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Daniel K. Lapsley 《Developmental Review》1985,5(3):227-236
The purpose of this paper is to respond to D. Elkind's (1985, Developmental Review, 5, 218–226) reply to D. Lapsley and M. Murphy's (1985, Developmental Review, 5, 201–217) critique of the adolescent egocentrism theory. After a reprise of the issues in contention, we address the problem of theoretical consistency and self-other differentiation in Dr. Elkind's (1967, Child Development, 38, 1025–1034) theory. The role of formal operations in the Lapsley and Murphy (1985) account of the imaginary audience and personal fable is revised, and the empirical support for Elkind's theory is reviewed. We conclude that there are good conceptual and empirical grounds for doubting the major assumptions of the adolescent egocentrism theory, and that the Lapsley and Murphy (1985) framework has promise in suggesting theoretical integration with other approaches to the self. 相似文献
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Kinga Morsanyi Bianca M.C.W. van Bers Teresa McCormack Jemma McGourty 《British journal of psychology (London, England : 1953)》2018,109(4):917-940
Mathematics difficulties are common in both children and adults, and they can have a great impact on people's lives. A specific learning disorder in mathematics (SLDM or developmental dyscalculia) is a special case of persistent mathematics difficulties, where the problems with maths cannot be attributed to environmental factors, intellectual disability, or mental, neurological or physical disorders. The aim of the current study was to estimate the prevalence rate of SLDM, any gender differences in SLDM, and the most common comorbid conditions. The DSM-5 provides details regarding these only for specific learning disorders in general, but not specifically for SLDM. We also compared the prevalence rates obtained on the basis of the DSM-IV and DSM-5 criteria. We investigated the performance of 2,421 primary school children on standardized tests of mathematics, English, and IQ, and several demographic factors over the primary school years. We applied the DSM-5 diagnostic criteria to identify children with a potential diagnosis of SLDM. Six per cent of our sample had persistent, severe difficulties with mathematics, and, after applying the exclusion criteria, 5.7% were identified as having an SLDM profile. Both persistent maths difficulties and consistently exceptionally high performance in maths were equally common in males and females. About half of the children with an SLDM profile had some form of language or communication difficulty. Some of these children also had a diagnosis of autism, social, emotional, and behavioural difficulties or attention deficit and hyperactivity disorder. Our findings have important implications for research and intervention purposes, which we discuss in the study. 相似文献
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A performance comparison between the two language versions of the Affective Go/No‐Go test: A randomised crossover study
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Younghyun C. Lyoo Shinwon Park Sejin Ju Kyung‐Shik Shin Jaeuk Hwang Sujung Yoon Jungyoon Kim Han Byul Cho Young Hoon Kim Jihyun H. Kim Hyeonseok S. Jeong Jieun E. Kim 《International journal of psychology》2018,53(Z1):81-88
The purpose of this randomised crossover study is to validate the Korean version of the Affective Go/No‐go (AGN) test. The Korean words for the AGN test were selected after careful evaluation of emotional valences, word length and frequency. Fifteen Korean advanced learners of English were administered both Korean and English versions, yielding 30 data points. The performance of both language versions was compared for each of the AGN test parameters (response latency, commission error and omission error) using two‐way analysis of variance (ANOVA). Intraclass correlation coefficients (ICCs) were estimated to evaluate associations between the two versions. The ICCs were high for response latencies of all valences and commission errors of positive and neutral words, but not for that of negative words and omission errors of all valences. A similar pattern of test results, as revealed by the high ICCs and non‐significant interaction effects between language and word valence, suggests that the psychometric properties of the AGN test may be comparable over different language versions. 相似文献
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Beyond the reactive‐proactive dichotomy: Rage,revenge, reward,and recreational aggression predict early high school bully and bully/victim status
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Kevin C. Runions Christina Salmivalli Therese Shaw Sharyn Burns Donna Cross 《Aggressive behavior》2018,44(5):501-511