Peter Strelan  Jan‐Willem van Prooijen 《European journal of social psychology》2013,43(6):544-553

Although punishment and forgiveness frequently are considered to be opposites, in the present paper we propose that victims who punish their offender are subsequently more likely to forgive. Notably, punishment means that victims get justice (i.e. just deserts), which facilitates forgiveness. Study 1 reveals that participants were more likely to forgive a friend's negligence after being primed with punishment than after being primed with inability to punish. In Study 2, participants were more forgiving towards a criminal offender if the offender was punished by a judge than if the offender escaped punishment, a finding that was mediated by the just deserts motive. Study 3 was in the context of actual recalled ongoing interpersonal relations and revealed that punishment predicted forgiveness indirectly via just deserts, not via victims' vengeful motivations. It is concluded that punishment facilitates forgiveness because of its capacity to restore a sense of justice. Copyright © 2013 John Wiley & Sons, Ltd.  相似文献   

    

Peter Koval  Karen Brans  Bettina Brunner  Isabelle De Laet  Barbara Ogrinz  Madeline Pe  Joeri Hofmans 《Applied cognitive psychology》2013,27(4):493-496

The relation between affect and retrospective duration estimation has hardly been examined. In this paper, we contribute to filling this gap by studying the influence of arousal on the remembered duration of positive events. On the basis of the contextual change model, we expected that high‐arousal positive events would be remembered as longer compared with low‐arousal positive events. To test this hypothesis, we set up a naturalistic study in which participants were asked at the end of a pleasant amusement park ride at the local fair to rate how pleasant and aroused they felt during the ride as well as to estimate the ride's duration. Feeling more aroused during a ride was associated with longer estimates of the ride's duration. Results are discussed within the framework of retrospective time estimation models. Copyright © 2013 John Wiley & Sons, Ltd.  相似文献   

    

Nikki L. Damen  Henneke Versteeg  Sanne J. van Helmondt  Peter P. de Jaegere  Robert-Jan M. van Geuns  Mathias M. Meine 《Psychology & health》2013,28(3):318-333

Objective: Both the distressed (Type D) personality (i.e. the combination of negative affectivity and social inhibition traits) and dysfunctional parenting styles are associated with anxiety and depression. As parenting styles have been related to personality development, dysfunctional parenting styles may also be associated with Type D personality. We examined whether remembered parenting was associated with anxiety and depression in cardiac patients and whether Type D personality mediated this relationship.

Methods: Our sample comprised 435 patients treated with percutaneous coronary intervention (PCI) and 123 patients with congestive heart failure (CHF). Patients completed the Hospital Anxiety and Depression Scale, Type D Scale (DS14), and Remembered Relationship with Parents (RRP¹⁰) scale.

Results: Remembered parenting was significantly associated with higher anxiety and depression levels and Type D personality. In multivariable linear regression analyses, Type D personality accounted for 25–29% of the variance in anxiety and 23–46% of the variance in depression, while remembered parenting was no longer significantly associated with these domains. Sobel tests and bootstrapping indicated that Type D personality mediated the relationship between remembered parenting and anxiety and depression.

Conclusion: Type D personality mediated the relationship between remembered parenting and anxiety and depression in both PCI and CHF patients.  相似文献   

    

Sabine Stoltz  Peter Prinzie  Amaranta De Haan  Monique van Londen  Bram Orobio De Castro  Maja Deković 《欧洲人格杂志》2013,27(3):271-279

Studying moderators of intervention effects is essential to elucidate what works for whom. The present study investigated whether child personality moderates short‐term and follow‐up effects of an individualised preventive school‐based intervention for children with externalising behaviour. The sample consisted of 48 schools, with 264 fourth‐grade children displaying externalising behaviour (M_age = 10.2 years), randomly assigned to the intervention (n = 191) or no intervention control (n = 73) condition. Teachers and children reported at pretest, posttest and follow‐up test about reactive and proactive aggression. Child personality was assessed by teachers at pretest. Child conscientiousness moderated short‐term intervention effects, indicating that more organised and planful children benefited more from the intervention. Child extraversion moderated both short‐term and follow‐up intervention effects, with low extraverted children showing larger effects. These results affirm the importance of including personality as moderator of intervention effects in future studies, as interventions adapted to specific child traits might yield larger effects. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Peter Warr  Alan Bourne 《人类行为》2013,26(3-4):183-210

