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21.
Parent–child reminiscing conversations in early childhood have received theoretical attention as a forum for children's self‐concept development, but this has been little addressed in empirical work. This study examines associations between emotion reminiscing and children's self‐concepts and, building from the reminiscing and personality development literatures, also explores the role of children's coping. Sixty 4‐ and 5‐year‐old children and their mothers completed reminiscing conversations about events in which the child had experienced negative emotion, children completed an age‐appropriate assessment of their self‐concept, and mothers and teachers reported on children's coping strategies. Children's self‐perceived timidity was associated with their explanations for negative emotions during reminiscing. Children's self‐perceived negative affect was associated with fewer emotion resolutions during reminiscing, and with distinctive patterns of coping. Both reminiscing and coping made unique contributions to children's self‐concepts, and findings also suggest that coping may in some contexts indirectly connect reminiscing with self‐concept. These findings suggest that reminiscing conversations both reflect children's characteristics and provide a context for learning about their characteristics, along with strategies for emotion management. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
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《Quarterly journal of experimental psychology (2006)》2013,66(5):942-954
The conceptual metaphor theory states that abstract concepts are represented by image schemas from concrete domains. In the present study we investigated the mapping for SIMILARITY IS CLOSENESS using tasks with nonlinguistic materials. In Experiments 1 and 2 participants decided whether two squares were similar or dissimilar in colour. The spatial distance between the squares was varied. Performance to similar colours was better at shorter distances, whereas performance to dissimilar colours was better at longer distances. In Experiments 3 and 4 participants made distance decisions to similar and dissimilar colours squares. Performance was not affected by similarity. These results show that metaphorical mappings can be found even beyond the context of linguistic metaphors and that the mapping between SIMILARITY and CLOSENESS is asymmetrical. 相似文献
23.
Juan David Millán Gonzalo Salas 《Journal of the history of the behavioral sciences》2024,60(1):e22261
This article provides a detailed analysis of the intellectual research project of Wilhelm Mann, one of the pioneers of experimental and educational psychology in Chile. Mann's work has been the object of so little analysis that his intellectual influences and networks are not clearly known. We analyzed 338 intratext citations from 22 works by Wilhelm Mann published during the period 1904–1915. As a result, we obtained a mapping of his cooperation networks and used a quantitative approach to study the authors who most influenced his career, among whom were William Stern, Herbert Spencer, Wilhelm Wundt, Alfred Binet, and Ernst Meumann. Mann was closely connected to the international and contemporary advances and discussions of his time, despite the lack of infrastructure and difficulties in communication. Mann was the first psychologist to develop a long-term project in Chile that aimed to measure the individualities of Chilean students and their intellectual development. 相似文献
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本研究中运用了两个实验探讨数数干预和测查条件对儿童在集合比较中运用数数的影响。干预对3岁儿童(M=3:9)没有影响。在平均年龄为4岁4个月时.干预组儿童比控制组儿童更倾向于用数数比较集合.自然组儿童也比传统组更倾向于用数数。许多4岁儿童在无干预时不用数数可能是因为,1)不知数数比视觉性比较更有效,或2)他们在集合比较中的数数极易受测查情景因素的影响。儿童在集合比较中的数数运用与他们的数数水平密切关联。 相似文献
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Víctor M. Verdejo 《International Journal of Philosophical Studies》2016,24(2):183-200
It seems uncontroversial that Dalton wrongly believed that atoms are indivisible. However, the correct analysis of Dalton’s belief and the way it relates to contemporary beliefs about atoms is, on closer inspection, far from straightforward. In this paper, I introduce four features that any candidate analysis is plausibly bound to respect. I argue that theories that individuate concepts at the level of understanding are doomed to fail in this endeavor. I formally sketch an alternative and suggest that cases such as the one presented provide support for the claim that the genuine source for concept individuation is public sharable thought. 相似文献
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Dong-Yuan Debbie Wang F. Dan Richard Brittany Ray 《Quarterly journal of experimental psychology (2006)》2016,69(8):1648-1656
The stimulus–response correspondence (SRC) effect refers to advantages in performance when stimulus and response correspond in dimensions or features, even if the common features are irrelevant to the task. Previous research indicated that the SRC effect depends on the temporal course of stimulus information processing. The current study investigated how the temporal overlap between relevant and irrelevant stimulus processing influences the SRC effect. In this experiment, the irrelevant stimulus (a previously associated tone) preceded the relevant stimulus (a coloured rectangle). The irrelevant and relevant stimuli onset asynchrony was varied to manipulate the temporal overlap between the irrelevant and relevant stimuli processing. Results indicated that the SRC effect size varied as a quadratic function of the temporal overlap between the relevant stimulus and irrelevant stimulus. This finding extends previous experimental observations that the SRC effect size varies in an increasing or decreasing function with reaction time. The current study demonstrated a quadratic function between effect size and the temporal overlap. 相似文献
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初中生函数概念发展的特点 总被引:2,自引:0,他引:2
本研究通过测验法对北京市六所中学的802名初一至初三的学生进行考察,研究了初中生函数要领的发展水平及其特点,结果表明,初中三个年级学生函数要领的发展,从总体上看,随着看级的增高呈上升的发展趋势,但年级结学生函数概念发展的影响不显著,制约 初中学生函数的概念发展水平的关键是,学生所受教育的质量,学生主要以接受教育的方式来获得函数概念。 相似文献