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51.
It has previously been hypothesized that individuals with elevated attention deficit hyperactivity disorder (ADHD) symptoms are at greater risk of bullying perpetration and victimization. Using autoregressive latent trajectory models with structured residuals (ALT‐SR) and four waves (ages 11, 13, 15, and 17) of longitudinal data from the normative z‐proso study (n = 1526, 52% male), we evaluated the developmental relations between ADHD and bullying using both self‐ and teacher‐reported ADHD symptom data. Analyses suggested that ADHD symptoms primarily increase the risk of bullying perpetration, with a within‐person effect of ADHD symptoms on bullying perpetration symptoms identified across ages 13–15 (β = .13) and ages 15–17 (β = .19) based on self‐reported ADHD symptoms and a similar effect identified across ages 11–13 (β = .24) and 13–15 (β = .29) based on teacher‐reported inattention symptoms. There were also some indications of reciprocal effects and effects involving victimization that merit further exploration in future research. Results imply that the content of bullying intervention and prevention programs should take account of ADHD symptoms to ensure that those with elevated symptoms can benefit as much as their typically developing peers. This will involve addressing bullying perpetration that may reflect impulsive/reactive aggression and impaired social skills rather than instrumental aggression. Further, programs should go beyond classical curriculum/classroom‐based delivery to ensure that individuals with elevated ADHD symptoms can be successfully engaged. 相似文献
52.
Synthese - Are those judgments that we make on the basis of our memories immune to error through misidentification (IEM)? In this paper, I discuss a phenomenon which seems to suggest that they are... 相似文献
53.
Studia Logica - We, the authors, would like to thank Guillaume Aucher for informing us of his “Displaying Updates in Logic”, published in the Journal of Logic and Computation,... 相似文献
54.
Studia Logica - Let $${\mathcal {O}}$$ be the class of odd involutive $$\hbox {FL}_e$$ -chains which admit finitely many idempotent elements. The price for describing the structure of such a rich... 相似文献
55.
Synthese - In this paper we show that, when analyzed with contemporary tools in logic—such as Dunn-style semantics, Reichenbach’s three-valued logic exhibits many interesting features,... 相似文献
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Synthese - Due to its high degree of complexity and its historical nature, evolutionary biology has been traditionally portrayed as a messy science. According to the supporters of such a view,... 相似文献
58.
Human Studies - In contrast to Anglophone debates on personal identity initially formed by John Locke’s investigation of personal identity in the sense of personal continuity or persistence... 相似文献
59.
Human Studies - The concept of depth is central to Merleau-Ponty’s phenomenology and informed not only his philosophy of perception but also his thinking about psychology, art and politics.... 相似文献
60.
In the property listing task (PLT), participants are asked to list properties for a concept (e.g., for the concept dog, “barks,” and “is a pet” may be produced). In conceptual property norming (CPNs) studies, participants are asked to list properties for large sets of concepts. Here, we use a mathematical model of the property listing process to explore two longstanding issues: characterizing the difference between concrete and abstract concepts, and characterizing semantic knowledge in the blind versus sighted population. When we apply our mathematical model to a large CPN reporting properties listed by sighted and blind participants, the model uncovers significant differences between concrete and abstract concepts. Though we also find that blind individuals show many of the same processing differences between abstract and concrete concepts found in sighted individuals, our model shows that those differences are noticeably less pronounced than in sighted individuals. We discuss our results vis-a-vis theories attempting to characterize abstract concepts. 相似文献