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931.
932.
Harald Merckelbach Tom Smeets Elke Geraerts Marko Jelicic Anne Bouwen Elke Smeets 《Applied cognitive psychology》2006,20(1):33-42
In three studies, we examined memories for previous recall. In Studies 1 and 2, undergraduates were asked whether they had vivid memories about various childhood events. After a one‐hour (Study 1) or 2‐week (Study 2) interval, they completed a second questionnaire containing new, but also previously presented childhood items. Participants estimated how recently they had thought about old and new items. A non‐trivial proportion of recent recalls of vivid childhood memories was dated incorrectly. In Study 3, women with recovered and continuous memories of childhood sexual abuse (CSA) completed the childhood events questionnaires used in studies 1 and 2. After a one‐hour interval, they indicated how recently they had thought about new, but also previously presented childhood items. Compared to women with continuous CSA memories, women with recovered memories underestimated their prior remembering. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
933.
J. Richard Eiser Tom Stafford Russell H. Fázio 《European journal of social psychology》2008,38(6):1023-1032
Connectionist computer simulation was employed to model how learners acquire attitudes towards novel objects under conditions where (a) they are given prior expectancies that the objects as a whole are mostly good or mostly bad; and (b) they can only discover the true valence of the objects by approaching them. Expectancy confirmation was operationalized through modifying connection weights more after experiencing good than bad objects (positive bias), or more after experiencing bad than good objects (negative bias). Negative bias led the network to misclassify more good objects as bad, such negative attitudes resisting change because of the lack of corrective feedback relating to avoided objects. Conversely, positive bias encouraged approach and hence feedback leading to more accurate discrimination of good and bad objects, as well as to higher estimates of the valence of objects not presented during training. These findings suggest that expectancy confirmation may emerge “automatically” from basic learning processes. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
934.
Tom O'Shea 《European Journal of Philosophy》2015,23(4):1153-1173
Radical constructivists appeal to self‐legislation in arguing that rational agents are the ultimate sources of normative authority over themselves. I chart the roots of radical constructivism and argue that its two leading Kantian proponents are unable to defend an account of self‐legislation as the fundamental source of practical normativity without this legislation collapsing into a fatal arbitrariness. Christine Korsgaard cannot adequately justify the critical resources which agents use to navigate their practical identities. This leaves her account riven between rigorism and voluntarism, such that it will not escape a paradox that arises when self‐legislation is unable to appeal to external normative standards. Onora O'Neill anchors self‐legislation more firmly to the self‐disciplining structures of reason itself. However, she ultimately fails to defend sufficiently unconditional practical norms which could guide legislation. These endemic problems with radical constructivist models of self‐legislation prompt a reconstruction of a neglected realist self‐legislative tradition which is exemplified by Christian Wolff. In outlining a rationalist and realist account of self‐legislation, I argue that it can also make sense of our ability to overcome anomie and deference in practical action. Thus, I claim that we need not make laws but can make them our own. 相似文献
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936.
Daisy Titeca Herbert Roeyers Tom Loeys Annelies Ceulemans Annemie Desoete 《Infant and child development》2015,24(6):606-623
Although clinical practitioners often express concerns about the mathematical functioning of children with autism spectrum disorder (ASD), the field of mathematics remains a relatively unexplored topic in individuals with ASD. Moreover, research findings are fragmentary and hold inconclusive results. The present study aimed to examine whether grade 1 (aged 6–7 years) to 4 (aged 9–10 years) elementary school children with ASD scored significantly different from age‐adequate norms on mathematics. To this end, a multi‐componential approach of mathematics was used. Four domains of mathematics were assessed in 121 children with ASD: procedural calculation, number fact retrieval, word/language problems, and time‐related competences. All children attended general education classrooms, following the standard curriculum, and were coached by integrated educational services. Children with ASD showed a strength in word/language problems in second and fourth grade. There was evidence of a weakness for procedural calculation in first grade and for time‐related competences in first and third grade. In all other cases, average scores were shown. As such, results revealed a profile of strengths, average abilities, and weaknesses in mathematics and highlighted the importance of focusing on different domains of mathematics. Because a high variability in mathematical performance could be observed, we recommend an individual assessment when considering the mathematical trajectory of children with ASD. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
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938.
939.
Tom Milner 《Humanistic Psychologist》2013,41(1):38-41
This article attempts to resolve the apparent tensions between humanistic and positive psychology regarding their respective notions of what constitutes a good life. It argues that an ethic of authenticity provides a unifying normative framework for both traditions, including interpretations of the various dimensions of authenticity and of the moral virtues and principles associated with this ethical ideal. The article provides a working definition of authentic selfhood that draws on both the existential-phenomenological tradition and the communitarian ethical framework associated with positive psychology. It demonstrates how these two very different philosophical traditions contribute to a shared, integrative theory of authentic self-development which, in turn, provides needed clarity to the normative framework of positive psychology. 相似文献
940.
Two studies explore how salience of the human category influences responses to intergroup harm and how different images of humanity modify these effects. In Study 1, British participants (n = 86) contemplated acts of terrorism against their group. When the human category (versus intergroup distinctions) was salient and when the prevailing image of humanity was malevolent (versus benevolent), participants were not only more understanding of terrorism, blamed this less on religious group memberships, but also more strongly endorsed the use of extreme force by countries to defend their boarders, preserve the peace and prevent future attacks. In Study 2, British participants (n = 83) contemplated the torture of Iraqi prisoners by British soldiers. When the human category was salient and the prevailing image of humanity was malevolent, participants experienced less guilt and justified torture more. We conclude that the effects of human category salience on interpretations of intergroup harm depend on what it means to be human. When human nature is perceived negatively, thinking in terms of the human category can normalise intergroup harm regardless of whether the outgroup or the ingroup is the perpetrator. Implications for re‐categorisation approaches to conflict reduction are discussed. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献