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Marina Verlinden René Veenstra Akhgar Ghassabian Pauline W. Jansen Albert Hofman Vincent W. V. Jaddoe Frank C. Verhulst Henning Tiemeier 《Journal of abnormal child psychology》2014,42(6):953-966
Executive function and intelligence are negatively associated with aggression, yet the role of executive function has rarely been examined in the context of school bullying. We studied whether different domains of executive function and non-verbal intelligence are associated with bullying involvement in early elementary school. The association was examined in a population-based sample of 1,377 children. At age 4 years we assessed problems in inhibition, shifting, emotional control, working memory and planning/organization, using a validated parental questionnaire (the BRIEF-P). Additionally, we determined child non-verbal IQ at age 6 years. Bullying involvement as a bully, victim or a bully-victim in grades 1–2 of elementary school (mean age 7.7 years) was measured using a peer-nomination procedure. Individual bullying scores were based on the ratings by multiple peers (on average 20 classmates). Analyses were adjusted for various child and maternal socio-demographic and psychosocial covariates. Child score for inhibition problems was associated with the risk of being a bully (OR per SD?=?1.35, 95%CI: 1.09–1.66), victim (OR per SD?=?1.21, 95%CI: 1.00–1.45) and a bully-victim (OR per SD?=?1.55, 95%CI: 1.10–2.17). Children with higher non-verbal IQ were less likely to be victims (OR?=?0.99, 95%CI: 0.98–1.00) and bully-victims (OR?=?95%CI: 0.93–0.98, respectively). In conclusion, our study showed that peer interactions may be to some extent influenced by children’s executive function and non-verbal intelligence. Future studies should examine whether training executive function skills can reduce bullying involvement and improve the quality of peer relationships. 相似文献
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While a number of studies show that the flow experience is related to different outcomes at the individual level, the role of flow in work teams remains unclear. This study contributes to the advancement of knowledge on flow by testing the relationships between this psychological state, team goal commitment and team performance. Data were gathered from 85 teams comprised of graduate and undergraduate students who participated in a project management simulation. The results show that the flow experience is positively related to team performance. This relationship is mediated by team goal commitment and moderated by the level of information exchange between team members. In practical terms, the results of this study show that managers should implement interventions fostering the flow experience in their teams, while at the same time encouraging information exchange between members. 相似文献
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Simon Grondin Vincent Laflamme Nicolas Bisson Félix Désautels 《Applied cognitive psychology》2014,28(5):677-684
The aim of this study was to determine if the passage of time changes the memory of the duration of joyful or sad events. Participants were asked to look at a series of brief videos lasting 15 minutes and to estimate retrospectively and verbally (with chronometric units) the duration of this 15‐minute period. There were two independent variables: the emotion conditions (joy, sadness and neutral) and the recall conditions (immediately after the presentation of videos, 1 week later or 1 month later). The results show that the estimated time is largely overestimated in the 1‐week and 1‐month condition but not when the recall is immediate. This effect applies to each emotional condition, but there was no significant difference between the emotion conditions. The effect of emotion on the estimation of long intervals judged retrospectively seems minimal in comparison with the cognitive effect associated with the passage of time. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
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We investigated the discrimination of two neighboring intra- or inter-modal empty time intervals marked by three successive stimuli. Each of the three markers was a flash (visual—V) or a sound (auditory—A). The first and last markers were of the same modality, while the second one was either A or V, resulting in four conditions: VVV, VAV, AVA and AAA. Participants judged whether the second interval, whose duration was systematically varied, was shorter or longer than the 500-ms first interval. Compared with VVV and AAA, discrimination was impaired with VAV, but not so much with AVA (in Experiment 1). Whereas VAV and AVA consisted of the same set of single intermodal intervals (VA and AV), discrimination was impaired in the VAV compared to the AVA condition. This difference between VAV and AVA could not be attributed to the participants' strategy to perform the discrimination task, e.g., ignoring the standard interval or replacing the visual stimuli with sounds in their mind (in Experiment 2). These results are discussed in terms of sequential grouping according to sensory similarity. 相似文献
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Philosophia - In this paper, I first introduce one of the most prominent objections against the Growing Block Theory of time (GBT), the so-called ‘epistemic objection’, according to... 相似文献
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Animal Cognition - Understanding how organisms make transitive inferences is critical to understanding their general ability to learn serial relationships. In this context, transitive inference... 相似文献
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van Zyl Llewellyn E. Heijenk Babet Klibert Jeff Shankland Rebecca Verger Nicolas B. Rothmann Sebastiaan Cho Vincent Feng Katherine See-To Eric W. K. Roll Lara C. van der Meij Leander 《Journal of Happiness Studies》2022,23(7):3179-3213
Journal of Happiness Studies - Despite its popularity in practice, the Grit-O Scale has shown inconsistent factorial structures and differing levels of internal consistency in samples outside the... 相似文献