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911.
Some notes on the nature of methodological indeterminacy 总被引:1,自引:0,他引:1
This paper is an attempt to extend the meaning of the concept of indeterminacy for the human sciences. The authors do this by coining the term methodological indeterminacy and arguing that indeterminacy is better understood when linked to specific methodological techniques. Paradoxically, while specific research techniques demonstrate that the issue of indeterminacy is complex, yielding the possibility of types and degrees, it does not eliminate the problem of translation first raised by Quine. However, the authors go on to argue that, from a research perspective, indeterminacy can and must be approached in such a way that it is possible to reduce cases of it, even though never completely eliminating it in the human sciences. 相似文献
912.
Two potential limitations of research on the attributional model of depression lie in relatively untested assumptions concerning the lack of sex differences in the attributional style-depression relationship and the linearity of the relationship across levels of depression. We tested these assumptions, finding no sex differences and an essentially linear relationship. Implications of these results for research on the attributional model of depression are discussed. 相似文献
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914.
Emily Barrett Lee Kannis-Dymand Steven Love Juan Ramos-Cejudo Geoff P. Lovell 《Applied cognitive psychology》2023,37(1):200-211
This study investigated the relationship between sport related metacognitions with state anxiety dimensions, and compared how sporting categories affected these variables, among an online sample of athletes (N = 187). A MANOVA revealed there were significant differences between sporting types in metacognitive beliefs relating to the utility of rumination and arousal, the need to control thoughts, and levels of somatic anxiety. Correlations and multiple regressions showed that that in contrast to the relationships with self-confidence, cognitive and somatic state anxiety were positively associated with specific dysfunctional metacognitive beliefs, but negatively related to metacognitive processes. Overall, these findings highlight that: (a) athletes might adopt metacognitions to meet the different cognitive demands of sport types; and (b) metacognitions are in part responsible for the occurrence of state anxiety and self-confidence during competitions. The findings of this study have implications toward how researchers and sports practitioners approach the comprehensive nature of competitive anxiety. 相似文献
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916.
Catherine E. Draper Caylee J. Cook Steven J. Howard Hleliwe Makaula Rebecca Merkley Mbulelo Mshudulu Nosibusiso Tshetu Gaia Scerif 《Infant and child development》2023,32(3):e2417
This qualitative study explored caregivers' perceptions of factors influencing early childhood development in low-income, urban South African settings, from a social ecological perspective. Individual interviews were conducted with 15 caregivers of 3–5-year-old children; a reflexive thematic analysis approach was adopted. In the family and home context, caregivers spoke about their role in developing, nurturing, providing, protecting and disciplining their children. Risks included low socioeconomic status, dysfunctional relationships and caregiver mental health; resources related to early learning and social support. In the preschool/school context, caregivers discussed the value of early learning, and priorities for selecting early childhood care and education settings. Community risks included violence and crime; resources mentioned were social support, community programmes and infrastructure. The social ecological model provides a holistic and contextually relevant perspective for understanding multiple factors (risks and protective factors) influencing early childhood development in low-income South African settings. 相似文献
917.
Auburn Jimenez James Joseph Balamuta Steven Andrew Culpepper 《The British journal of mathematical and statistical psychology》2023,76(3):513-538
Cognitive diagnostic models provide a framework for classifying individuals into latent proficiency classes, also known as attribute profiles. Recent research has examined the implementation of a Pólya-gamma data augmentation strategy binary response model using logistic item response functions within a Bayesian Gibbs sampling procedure. In this paper, we propose a sequential exploratory diagnostic model for ordinal response data using a logit-link parameterization at the category level and extend the Pólya-gamma data augmentation strategy to ordinal response processes. A Gibbs sampling procedure is presented for efficient Markov chain Monte Carlo (MCMC) estimation methods. We provide results from a Monte Carlo study for model performance and present an application of the model. 相似文献
918.
Academic theories of aggression can be dichotomized as expressive (in which aggression results from a failure of self control) or instrumental (in which aggression represents the exercise of control over others). We propose that the two sexes hold a parallel distinction in their social representations of aggression; women subscribe to an expressive model, men to an instrumental model. A 20-item questionnaire was generated by systematic comparison of the two theories with respect to their differential predictions concerning perceived social value, proximate causes, relevant emotions and congnitions, form, aim, social facilitators, and reputational aspects of aggression. Factor analysis indicated a first factor of expressive-instrumental aggression on which all items had significant loadings. A significant correlation (.46) was found between gender and questionnaire score confirming the hypothesis. The notion of gender-specific social representations is discussed in terms of its ability to coherently interpret patterns of differences in aggression found in experimental and observational studies. 相似文献
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920.
Implicit learning tasks usually involve the learning of complex rules. While this does reduce the likelihood of subjects becoming aware of the relationship to be learned, it also raises the possibility of explaining improved performance in terms of explicit processes. The current experiments are an attempt to develop a task which shows evidence of implicit learning, but which involves the learning of a very simple rule and so avoids these alternative explanations. In two experiments, we exposed subjects to learning trials in which a target letter (or shape) was immediately preceded by a cue letter (or shape) in otherwise random nine-letter (or 15-shape) sequences. In a test phase, subjects responded more quickly to cued than uncued targets if the learning phase had involved reliable cue–target pairings, but not following random control pairings. This was true of subjects who were classified as aware and those classified as unaware of the cue–target relationship. 相似文献