In two studies of 360° judgments, it was shown that congruence measured in terms of intercorrelations between ratings by different people (congruence‐r) and in terms of the discrepancy between those ratings (congruence‐d) were empirically independent of each other. Congruence‐r was greatest, and congruence‐d was smallest, between judgments made by a target person and his or her supervisor, rather than by subordinates or peers; the differential observability of rated behaviors predicted congruence‐r but not congruence‐d. Variations in both forms of congruence were found to arise from the source of a judgment, and from a target person's age, gender, cognitive ability, and certain personality attributes. Over‐ and under‐rating associated with a personality or another third factor was shown to derive from substantially different correlations between such a factor and the two separate judgments under consideration.  相似文献   

    

Brenna LeJeune  Dean Beebe  Jennie Noll  Laura Kenealy  Peter Isquith  Gerard Gioia 《Child neuropsychology》2013,19(2):182-201

The objectives of this study were to systematically develop and evaluate the psychometric properties of an abbreviated version of the Behavior Rating Inventory of Executive Function (BRIEF) Parent Report; a questionnaire widely used by pediatric neuropsychologists. A total of 24 items from the original BRIEF Parent Form were selected for the short-form, which was then evaluated in three complementary samples, according to six a priori psychometric criteria. The short-form generally demonstrated appropriate psychometric qualities, with convincing evidence for the reliability and validity of the three composite indices: Behavioral Regulation, Metacognition, and the Global Executive Composite. Potential clinical applications include screening at-risk children in medical clinics to facilitate appropriate referrals for further psychological consultation. In research settings, the short-form can be easily integrated into studies involving mass collection of data (e.g., large-scale epidemiological research), facilitating advancements in the scientific understanding of neuropsychological morbidity in medically involved populations.  相似文献   

    

Wolfgang Wagner  Nicole Kronberger  Motohiko Nagata  Ragini Sen  Peter Holtz  Fátima Flores Palacios 《Asian Journal of Social Psychology》2010,13(4):232-246

This article presents a theory of the perception of hybrids, resulting from cross‐breeding natural animals that pertain to different species and of children parented by couples with a mixed ethnic or racial background. The theory states that natural living beings, including humans, are perceived as possessing a deeply ingrained characteristic that is called ‘essence’ or ‘blood’ or ‘genes’ in everyday discourse and that uniquely determines their category membership. If, by whatever means, the genes or essences of two animals of different species are combined in a hybrid, the two incompatible essences collapse, leaving the hybrid in a state of non‐identity and non‐belonging. People despise this state and reject the hybrid (Study 1). This devaluation effect holds with cross‐kind hybrids and with hybrids that arise from genetically combining animals from incompatible habitats across three cultures: Austria, India and Japan (Study 2). In the social world, groups and ethnic or racial categories frequently are essentialized in an analogue way. When people with an essentialist mindset judge ethnically or racially mixed offspring, they perceive a collapse of ethnic or racial essence and, consequently, denigrate these children, as compared to children from ‘pure’ in‐group or out‐group parents (Study 3). The findings are discussed in terms of the widespread ‘yuck factor’ against genetically modified animals, in terms of the cultural concepts of monstrosity and of racism and prejudice.  相似文献   

    

Peter J. Marshall 《Wiley Interdisciplinary Reviews: Cognitive Science》2010,1(3):417-425

Given that they are responsible for much of the meaning that we attribute to our existence, emotions could be said to have a central role in the psychological life of humans. But given this fundamental level of significance, the construct of emotion remains poorly understood, with the field of emotion research being full of conflicting definitions and opposing theoretical perspectives. In this review, one particular aspect of research into emotion is considered: the development of emotion in infancy and early childhood. The development of the emotional life of the child has been the focus of a vast amount of research and theorizing, so in a brief review it is only possible to scratch the surface of this topic. Rather than any attempt at a comprehensive account, three perennial questions in theorizing and research on early emotional development will be considered. First, what develops in emotional development? Second, what is the relation of cognitive development to emotional development? Third, how has the study of early individual differences in emotion expression typically been approached? In relation to the first question, four theoretical approaches to emotional development are described. For the second question, the focus is on the relation of self‐awareness to the development of emotion. Finally, for the third question, the use of temperament theory as a framework for understanding individual differences in emotion expression is examined. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under:

• Psychology > Development and Aging
• Psychology > Emotion and Motivation

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Peter M. Gubi 《Counselling and Psychotherapy Research》2015,15(4):320-321

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Peter Grover 《The American journal of bioethics : AJOB》2015,15(7):65-66

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