
This article examines how vignette methodology can aid understanding of cultural identity. This is demonstrated through a study of child language brokers, wherein a child is engaged in the cultural contexts of both the host culture and the home culture and must therefore negotiate new cultural identities. Participants were young people aged 15 to 18 years; some of them were brokers, others were not. Drawing on notions of adequacy and inadequacy, visibility and invisibility, theoretical ideas around cultural identity theory and dialogical self-theory can provide an understanding of how the young people moved through different (often conflicting) identity positions. 相似文献