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121.
Lauren E. Smith Darren R. Bernal Billie S. Schwartz Courtney L. Whitt Seth T. Christman Stephanie Donnelly Anna Wheatley Casta Guillaume Guerda Nicolas Jonathan Kish Erin Kobetz 《Journal of multicultural counseling and development》2014,42(1):2-12
This study documents the vicarious psychological impact of the 2010 earthquake in Haiti on Haitians living in the United States. The role of coping resources—family, religious, and community support—was explored. The results highlight the importance of family and community as coping strategies to manage such trauma. Este estudio documenta el impacto psicológico vicario que tuvo el terremoto de 2010 en Haití sobre los residentes haitianos que viven en Estados Unidos. Se explora el papel de los recursos de afrontamiento—apoyo familiar, religioso y comunitario. Lo resultados destacan la importancia de la familia y la comunidad como estrategias de afrontamiento para superar un trauma de esas características. 相似文献
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Nicolas Gauvrit Kinga Morsanyi 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2014,10(4):119-130
The equiprobability bias (EB) is a tendency to believe that every process in
which randomness is involved corresponds to a fair distribution, with equal
probabilities for any possible outcome. The EB is known to affect both children
and adults, and to increase with probability education. Because it results in
probability errors resistant to pedagogical interventions, it has been described
as a deep misconception about randomness: the erroneous belief that randomness
implies uniformity. In the present paper, we show that the EB is actually not
the result of a conceptual error about the definition of randomness. On the
contrary, the mathematical theory of randomness does imply uniformity. However,
the EB is still a bias, because people tend to assume uniformity even in the
case of events that are not random. The pervasiveness of the EB reveals a
paradox: The combination of random processes is not necessarily random. The link
between the EB and this paradox is discussed, and suggestions are made regarding
educational design to overcome difficulties encountered by students as a
consequence of the EB. 相似文献
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Sentences that exhibit sensitivity to order (e.g. John and Mary arrived at school in that order and Mary and John arrived at school in that order) present a challenge for the standard formulation of plural logic. In response, some authors have advocated new versions of plural logic based on fine-grained notions of plural reference, such as serial reference [Hewitt 2012] and articulated reference [Ben-Yami 2013]. The aim of this article is to show that sensitivity to order should be accounted for without altering the standard formulation of plural logic. In particular, sensitivity to order does not call for a fine-grained notion of plural reference. We point out that the phenomenon in question is quite broad and that current proposals are not equipped to deal with the full range of cases in which order plays a role. Then we develop an alternative and unified account, which locates the phenomenon not in the way in which plural terms can refer, but in the meaning of special expressions such as in that order and respectively. 相似文献
127.
PSYCHOLOGY IN FRENCH ACADEMIC PUBLISHING IN THE LATE NINETEENTH CENTURY: ALFRED BINET,EDITORIAL DIRECTOR AT THE SCHLEICHER PUBLISHING HOUSE 下载免费PDF全文
Serge Nicolas 《Journal of the history of the behavioral sciences》2015,51(3):285-307
To date, historians of psychology have largely ignored the role of academic publishing and the editorial policies of the late nineteenth century. This paper analyzes the role played by academic publishing in the history of psychology in the specific case of France, a country that provides a very interesting and unique model. Up until the middle of the 1890s, there was no collection specifically dedicated to psychology. Alfred Binet was the first to found, in 1897, a collection of works specifically dedicated to scientific psychology. He chose to work with Reinwald‐Schleicher. However, Binet was soon confronted with (1) competition from other French publishing houses, and (2) Schleicher's management and editorial problems that were to sound the death knell for Binet's emerging editorial ambitions. The intention of this paper is to encourage the efforts of the pioneers of modern psychology to have their work published and disseminated. 相似文献
128.
Honest and Deceptive Impression Management in the Employment Interview: Can It Be Detected and How Does It Impact Evaluations? 下载免费PDF全文
Applicants use honest and deceptive impression management (IM) in employment interviews. Deceptive IM is especially problematic because it can lead organizations to hire less competent but deceptive applicants if interviewers are not able to identify the deception. We investigated interviewers’ capacity to detect IM in 5 experimental studies using real‐time video coding of IM (N = 246 professional interviewers and 270 novice interviewers). Interviewers’ attempts to detect applicants’ IM were often unsuccessful. Interviewers were better at detecting honest than deceptive IM. Interview question type affected IM detection, but interviewers’ experience did not. Finally, interviewers’ perceptions of IM use by applicants were related to their evaluations of applicants’ performance in the interview. Interviewers’ attempts to adjust their evaluations of applicants they perceive to use deceptive IM may fail because they cannot correctly identify when applicants actually engage in various IM tactics. Helping interviewers to better identify deceptive IM tactics used by applicants may increase the validity of employment interviews. 相似文献
129.
Sense of Competence and Beliefs About Parental Roles in Mothers and Fathers as Predictors of Coparenting and Child Engagement in Mother–Father–Infant Triadic Interactions 下载免费PDF全文
Nicolas Favez Hervé Tissot France Frascarolo Friedrich Stiefel Jean‐Nicolas Despland 《Infant and child development》2016,25(4):283-301
The aim of this study was to assess the extent to which a sense of competence and beliefs about parental roles in mothers and fathers influence coparenting and child engagement in triadic interactions during the first 2 years of the child's life, after other influential variables such as marital satisfaction and postpartum depression have been controlled for. The sample constituted 69 mother–father–infant families, whose sense of competence, beliefs in parental roles, postpartum depression, and marital satisfaction were assessed in our laboratory at 3, 9, and 18 months with self‐reported questionnaires. Coparenting support and conflict and child engagement were assessed with the Lausanne Trilogue Play. Results show that (i) predictors of coparenting and child engagement are not the same at each time point; (ii) a sense of competence in mothers is positively linked with coparenting support, particularly at 3 months, whereas in fathers, it is negatively linked with support, particularly at 18 months; (iii) discrepancies between mothers and fathers in beliefs about the importance of the mother's role is the main predictor of coparenting conflict at 18 months; and (iv) paternal beliefs about the importance of the father's and mother's roles are the main predictor of child engagement at 18 months. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
130.
Michael Schilling Jrn R. Sparfeldt Nicolas Becker Marie Engel Julie Levacher Tilman F. P. Sebastian Juliane Schfer Sarah Schwabe Cornelius J. Knig 《International Journal of Selection & Assessment》2020,28(3):264-282
Recent research has highlighted competitive worldviews as a key predictor of faking—the intentional distortion of answers by candidates in the selection context. According to theoretical assumptions, applicants’ abilities, and especially their cognitive abilities, should influence whether faking motivation, triggered by competitive worldviews, can be turned into successful faking behavior. Therefore, we examined the influence of competitive worldviews on faking in personality tests and investigated a possible moderation of this relationship by cognitive abilities in three independent high school and university student samples (N1 = 133, N2 = 137, N3 = 268). Our data showed neither an influence of the two variables nor of their interaction on faking behavior. We discuss possible reasons for these findings and give suggestions for further research. 相似文献