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291.
Assessment of Major Life Events for Hong Kong Adolescents: The Chinese Adolescent Life Event Scale 总被引:3,自引:0,他引:3
Cecilia Cheng 《American journal of community psychology》1997,25(1):17-33
Previous Chinese research on adolescent life stress adopted life event scales that were directly translated from Western measures. To address the methodological and cultural issues overlooked by the import approach, the present research aimed at constructing a life event scale for Hong Kong adolescents. Study 1 was conducted to congregate items for the Chinese Adolescent Life Event Scale (CALES). The CALES contains 44 items derived from 618 Hong Kong adolescents. Study 2 revealed adequate test–retest reliability and criterion-related validity for the CALES. Moreover, the CALES yielded stronger relationships with depression than did the translated life event measures. Results suggest that the CALES is appropriate for assessing life events for Hong Kong adolescents. Both unique features of the CALES and life events found only in the translated measures are examined. Implications for Chinese research on life stress are discussed. 相似文献
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293.
Approximation involves representing things in ways that might be close to the truth but are nevertheless false. Given the widespread reliance on approximations in science and everyday life, here we ask whether it is conceptually possible for false approximations to qualify as knowledge. According to the factivity account, it is impossible to know false approximations, because knowledge requires truth. According to the representational adequacy account, it is possible to know false approximations, if they are close enough to the truth for present purposes. In this paper, we adopt an experimental methodology to begin testing these two theories. When an agent provides a false and practically inadequate answer, both theories predict that people will deny knowledge. But the theories disagree about an agent who provides a false but practically adequate answer: the factivity hypothesis again predicts knowledge denial, whereas the representational adequacy hypothesis predicts knowledge attribution. Across two experiments, our principal finding was that people tended to attribute knowledge for false but practically adequate answers, which supports the representational adequacy account. We propose an interpretation of existing findings that preserves a conceptual link between knowledge and truth. According to this proposal, truth is not necessary for knowledge, but it is a feature of prototypical knowledge. 相似文献
294.
In this paper, we attempt to make a distinction between egocentrism and allocentrism in social cognition, based on the distinction that is made in visuo-spatial perception. We propose that it makes a difference to mentalizing whether the other person can be understood using an egocentric ("you") or an allocentric ("he/she/they") stance. Within an egocentric stance, the other person is represented in relation to the self. By contrast, within an allocentric stance, the existence or mental state of the other person needs to be represented as independent from the self. We suggest here that people with Asperger syndrome suffer from a disconnection between a strong na?ve egocentric stance and a highly abstract allocentric stance. We argue that the currently used distinction between first-person and third-person perspective-taking is orthogonal to the distinction between an egocentric and an allocentric stance and therefore cannot serve as a critical test of allocentrism. 相似文献
295.
Frdric Letirand Patricia Delhomme 《Transportation Research Part F: Traffic Psychology and Behaviour》2005,8(6):481-492
Despite speed behaviour being defined as a choice between several possible speeds, studies using theory of reasoned action or theory of planned behaviour to predict and understand speed behaviour have focused on exceeding and not on observing the speed limit. This study examines whether the evaluation of exceeding but also of observing the speed limit contributes to improving predictions of self-reported speed behaviour and determining intentions to produce each of these two behavioural options. For a specific driving situation (straight road with 90 km/h speed limit), 238 young male drivers reported the speed at which they would drive at and where asked to assess the theory of planned behaviour key constructs with respect to observing and exceeding the speed limit by at least 20 km/h. Results showed that the amount of explained variance of self-reported speed behaviour, as well as intentions to observe and to exceed the speed limit by at least 20 km/h, increased significantly when the evaluations of the two options were introduced in the same stepwise regression analysis. Theoretical and practical implications of the results are discussed. 相似文献
296.
