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891.
Domestic violence involves the abuse, whether emotional, physical, sexual and/or economic, of one or more family (or ex‐family) members by another family member within the home or wider domestic context. It is typically associated with increasing entrapment, injury, medical complaints, psycho‐social problems and (sometimes) unsuccessful help‐seeking. Research evidence demonstrates that domestic abuse is prolific, prolonged, impacts physically, emotionally and economically upon women and children in particular, over the long‐term including well after they are ‘safe’ from the perpetrator. Furthermore, such abuse is widespread and happens all over the world. The findings reported here are from an observational population survey conducted in one British city to assess awareness of domestic violence. While there appears to be a broadly held and well‐informed definition of what actions constitute domestic violence and why it occurs, there are striking differences in perspective concerning public awareness of the frequency of domestic violence and knowledge of its importance as a safety issue indicating that it is still not seen generally as a serious social problem. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
892.
在无意识研究的热潮中,无觉察知觉、内隐学习相继得到很大发展。这两种认知过程都涉及到无意识加工,相互之间有非常密切的联系。本文介绍了这两种无意识加工过程,并对其联系、区别进行了辨析。 相似文献
893.
894.
Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net 总被引:1,自引:0,他引:1
This study used meta-analytic techniques to examine the relationship between emotional intelligence (EI) and performance outcomes. A total of 69 independent studies were located that reported correlations between EI and performance or other variables such as general mental ability (GMA) and the Big Five factors of personality. Results indicated that, across criteria, EI had an operational validity of .23 (k=59, N=9522). Various moderating influences such as the EI measure used, dimensions of EI, scoring method and criterion were evaluated. EI correlated .22 with general mental ability (k=19, N=4158) and .23 (Agreeableness and Openness to Experience; k=14, N=3306) to .34 (Extraversion; k=19, N=3718) with the Big Five factors of personality. Results of various subgroup analyses are presented and implications and future directions are provided. 相似文献
895.
There is considerable agreement that vocabulary plays a central role in reading acquisition, but there is less agreement about whether this association is direct or indirect through phonological and print-related knowledge. Longitudinal data from 77 African-American children were analyzed to examine the relationship between language skills, phonological knowledge and print processing skills at pre-kindergarten and kindergarten with reading at pre-kindergarten through second grade. Analyses indicated that home and child care experiences were related to reading indirectly through language and that language and phonological knowledge were both directly related to acquisition of reading skill. This study of African-American children and previous studies of lower- and middle-income children indicate both language and phonological skills play an important role in children becoming successful readers, and that experiences at home and in child care during in early childhood play a role in the acquisition of reading through their enhancement of early language and phonological skills. 相似文献
896.
Awareness logic is a type of belief logic in which an agent's beliefs are restricted to those sentences that the agent is aware of. Awareness logic is a successful way to circumvent the problem of omniscience so that actual belief is modelled in a reasonable way. In this paper, we suggest a new method modelling awareness and actual belief by using two-dimensional logics. We show that the two-dimensional logics are flexible tools. Different types of concepts of awareness can be easily modelled by this method. 相似文献
897.
Sharon M. Flicker Haneen J. S. Ayoub Melissa J. Guynn 《International journal of psychology》2019,54(1):33-41
This study investigates emotional display rules within the Palestinian context, focusing on the seven basic emotions in a sample of 150 college students from the Gaza Strip and the West Bank. Overall, participants felt that it was more appropriate to express positive emotions (happiness and surprise) than negative powerful (anger, contempt and disgust) or negative powerless (fear and sadness) emotions. They also perceived it to be more appropriate to express positive and negative powerless emotions to ingroup than outgroup members and to express negative powerful emotions to lower status compared to higher status individuals. Gender differences were also found: men endorsed greater expression of both powerful and, surprisingly, powerless emotions than women, but only when interacting with outgroup members. Results are interpreted in terms of the cultural values of individualism–collectivism and power distance as well as cultural differences in emotional expressiveness between collectivistic societies. This study is one of the first to examine emotional display rules in an Arab population, thus expanding our current knowledge base. 相似文献
898.
Xinmei Deng Chen Cheng Hiu Mei Chow Xuechen Ding 《International journal of psychology》2019,54(3):333-341
As a multi‐ethnic country that is comprised of diverse cultural systems, there has been little research on the subcultural differences in emotional preferences in China. Also, little attention has been paid to examine how explicit and implicit attitudes towards emotions influence emotional preferences interactively. In this study, we manipulated explicit attitudes towards emotions among Han (N = 62) and Mongolian Chinese individuals (N = 70). We assessed participants' implicit attitudes towards emotions to explore their contributions to emotional preferences. (a) Han Chinese had lower preferences for pleasant emotions than Mongolian Chinese after inducing contra‐hedonic attitudes towards emotions, and (b) after priming contra‐hedonic attitudes towards emotions, the more Han Chinese participants evaluated pleasant emotions as negative implicitly, the less they preferred to engage in pleasant emotional activities. These findings contribute to the growing literature of subcultural differences and demonstrate that explicit and implicit attitudes towards emotions interactively influence individuals' emotional preferences between different subculture groups. 相似文献
899.
Many English language learners (ELL) experience academic and reading difficulties compared to native English speakers (NES). Lack of vocabulary knowledge is a contributing factor for these difficulties. Teaching students to analyze words into their constituent morphemes (meaningful word units) in order to determine the meaning of words may be an avenue to increase vocabulary knowledge. This study investigated potential benefits of morphological instruction for learning vocabulary words and generalizing taught words to untaught words containing these morphemes. Nine fourth‐ and fifth‐grade ELL with reading difficulties participated in a multiple baseline, single‐case design study. Visual analysis of the results revealed a functional relation between the intervention and an increase in participants' vocabulary scores with 90% to 100% nonoverlapping data for eight participants. The effects of training generalized to untaught words. These findings suggest that morphological analysis is a promising approach to increase vocabulary knowledge of ELL. 相似文献
900.
María Josefina D'Alessio Virginia Jaichenco Maximiliano A. Wilson 《Scandinavian journal of psychology》2019,60(6):501-512
In the last decades, a series of studies has explored the role of morphological awareness on reading comprehension. Path analysis studies performed in English have shown that morphological awareness benefits reading comprehension both directly and indirectly, through word decoding. This issue has seldom been explored in Spanish. The aim of this study was to replicate in Spanish the results previously found in English. We used path analysis to assess three alternative models of the relationship between morphological awareness, word decoding and reading comprehension in 4th grade Spanish‐speaking children. Contrary to English, we found that morphological awareness benefits reading comprehension only directly. We conclude that in Spanish, in which accurate and fluent pronunciation of written words can be achieved through grapheme‐to‐phoneme conversion rules, morphological awareness does not help the correct pronunciation of words. Thus, morphological awareness is not relevant for word decoding in Spanish but is related to reading comprehension since this type of morphological knowledge provides access to the semantic and syntactic information of new words. 相似文献