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171.
Timo Kajamies 《Philosophia》2009,37(3):525-534
In his topical article, Andrew Cling claims that the best extant formulation of the so-called epistemic regress problem rests
on five assumptions that are too strong. Cling offers an improved version that rests on a different set of three core epistemic
assumptions, each of which he argues for. Despite of owing a great deal to Cling’s ideas, I argue that the epistemic regress
problem surfaces from more fundamental assumptions than those offered by Cling. There are ultimately two core assumptions—in
fact two contradictory strands within the concept of epistemic support—which jointly create a powerful challenge for our pursuit
of paramount epistemic values.
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Timo KajamiesEmail: |
172.
Bullying is a considerable problem in schools. It has various negative effects on the children involved. The purpose of this qualitative study was to explore how children themselves interpret and construct bullying. Three elementary school classes with a high number of victim nominations were chosen among the 48 classes taking part in a larger study. The pupils from selected classes were interviewed in small groups. The interviews were tape‐recorded, transcribed and analyzed using the discourse analytical methodology described by Potter and Wetherell [1987]. Various recurrently used systems of terms (e.g., interpretative repertoires) were found. The results suggest that bullying can be construed as unproblematic and justified among children. For example, the ‘interpretative repertoire of underestimation’ constructs bullying as a game or some other harmless action, the ‘odd student repertoire’ describes the victim as a negatively deviant student who cannot behave as he/she should and the ‘interpretative repertoire of deserving’ constructs meaningful reasons for hostility towards the victim. These and other interpretative repertoires are described and discussed. Aggr. Behav. 29:134–154. © 2003 Wiley‐Liss, Inc. 相似文献
173.
Marko Elovainio Mika Kivimauki Martin Eccles Timo Sinervo 《Journal of applied social psychology》2002,32(2):359-372
The aim of this study was to test the role of procedural justice (PJ) in the relationship between team climate (TC; i.e., accepted and clear goals, participation safety, perceived support for development, and commitment to good performance) and strain. The study population consisted of all the workers at 6 health centers in Finland (n= 688). PJ evaluations were found to have a strong mediating effect on the relationship between TC and occupational strain. This finding was interpreted as supporting the relational model of PJ, which states that people use quality of social relationships as an important indicator of fair treatment and that, in turn, is related to occupational strain. 相似文献
174.
Timo D. Vloet Thomas Günther Kerstin Konrad Sabine C. Herpertz Beate Herpertz-Dahlmann 《Forensische Psychiatrie, Psychologie, Kriminologie》2008,2(3):180-189
Attention Deficit/Hyperactivity Disorder (ADHD) and Conduct Disorder (CD) are two of the most common neurobehavioral disorders of childhood. Despite of their high comorbidity rate both disorders can be reliably differentiated. Especially the comorbid condition is associated with a poor outcome and some of the affected children develop an Antisocial Personality Disorder. This article summarizes diagnostic criteria and epidemiological data of both disorders and emphasises the role of ADHD in the aetiology and pathogenesis of antisocial behavior. ADHD seems to have a negative impact particular in children of the early-starter subtype of CD. Findings from genetic, psychophysiological and neuroimaging studies emphasise the relevance of biological risk factors in the etiological models and developmental pathways of antisocial behavior. We present so far unpublished data of children with ADHD and ADHD/disruptive behavior disorders which indicate group-specific neurocognitive impairments in the comorbid condition. ADHD and CD seem to constitute a synergistic and interactive relationship in that each disorder aggravates the other. Recent findings point to a “true hybrid” of ADHD/CD. Considering the negative outcome of the comorbid condition, several findings suggest that high-quality treatments may have considerable impact on restoring ADHD children to better functioning. 相似文献
175.
Science and Engineering Ethics - Due to the economic globalization which is characterized with business scandals, scholars and practitioners are increasingly engaged with the implementation of... 相似文献
176.
177.
Timo Kaski Ari Alamäki Ellen Bolman Pullins 《Journal of Personal Selling & Sales Management》2019,39(1):42-59
To succeed and grow, companies must win new customers. However, selling innovative solutions to prospective business customers remains challenging. We seek to explore how salespeople create, early in the sales process, collaborative customer mind-sets to accommodate learning and adoption of new solutions. By applying transformative learning theory and analyzing authentic video-recorded business-to-business (B2B) initial sales meetings, we are able to determine the microlevel processes and mechanisms taking place in transformative sales dialogue. In this article, we outline seven interactional activities occurring in reflective dialogue cycles, a key means by which salespeople create new customer mind-sets. Reflective dialogue cycles form a spiral-shaped process requiring completion to achieve a shared new understanding favorable to adopting new approaches. Through our analysis, we demonstrate the value of transformative learning theory in better understanding sales interactions. Along with theoretical contributions, our results may help managers and salespeople better develop new business customers. 相似文献
178.
The goal of the present study was to examine the contribution of executive function (EF) and social cognition to individual differences in emotion regulation (ER) in preschool children. Sixty 3-, 4-, and 5-year-old children were administered a battery of EF tasks, two theory of mind tasks, a measure of verbal ability, and an ER task. In addition, parents completed the Behavior Rating Inventory of Executive Functioning—Preschool Version (BRIEF-P). Performance on the theory of mind tasks as well as parental ratings of executive function was not related to performance on the ER task. However, a component of EF (i.e., inhibition) approached significance with children's displays of positive behaviors during the ER task. Verbal ability was related to the regulation of positive but not negative emotions. Parental ratings of shifting accounted for a significant amount of variance in parental ratings of ER, even after controlling for verbal ability. The findings are discussed in the context of different conceptualizations of the developmental relation between ER and EF. 相似文献
179.
Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill 总被引:1,自引:0,他引:1
This study examined the extent to which children's cognitive abilities in kindergarten and their mothers' education predict their single-digit and procedural calculation skills and the covariance of these with reading skill in Grade 4. In kindergarten, we assessed children's (N=178) basic number skills, linguistic skills, and visual attention. In Grade 4, we assessed their calculation and reading skills. Data on children's cognitive ability at 5 years of age and their mothers' level of education were also collected. The results showed that both of the core components of calculation, single-digit and procedural calculation, as well as their covariance with reading, were predicted by unique cognitive factors. Fluency in single-digit calculation and text reading shared an underlying cognitive process, that is, the ability to fluently retrieve verbal or visual-verbal associations from long-term memory. In contrast, procedural calculation was predicted not only by single-digit calculation but also by mother's education and conceptual knowledge of numbers. Overall, the results suggest that a multicomponential approach, including a hierarchical relation among various components, is fruitful when trying to understand the development of mathematical skill and its covariation with reading. 相似文献
180.
Two studies are presented to introduce a 10-item short form of the Need for Affect Questionnaire (NAQ-S; cf. Maio & Esses, 2001 ). Study 1 was based on 4 independent samples (German or English language; N (total) = 2,151) and demonstrated the expected factorial structure of the NAQ-S; its measurement invariance with respect to gender, age, and education; and the predicted associations with relevant personality measures. A latent state-trait analysis conducted in Study 2 (N = 140) suggests that most of the reliable variance of the NAQ-S represents stable individual differences. 相似文献