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141.
AimsThe purpose of the current study was to establish a conceptual framework of team chemistry components in sport with an emphasis on Shared Mental Models (SMM).MethodElite soccer coaches (n = 6) and players (n = 3) were interviewed using a semi-structured interview guide. An inductive thematic analysis was employed to analyze the data.ResultsFour themes related to team chemistry components were identified: (1) members' characteristics (i.e., demographic data, on-field characteristics, and member's ego), (2) coach–players interactions (i.e., professional interaction and emotional intelligence of coaches), (3) interactions among the players (i.e., professional understanding, efficacy beliefs, team cohesion, players' emotional intelligence, team roles, and goals), and (4) interactions with environmental factors (i.e., owners, management, fans, and media).ConclusionsThe cognitive components of the team chemistry model were clustered to establish a conceptual framework of SMM. Furthermore, the cognitive-affective-social-behavioral linkage of team chemistry and athletic performance is examined in light of the emerged model and conceptual framework. Implications and future directions are also discussed. 相似文献
142.
Our contribution aims to verify whether parental knowledge about child development and parenting constitutes a protective factor in the application of dysfunctional educational practices. Numerous studies have found that parental knowledge has a great influence on parenting, however it remains unclear whether both are casually linked in a direct and linear way. Data currently available on parental knowledge almost exclusively refers to mothers and subjects at risk. Furthermore, there are almost no studies which take into consideration subjects who are Italian citizens.In contrast our work takes into consideration a normative sample of 157 Italian couples who are the parents of children aged between 16 and 36 months and who completed the Knowledge of Infant Development Inventory (KIDI; MacPhee, 1981) and the Parenting Scale (Arnold, O’Leary, Wolff, & Acker, 1993). The results highlight differences between mothers and fathers, both in terms of knowledge levels (higher for mothers) and educational practices (maternal practices are more frequently dysfunctional); knowledge influences educational practices above all in the case of fathers, although said effect is slight, which supports the idea that interaction between knowledge and parental practices is not linear but rather mediated by other factors. 相似文献
143.
Students' self-reported study skills and beliefs are often inconsistent with empirically supported (ES) study strategies. However, little is known regarding instructors' beliefs about study skills and if such beliefs differ from those of students. In the current study, we surveyed college students' and instructors' knowledge of study strategies and had both groups evaluate the efficacy of learning strategies described in six learning scenarios. Results from the survey indicated that students frequently reported engaging in methods of studying that were not optimal for learning. Instructors' responses to the survey indicated that they endorsed a number of effective study skills but also held several beliefs inconsistent with research in learning and memory (e.g., learning styles). Further, results from the learning scenarios measure indicated that instructors were moderately more likely than students to endorse ES learning strategies. Collectively, these data suggest that instructors exhibited better knowledge of effective study skills than students, although the difference was small. We discuss several notable findings and argue for the improvement of both students' and instructors' study skill knowledge. 相似文献
144.
Tool use in left brain damage and Alzheimer's disease: What about function and manipulation knowledge? 下载免费PDF全文
Christophe Jarry François Osiurak Jérémy Besnard Josselin Baumard Mathieu Lesourd Bernard Croisile Frédérique Etcharry‐Bouyx Valérie Chauviré Didier Le Gall 《Journal of Neuropsychology》2016,10(1):154-159
Tool use disorders are usually associated with difficulties in retrieving function and manipulation knowledge. Here, we investigate tool use (Real Tool Use, RTU), function (Functional Association, FA) and manipulation knowledge (Gesture Recognition, GR) in 17 left‐brain‐damaged (LBD) patients and 14 AD patients (Alzheimer disease). LBD group exhibited predicted deficit on RTU but not on FA and GR while AD patients showed deficits on GR and FA with preserved tool use skills. These findings question the role played by function and manipulation knowledge in actual tool use. 相似文献
145.
146.
