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Tyler (1998 Nature 392 877) proposed that 'painters centre one eye in portraits', and that this is a hidden aesthetic principle used implicitly by artists and by viewers of portraits. We assess that hypothesis in three related studies: a Monte-Carlo analysis of eye placement in synthetic faces randomly placed within a frame; a survey of eye position in 786 painted portraits from Western art of the past six centuries; and an experimental study in which fifty subjects were asked which of two versions of 60 pairs of portraits they preferred, in only one of which the eye was precisely centred. Taken together, the three studies showed no evidence to support Tyler's hypothesis, and in particular there was no evidence for subjects having an aesthetic preference for a centred eye in portraits. We conclude that one eye tends to be relatively close to the vertical midline because of geometric constraints on the placing of a relatively large object, the head, within a pictorial frame. 相似文献
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Anthony T. Dalessio Michelle Mosher Crosby Margaret A. McManus 《Journal of business and psychology》1996,10(3):289-296
Questions have been raised about the generalizability of biodata instruments across situations. In the present study, the stability of a biodata scoring key and factor structure was examined across two situations—the insurance industry in the United States and the United Kingdom/Republic of Ireland. Results indicated that the validity of a biodata scoring key could be successfully transported. Confirmatory factor analysis, using a maximum likelihood estimation procedure (LISREL), also indicated that the biodata factor structure was stable across the countries and cultures. The reliability and validity of the dimension scores also were successfully transported. The results provide new support for the contention that biodata keys, as well as underlying dimensional structures, can generalize across situations, specifically English-speaking countries and cultures.This research was conducted while the first two authors were at LIMRA, International. 相似文献
64.
Katherine Woolf I. Chris McManus Henry W. W. Potts Jane Dacre 《The British journal of educational psychology》2013,83(1):135-159
Background. UK‐trained medical students and doctors from minority ethnic groups underperform academically. It is unclear why this problem exists, which makes it difficult to know how to address it. Aim. To investigate whether demographic and psychological factors mediate the relationship between ethnicity and final examination scores. Sample. Two consecutive cohorts of Year 5 (final year) UCL Medical School students (n= 703; 51% minority ethnic). A total of 587 (83%) had previously completed a questionnaire in Year 3. Methods. Participants were administered a questionnaire in 2005 and 2006 that included a short version of the NEO‐PI‐R, the Study Process Questionnaire, and the General Health Questionnaire (GHQ) as well as socio‐demographic measures. Participants were then followed up to final year (2007–2010). White and minority ethnic students’ questionnaire responses and final examination grades were compared using univariate tests. The effect of ethnicity on final year grades after taking into account the questionnaire variables was calculated using hierarchical multiple linear regression. Results. Univariate ethnic differences were found on age, personality, learning styles, living at home, first language, parental factors, and prior education. Minority ethnic students had lower final exam scores, were more likely to fail, and less likely to achieve a merit or distinction in finals. Multivariate analyses showed ethnicity predicted final exam scores even after taking into account questionnaire factors. Conclusions. Ethnic differences in the final year performance of two cohorts of UCL medical students were not due to differences in psychological or demographic factors, which suggests alternative explanations are responsible for the ethnic attainment gap in medicine. 相似文献
65.
Stout JG Dasgupta N Hunsinger M McManus MA 《Journal of personality and social psychology》2011,100(2):255-270
Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women's self-concept in STEM, attitudes toward STEM, and motivation to pursue STEM careers. Two cross-sectional controlled experiments and 1 longitudinal naturalistic study in a calculus class revealed that exposure to female STEM experts promoted positive implicit attitudes and stronger implicit identification with STEM (Studies 1-3), greater self-efficacy in STEM (Study 3), and more effort on STEM tests (Study 1). Studies 2 and 3 suggested that the benefit of seeing same-sex experts is driven by greater subjective identification and connectedness with these individuals, which in turn predicts enhanced self-efficacy, domain identification, and commitment to pursue STEM careers. Importantly, women's own self-concept benefited from contact with female experts even though negative stereotypes about their gender and STEM remained active. 相似文献
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Robert Horon PhD Todd McManus PhD Justine Schmollinger PhD JD Tiffany Barr PhD Megan Jimenez PhD 《Suicide & life-threatening behavior》2013,43(1):17-38
The reliability, validity, and utility of the Adult Suicidal Ideation Questionnaire (ASIQ), Beck Hopelessness Scale (BHS), Beck Scale for Suicide Ideation (BSS), and Reasons for Attempting Suicide Questionnaire (RASQ) with correctional mental health populations was evaluated. Evidence was found indicating good to excellent reliability for all measures. Each of the measures significantly differentiated multiple attempters from single attempters and nonattempters, providing evidence of convergent and divergent validity. Logistic regression and receiver operating characteristic analyses revealed strong associations between multiple attempts and the ASIQ, BSS, and RASQ, but not the BHS. Implications for suicide risk assessment processes in correctional settings are discussed. 相似文献
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Margaret Vaughn Joshua Premo Danielle Erickson Christine McManus 《Reading Psychology》2020,41(6):533-558
AbstractThere have been recent calls to support student agency in the field of literacy. Agency, which we define in the context of schooling, is a multidimensional construct where individuals exert influence and create opportunities in the learning context through intentions, decisions, and actions. We propose highlighting agency as an interconnected construct, which includes self-perception as readers and writers, intentionality, choice-making, persistence, and interactiveness. Elementary students (n?=?1,726) completed surveys of their agency along with standardized literacy assessments. Statistical analyses largely aligned with the hypothesized dimensions of agency. Relationships to student literacy achievement were stronger in grades 3rd–5th than in 1st–2nd grades. Discussion highlights how elementary students have a voice in their agency as it pertains to literacy. Implications for future research and practice are discussed. 相似文献
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