This study examined BIS/BAS scales (Carver & White, 1994) assessment of Gray’s revised Reinforcement Sensitivity Theory in the light of the Five-Factor Model of personality—assessed via NEO-PI-R domains and facets—in a mixed-gender sample of 329 undergraduates. Exploratory factor analysis confirmed a 5-factor solution structure of the BIS/BAS scales, with BIS-scale divided into BIS-Anxiety and BIS-Fear factors, besides the original three BAS factors. BIS-Anxiety was found to represent Gray’s anxiety (high Neuroticism and low Extraversion), being also distinguished from BIS-Fear by high Agreeableness, as expected. Interestingly, Conscientiousness showed divergent relationships to BIS-Anxiety (+) and BIS-Fear (−) as well. It is noteworthy that Agreeableness and Conscientiousness also marked distinct facets of BAS-related activity: distinctions in terms of low vs. high Conscientiousness pointed to differential measure of sensation-seeking and impulsiveness (BAS-Fun Seeking) vs. reward-orientation in goal-directed behavior (BAS-Reward Responsiveness, BAS-Drive), with low Agreeableness additionally emphasizing a competitive interpersonal style for approaching goals (BAS-Drive). Our findings suggest that BAS total scores could be obscuring differential associations at the subscales level, and encourage further research on personality traits underlying each component of BAS activation. 相似文献
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Event-related brain potentials (ERPs) were recorded to assess the processing time course of ambiguous facial expressions with a smiling mouth but neutral, fearful, or angry eyes, in comparison with genuinely happy faces (a smile and happy eyes) and non-happy faces (neutral, fearful, or angry mouth and eyes). Participants judged whether the faces looked truly happy or not. Electroencephalographic recordings were made from 64 scalp electrodes to generate ERPs. The neural activation patterns showed early P200 sensitivity (differences between negative and positive or neutral expressions) and EPN sensitivity (differences between positive and neutral expressions) to emotional valence. In contrast, sensitivity to ambiguity (differences between genuine and ambiguous expressions) emerged only in later LPP components. Discrimination of emotional vs. neutral affect occurs between 180 and 430 ms from stimulus onset, whereas the detection and resolution of ambiguity takes place between 470 and 720 ms. In addition, while blended expressions involving a smile with angry eyes can be identified as not happy in the P200 (175–240 ms) component, smiles with fearful or neutral eyes produce the same ERP pattern as genuinely happy faces, thus revealing poor discrimination. 相似文献
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The concept of physical literacy (PL) has gained increasing attention over the last decade and posits that individuals value and take responsibility for engagement in physical activities for life through (a) motivation/confidence, (b) physical competence, and (c) knowledge/understanding. There is a mounting number of articles that have recently transformed the conceptual ideas of PL into interventions. The goal of this pre-registered (PROSPERO CRD42020188926) systematic review was to analyze and summarize PL interventions in terms of design and content. A total of 18 databases were searched drawing on the 2020 preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. Inclusion criteria were English language, publication by November 2020, and interventions based on or inspired by PL. Articles that met these criteria were analyzed in relation to basic delivery characteristics, theoretical foundations, study objectives, intervention content, and potential links between the PL domains (a-c) and content. The multiphase screening process with two independent raters yielded 44 eligible interventions across 46 articles. The analyses of the review demonstrated that the majority of interventions were conducted on children or adolescents and in countries with higher economic development. While 77.3% of the interventions adopted a holistic understanding of PL, only 38.6% formulated study goals or intervention content to cover all the core PL domains. Importantly, only 25.0% of the interventions showed substantial links between PL domains and intervention content and can thus be classified as theory-based. Taken together, most interventions targeted aspects of physical competence (84.1%), whereas knowledge/understanding (59.1%) and motivation/confidence (47.7%) were often neglected. Therefore, future interventions should commit to systematically address all domains of PL simultaneously. PL interventions exposed weaknesses in reporting delivery characteristics and content. Finally, a model is suggested which assumes that practical PL efforts may better harmonize with PL theory and conception if they cultivated a tight interlocking with the three core domains of PL at all stages of the intervention process. 相似文献