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731.
Hajer Chalghoumi Virginie Cobigo Crislee Dignard Amélie Gauthier-Beaupré Jeffrey W. Jutai Yves Lachapelle 《Ethics & behavior》2019,29(3):201-217
This article aims to explore the attitudes and behaviors of persons with intellectual and developmental disabilities (IDD) related to their information privacy when using information technology (IT). Six persons with IDD were recruited to participate to a series of 3 semistructured focus groups. Data were analyzed following a hybrid thematic analysis approach. Only 2 participants reported using IT every day. However, they all perceived IT use benefits, such as an increased autonomy. Participants demonstrated awareness of privacy concerns, but not in situations involving the use of technology; their awareness is not transferred to the abstract context of IT use. Privacy breaches were revealed to be a major risk for persons with IDD, who did not seem to understand how their personal information was used. Most protection mechanisms and tools reported were those suggested and implemented by caregivers and close relatives who had a great influence on the participants’ attitudes and behaviors toward IT and privacy. Our findings suggest that when using IT, persons with IDD often experience the consequences of a trade-off between autonomy and privacy. Further research and action is needed to support persons with IDD to understand and balance the benefits of IT use and the inherent threats to information privacy. 相似文献
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Barlow C. Wright 《Developmental Review》2001,21(4):375
It has often been claimed that to demonstrate transitive inference is to demonstrate a logical ability, and by implication that transitivity as a property is generally a logical entity. Both claims are considered using a theoretically driven analysis together with consideration of relevant existing experimental research and some newly reported findings. This approach suggests an account of transitivity and transitive inferential reasoning that differs not only from the classic Piagetian account, but also from the information processing account so dominant today. We begin by considering one important issue, that the “logical” definitional criterion can only be approached if individuals are required to demonstrate a capacity for transitive inference that is discriminative in nature. This, together with interpretation of findings from existing transitive tasks, leads to the postulate of a three-component psychological system, with the components relying on perceptual, linguistic, and conceptual subprocesses and sensitivity to simple cues. The framework is testable and accommodates important aspects of classic and modern accounts of “transitive development” that until now have been taken to be mutually exclusive. It also readily accommodates both human and nonhuman research, yet neither a formal logical structure nor memory in any general sense need be assigned the primary role. 相似文献
735.
《British journal of psychology (London, England : 1953)》2017,108(3):467-485
In this study, we analysed the reaction times of 137 college students when making decisions on pairs of hypothetical children verbalizing different types of vignettes and/or exhibiting different physical appearance (photographs of faces). Vignettes depicted immature and mature versions of both supernatural (e.g., ‘The sun's not out today because it's mad’ vs. ‘The sun's not out today because the clouds are blocking it’) and natural (‘I can remember all 20 cards!’ vs. ‘I can remember 6 or 7 cards’) explanations to ordinary phenomena. Photographs of children's faces were morphed with a physical appearance of approximately 4–7 years old or approximately 8–10 years old. In earlier research, immature supernatural thinking produced positive‐affect reactions from adults and older adolescents (14–18 years old) towards young children, with cognitive cues being more important than physical‐appearance cues in influencing adults’ judgements. Reaction times to make decisions varied for the Supernatural and Natural vignettes and for the immature and mature vignettes/faces, reflecting the differential cognitive effort adults used for making decisions about aspects of children's physical appearance and verbal expressions. The findings were interpreted in terms of the critical role that young children's immature supernatural thinking has on adults’ perception, analogous to the evolved role of immature physical features on adults’ perception of infants. 相似文献
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Rosemary Loshak 《Psychoanalytic Psychotherapy》2013,27(1):52-67
The author describes once-weekly psychoanalytically informed work in a child mental health setting with young Bangladeshi women making the transition to adulthood. She argues that the prevalent notion of 'culture conflict' used to account for patterns of emotional disturbance and self-harm in these young women is reductionist and represents a denial of severe family dysfunction and individual psychic pain. She shows how, despite cultural differences, psychoanalytically informed thinking can provide a basis for understanding these young women's experience and facilitate their emotional growth. However, faced with complex unconscious processes, the worker has to remain alert to her countertransference in order not to be drawn into an unhelpful collusion or denial of reality. Organizational defences may also operate to protect staff and their institutions from awareness of such high levels of emotional distress, which therefore remain hidden. The author is grateful to the two young women who consented to publication in the hope that it might help others. Details have been changed to protect their anonymity. 相似文献
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Kari S. Kretch Emily C. Marcinowski Lin-Ya Hsu Natalie A. Koziol Regina T. Harbourne Michele A. Lobo Stacey C. Dusing 《Developmental science》2023,26(3):e13318
The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4–7 months) and infants with gross motor delay (n = 128, ages 7–16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities.
Highlights
- During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters.
- Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands.
- A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter).
- The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age.