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661.
Kerry Kawakami Jennifer R. Steele Curtis E. Phills 《Journal of experimental social psychology》2008,44(3):818-825
In two studies, we examined the effect of extensive practice in approaching math on implicit identification with math, implicit math attitudes, and behavior during a math test. The results from Study 1 demonstrated that women trained to approach math showed more identification with and positive implicit attitudes toward math than women trained to avoid math. Notably, this latter pattern of findings was only evident for women low in initial identification with this field. The results from Study 2 replicated these findings by showing that women who were initially low in math identification and trained to approach math showed more implicit identification with math and attempted more items on a math test than women trained to respond to math in a neutral way. The implications of these findings for current theorizing on the gender gap in women’s representation in math related careers are discussed. 相似文献
662.
Models carry the meaning of science. This puts a tremendous burden on the process of model selection. In general practice,
models are selected on the basis of their relative goodness of fit to data penalized by model complexity. However, this may
not be the most effective approach for selecting models to answer a specific scientific question because model fit is sensitive
to all aspects of a model, not just those relevant to the question. Model Structural Adequacy analysis is proposed as a means
to select models based on their ability to answer specific scientific questions given the current understanding of the relevant
aspects of the real world. 相似文献
663.
664.
Richard Mizen 《The Journal of analytical psychology》2009,54(2):253-272
Abstract : This paper considers Fonagy et al's concept of mentalization and contrasts aspects of this with aspects of Bion's model of the mind. The author argues that although mentalization adds to our understanding of mind it has limitations; that it may tend to over-emphasize certain types of external interaction between infant and carer and under-emphasize internal psychobiological processes. What is at issue here is the way in which an infant's carers facilitate the development of meaning out of experience. Bion's concept supposes a relatively 'interior' model in which, in important ways, the carer enables the infant to derive the meaning of his or her experience, whilst on the other hand Fonagy et al tend to talk more in terms of the ways in which the carer endows the infant's experience with meaning. Reference is made to Fordham's concept of states of 'Identity'. Fordham has pointed out that Freud's model is one in which mind is conceived of as evolving out of an infant's complex identifications with his or her carer(s); Jung's model envisages developmentally early states of identity as the means by which inherent capacities are realized. 相似文献
665.
Kimberly Rios Morrison Nathanael J. Fast 《Journal of experimental social psychology》2009,45(1):204-210
Members of high-status groups have been shown to favor social inequality, but little research has investigated the boundary conditions of this phenomenon. In the present article we suggest that perceived intergroup threat moderates the relationship between group status and support for social inequality (i.e., social dominance orientation), especially among highly identified group members. In Study 1, Democrats and Republicans rated their party’s relative status and were later exposed to a leading US. Presidential candidate from the opposing party (high threat) or their own party (low threat). In Study 2, university students were made to believe that their school had high or low status and were then presented with threatening or non-threatening information about a rival institution. The results of both studies supported the prediction that status only increases preferences for group-based inequality under conditions of high threat and high ingroup identification. 相似文献
666.
Does native language phonology influence visual word processing in a second language? This question was investigated in two experiments with two groups of Russian-English bilinguals, differing in their English experience, and a monolingual English control group. Experiment 1 tested visual word recognition following semantic categorization of words containing four phonological vowel contrasts (\({/{{\rm i}}/-/{{\rm u}}/, /{{\rm I}}/-/\wedge/, /{{\rm i}}/-/{{\rm I}}/, /{{\varepsilon}}/-/\ae/}\)). Experiment 2 assessed auditory identification accuracy of words containing these four contrasts. Both bilingual groups demonstrated reduced accuracy in auditory identification of two English vowel contrasts absent in their native phonology (\(/{{\rm i}}/-/{{\rm I}}/, /{\varepsilon}/-/\ae/\)). For late- bilinguals, auditory identification difficulty was accompanied by poor visual word recognition for one difficult contrast (/i/-/I/). Bilinguals’ visual word recognition moderately correlated with their auditory identification of difficult contrasts. These results indicate that native language phonology can play a role in visual processing of second language words. However, this effect may be considerably constrained by orthographic systems of specific languages. 相似文献
667.
668.
Germano Vollmer Filho Antonio Carlos J. Pires Gerson Isac Berlim Raul Hartke Srgio Lewkowicz 《The International journal of psycho-analysis》2007,88(3):681-689
Taking as their starting point the Baranger and Baranger model of the ‘psychoanalytic field’, the authors extend the notion of intersubjectivity in the analytic relationship to the supervision process. They use a practical example of a supervision to show the development of what they term the ‘supervisory field’, formed from the superimposition of the two fields of analyst‐patient and supervisor‐supervisee. They emphasize the interplay of projective identifications with objects emanating from the inner world of the patient that are relived in the analytic relationship and transposed to the supervisory field. They believe that the concept of the ‘supervisory field’ contributes to a deeper understanding of the unconscious processes occurring in the mind of analysand, supervisee and supervisor during supervision, particularly regarding the identification, comprehension and resolution of persistent disturbances in the supervisory process. 相似文献
669.
Havi Carel 《The International journal of psycho-analysis》2007,88(4):1071-1082
Eternal sunshine of the spotless mind is a film about remembering and forgetting loss. This essay reads the film as an examination of mourning and melancholia, which are distinct ways of remembering and forgetting both a love object and its loss. Freud distinguished mourning from its pathological counterpart, melancholia, claiming that there is a normal way to grieve, mourning, and its degeneration into an abnormal pattern, melancholia. The author aims to make two points: firstly, that both processes are characterized by ambivalence and identification and therefore have some commonalities; secondly, that there is a difference between the two processes that is less apparent than the ones discussed by Freud. This is the difference between remembering a good and a bad object. Following Klein the author argues that this is a crucial qualitative difference between mourning and melancholia. She concludes that a central issue in grieving is not forgetting but remembering well. 相似文献
670.
STEPHEN M. SONNENBERG WILLIAM A. MYERSON 《The International journal of psycho-analysis》2007,88(1):203-217
In this contribution, the authors defi ne and discuss the educational boundary in analytic training, which they believe is an often neglected and useful concept in psychoanalytic education. The framework on which their discussion rests includes the recent attention of psychoanalysts to issues of boundaries and ethics. Their understanding of how clinical work affects the mind of the analyst educator, as well as the ways the personalities of various analysts affect their dealings with faculty peers and students, are the other cornerstones of their discussion. The authors contend that many of the institutional problems encountered in the training of analysts can be better understood when viewed through the prism of the educational boundary. They present examples which illustrate several of the ways psychoanalytic educators complicate the training experience of candidates, offer specifi c explanations as to why analysts struggle as they try to manage their educational interventions, and indicate in a discussion of potential remedies that those behaviors might be avoided if the educational boundary is in focus. They also provide an example of how the educational boundary can be more effectively managed. 相似文献