Animal Cognition - The ability to discriminate between different individuals based on identity cues, which is important to support the social behaviour of many animal species, has mostly been... 相似文献
Unlike individual perceptions of a couple's functioning, couple-level protective factors against poor adjustment to the birth of a child have rarely been studied. This study examined similarity or reciprocal exchanges in dyadic coping (DC) during pregnancy (T1) and at 6 weeks postpartum (T2) and its associations with both partners’ adjustment at 6–9 months postpartum (T3). Ninety-two Portuguese couples provided data on DC, internalizing symptoms, dyadic adjustment and parenting stress. An individual's perceived similarity at T1 positively predicted his or her own internalizing symptoms at T3. One partner's perceived similarity at T2 negatively predicted the other partner's internalizing symptoms and parenting stress at T3. These associations controlled for stereotype effects (i.e., similarity due to shared cultural norms and values). Both partners’ adjustment seems to benefit from unique similarity within the couple after childbirth, while complementarity in DC during pregnancy appears to be more beneficial in the long term. Our findings suggest important refinements to DC-based interventions already aimed to promote similarity in DC. 相似文献
Young children understand pedagogical demonstrations as conveying generic, kind‐relevant information. But, in some contexts, they also see almost any confident, intentional action on a novel artefact as normative and thus generic, regardless of whether this action was pedagogically demonstrated for them. Thus, although pedagogy may not be necessary for inferences to the generic, it may nevertheless be sufficient to produce inductive inferences on which the child relies more strongly. This study addresses this tension by bridging the literature on normative reasoning with that on social learning and inductive inference. Three‐year‐old children learned about a novel artefact from either a pedagogical or non‐pedagogical demonstration, and then, a series of new actors acted on that artefact in novel ways. Although children protested normatively in both conditions (e.g., ‘No, not like that’), they persisted longer in enforcing the learned norms in the face of repeated non‐conformity by the new actors. This finding suggests that not all generic, normative inferences are created equal, but rather they depend – at least for their strength – on the nature of the acquisition process. 相似文献
Although objectification is a common experience for women (Fredrickson & Roberts, 1997), little is understood about how women perceive sources of objectifying commentary and behaviors. The current work provides a novel integration of objectification and consistency theories to understand how valence of sexual objectification and women’s feelings about sexual attention interact to predict perceptions of objectifying sources. In two online vignette studies with 121 and 110 U.S. women recruited through MTurk, female participants were asked to recall an experience of complimentary or critical objectification and report perceptions of source warmth, approach behavioral intentions, perceived overlap between the self and the source, and enjoyment of sexualization. Consistent with hypotheses, regression analyses revealed that reporting experiences of complimentary objectification led to more positive source perceptions among women who reported that they enjoy being sexualized relative to reporting experiences of critical objectification. Furthermore, path analyses revealed that self-other overlap emerged as a mechanism of women’s more positive source perceptions, with a significant indirect effect of self-other overlap emerging for the link between enjoyment of sexualization and warmth and approach in the complimentary objectification condition. The effects were replicated across two studies. The discussion centers on how understanding women’s objectifying source perceptions could illuminate when interpersonal objectification will lead to more experiences of objectification or women’s internalization of objectifying self-perceptions.
Two studies examined whether morality-related information has a greater impact than sociability- or competence-related information upon the spontaneous mimicry of an interaction partner. Participants were video recorded during an interaction with a confederate previously presented as moral versus lacking morality, or sociable versus lacking sociability (Study 1), or competent versus lacking competence (Study 2). Two coders rated the extent to which participants imitated the gestures of the confederate, participants’ postural openness, and the general smoothness of the interaction. When the confederate lacked moral qualities, mimicry and postural openness were lower, and the interaction was less smooth than when the confederate was highly moral, unsociable, or incompetent. Moreover, our findings showed that global impression is the key mediating mechanism driving such an effect. Indeed, knowing that another person behaved immorally resulted in a negative impression, which in turn hindered behavioral mimicry. 相似文献
While Susan W. Gray is known primarily for her work with the Early Training Project, a pioneering early intervention program with low-income black children, she has also influenced the development of school psychology and the creation of Early Childhood Education as a discipline. In addition, in her own quiet way, she has supported the career development of a number of professional women who have had impact on child development, early childhood education, and school psychology. Four major themes are used to present Susan Gray's biography: (1) being ahead of her time in terms of thinking which allowed her to take advantage of opportunities; (2) the role of serendipity versus long-range planning of career trajectories; (3) specific influences on her as a woman; and (4) a lifetime of courage and dedication. Examples of work which was in advance of psychology included work in early intervention with low-income children, an emphasis on the use of scientific experimental methodology in field research, an eclectic approach which crossed disciplinary boundaries, a consultative approach to school psychology, and the inclusion of affective and cognitive education in inter- 相似文献
AbstractThe author explores the relationship between Sándor Ferenczi and Sigmund Freud in the light of their correspondence. This allows us to see how Freud was able to offer and create for Ferenczi a “professional and personal home” that enabled the latter to find a much more meaningful and creative contact with himself. According to the author, this experience played an important role in Ferenczi’s later readiness to offer to and create with his patients a similar “psychoanalytic home.” As Freud was not able to share such clinical research work with Ferenczi, a conflict developed between them whose nature has occupied psychoanalysts ever since, and whose seeds can be found in the 1246 letters that they exchanged between January 1908 and May 1933. From this point of view, Ferenczi’s Clinical diary (written in 1932 and published only in 1985) can be seen as the continuation of the dialogue they had entertained for so many years, as well as Ferenczi’s attempt not to give up the “professional and personal home” that they had created together. 相似文献
Three experiments investigated whether reading aloud is affected by a semantic variable, imageability. The first two experiments used English, and the third experiment used Japanese Kanji as a way of testing the generality of the findings across orthographies. The results replicated the earlier findings that readers were slower and more error prone in reading low-frequency exception words when they were low in imageability than when they were high in imageability (Strain, Patterson, & Seidenberg, 1995). This result held for both English and Kanji even when age of acquisition was taken into account as a possible confounding variable, and the imageability effect was stronger in Kanji compared to English. 相似文献