人工语法范式不仅是内隐学习领域广泛运用的范式,同时也是研究无意识知识的主要方法。文章通过对人工语法范式组成材料中的刺激频率、组块等方面进行深入探讨,不仅使人们对无意识知识有了更全面的认识,而且也有利于对内隐学习获得规则知识的假设提出更确定的回答;并通过对无意识知识的神经机制研究以及考察镜射规则学习过程的脑神经激活状况,获得了规则学习对应更为准确的脑神经活动,推动了人工语法范式下无意识知识的深入研究。 相似文献
147.
By generalizing and completing the work initiated by Stefanutti and Albert (2003, Journal of Universal Computer Science, 9, 1455), this article provides the mathematical foundations of a theoretical approach whose primary goal is to construct a bridge between problem solving, as initially conceived by Newell and Simon (1972, Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.), and knowledge assessment (Doignon and Falmagne, 1985, International Journal of Man-Machine Studies, 23, 175; Doignon and Falmagne, 1999, Knowledge spaces. Berlin, Germany: Springer-Verlag.; Falmagne et al., 2013, Knowledge spaces: Applications in education. New York, NY: Springer-Verlag; Falmagne and Doignon, 2011, Learning spaces: Interdisciplinary applied mathematics. Berlin, Germany: Springer-Verlag.). It is shown that the collection of all possible knowledge states for a given problem space is a learning space. An algorithm for deriving a learning space from a problem space is illustrated. As an example, the algorithm is used to derive the learning space of a neuropsychological test whose problem space is well known: the Tower of London (TOL; Shallice, 1982, Philosophical Transactions of the Royal Society of London B: Biological Sciences, 298, 199). The derived learning space could then be used for adaptively assessing individual planning skills with the TOL. 相似文献
148.
Julie A. Brunson Camilla S. Øverup Linda K. Acitelli 《The Journal of social psychology》2019,159(3):270-283
Romantic relationships are known to be very influential, but less is known about how these relationships, and particularly the breakup of these relationships, may affect individuals’ relational schemas, or their expectations for relationships. Undergraduate students reported on how their views of themselves, romantic partners, and relationships changed after breaking up with a past partner. Results suggest that relational schemas change following relationship dissolution and that there are both positive and negative aspects to this change. There was also some evidence that aspects of the past relationship predicted change and the valence of change, and that change and the valence of change were related to aspects of current relationship quality. These results are an important first step in understanding how past romantic relationships influence people’s expectations about relationships and, by extension, their health and wellbeing. 相似文献
149.
Pierre Le Morvan 《Ratio》2019,32(1):22-31
An ingenious argument – we may call it the Argument from Excuse – purports to show that the Standard View of Ignorance is false and the New View of Ignorance is true. On the former, ignorance is lack of knowledge; on the latter, ignorance is lack of true belief. I defend the Standard View by arguing that the Argument from Excuse is unsound. I also argue that an implication of my case is that Factual Ignorance Thesis (FIT) is false. According to FIT, whenever an agent A acts from factual ignorance, A is morally blameworthy (culpable) for the act only if A is morally blameworthy (culpable) for the ignorance from which A acts. 相似文献
150.
Kee J.E. Straits Jaelyn deMaría Nadine Tafoya 《American journal of community psychology》2019,64(1-2):96-106
The Place of Strength (PoS) project represents an effort to Indigenize program evaluation with Indigenous communities by melding art with prevention science. We propose that Native artists as evaluators: (a) opens avenues of communication for Indigenous perspectives; (b) provides opportunities to capture spiritual, relational, and emotional impacts of prevention programming; and (c) maintains Indigenous processes, language, and values at the center of knowledge production. The New Mexico Tribal Prevention Project (NMTPP) funded seven Southwestern tribes to develop substance abuse prevention programs. In response to their expressed negative experiences with evaluation of prevention strategies, NMTPP piloted PoS. PoS shifted systematic knowledge paradigms to Tribal thought, values, and perspectives embodied in art. Art exists in Native communities as a way of documenting lifeways and historical experiences through various cultural forms. We share the process of collaborating with Native artists to document the impact of substance abuse prevention initiatives through their art within a community context. We offer concepts derived from this project as a community psychology model for re‐conceptualizing evaluation utilizing Indigenous knowledge. 相似文献