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111.
《Revue Européene de Psychologie Appliquée》2020,70(1):100515
IntroductionWriting and metacognition play an essential function in the learning process, in that writers engage arduous cognitive efforts by selecting and organizing ideas, then reviewing and readjusting them.ObjectiveThe present research aimed to construct and validate a self-report instrument to measure some specific metacognitive processes implicated in writing planning. Two categories of metacognitive components were considered: metacognitive knowledge and self-regulation strategies.MethodBased on exploratory and confirmatory analyses, the Metacognitive Components of Planning Writing Self-inventory (MCPW-I) was constructed and validated. This instrument is composed of three factors: Metacognitive Conditional Knowledge – MCK (6 items), Covert Self-regulation – CSF (4 items), and Environmental self-regulation – ESF (5 items). 1022 undergraduates students engaged in various programs of a French university filled in the inventory.ResultsThe alpha coefficients indicated a reliable internal consistency and the test-retest reliability showed a good temporal stability. Correlational analyses revealed that the CRS factor was related to ESR and MCK factors, and these last two were not correlated with each other. After the analysis of variance, the responses relative to ESR and MCK dimensions differed according to gender, but no differences relatively to the academic disciplines considered was found. Concerning the predictive validity, CSF and MCK were correlated with writing performance.ConclusionThe results confirm the validity and reliability of the MCPW-I which constitutes a new research tool for the study of metacognitive processes of writing. 相似文献
112.
Behavioral activation (BA), an effective treatment for depression, has recently been receiving attention as a possible intervention for PTSD. BA interventions could be particularly useful in treating underserved populations (i.e., individuals with lower socioeconomic status). A literature search was conducted, which identified seven outcome studies that examined the effectiveness of stand‐alone BA treatment for individuals with PTSD. All studies identified for this brief review demonstrated clinically significant reductions in PTSD symptoms using BA as an intervention. A meta‐analysis of these few studies revealed a nonsignificant effect (Cohen's d = 0.713, p = .512) despite reporting an average symptom reduction of 25.8%. Other studies utilizing BA treatment for PTSD do so in tandem with other interventions and were excluded from analysis. This brief review summarizes the literature on the use of BA as a stand‐alone treatment for PTSD and suggests that future research seek to confirm the usefulness of BA as a potential treatment modality for mental health‐care providers treating individuals with PTSD. 相似文献
113.
《Revue Européene de Psychologie Appliquée》2020,70(4):100570
IntroductionDominant theories of wayfinding may have underestimated the ease with which adults can learn a route, even with minimal exposure to that route.ObjectivesIn this paper we present three different experiments to provide a comprehensive picture of whether adults can learn complex routes consisting of a number of choicepoints, and if so, what strategies they might be employing to do so.Methodand results We found that adults could learn a 15-junction route after only a single experience of the route (Experiment 1) but that they underestimated how good they would be at learning the 15-junction route (Experiment 2). In Experiment 3, we found that when learning a route made up of “T” shaped junctions, participants relied on a “beacon” strategy based on visual matching.ConclusionsCollectively, these findings suggest that adults can learn complex routes, even with as many as 15 choicepoints, very quickly and without the need for repeated exposure. These findings have implications for theories of wayfinding and call into question the need for repeated exposure. 相似文献
114.
《Revue Européene de Psychologie Appliquée》2020,70(3):100550
IntroductionTo date, research-examining factors related to the sociocognitive self-regulatory mechanisms governing unsanctioned aggression have received scant attention in applied sport psychology.ObjectiveA mediating model as influenced by various demographic variables was applied to explore the relationships between athletes’ personal values and their unsanctioned aggression directly and indirectly through the mediating role of resistive self-regulatory efficacy, moral disengagement, and aggressiveness.MethodA sample of 301 French competitors of different age (young: n = 200 and adult: n = 101), gender (male: n = 172 and female: n = 129), type of sport (high: n = 131 and low contact: n = 170), level of competition (beginner: n = 115, intermediate: n = 110, and advanced: n = 76), and length of practice (brief: n = 109, intermediate: n = 49, and extensive: n = 143) completed a questionnaire assessing the aforementioned variables.ResultsStructural equation modelling demonstrates that self-transcendence and self-enhancement values have only indirect negative and positive effects, respectively, on unsanctioned aggression through the full mediating effect of the mediators. Also, age, gender, and type of sport were predictive only of some personal values and mediators.ConclusionThese findings offer evidence that resistive self-regulatory efficacy, moral disengagement, and aggressiveness are mediators that fully govern the impact of athletes’ personal values and certain demographic variables on their unsanctioned aggression. Several limitations, implications and suggestions for further research are discussed. 相似文献
115.
Over the last 15 years, researchers have been increasingly interested in understanding the nature and development of children’s selective trust. Three meta‐analyses were conducted on a total of 51 unique studies (88 experiments) to provide a quantitative overview of 3‐ to 6‐year‐old children’s selective trust in an informant based on the informant’s epistemic or social characteristics, and to examine the relation between age and children’s selective trust decisions. The first and second meta‐analyses found that children displayed medium‐to‐large pooled effects in favor of trusting the informant who was knowledgeable or the informant with positive social characteristics. Moderator analyses revealed that 4‐year‐olds were more likely to endorse knowledgeable informants than 3‐year‐olds. The third meta‐analysis examined cases where two informants simultaneously differed in their epistemic and social characteristics. The results revealed that 3‐year‐old children did not selectively endorse informants who were more knowledgeable but had negative social characteristics over informants who were less knowledgeable but had positive social characteristics. However, 4‐ to 6‐year‐olds consistently prioritized epistemic cues over social characteristics when deciding who to trust. Together, these meta‐analyses suggest that epistemic and social characteristics are both valuable to children when they evaluate the reliability of informants. Moreover, with age, children place greater value on epistemic characteristics when deciding whether to endorse an informant’s testimony. Implications for the development of epistemic trust and the design of studies of children’s selective trust are discussed. 相似文献
116.
Viridiana L. Benitez Federica Bulgarelli Krista Byers‐Heinlein Jenny R. Saffran Daniel J. Weiss 《Developmental science》2020,23(2)
Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures. 相似文献
117.
Research demonstrating that infants discriminate between small (e.g., 1 vs. 3 dots) and large numerosities (e.g., 8 vs. 16 dots) is central to theories concerning the origins of human numerical abilities. To date, there has been no quantitative meta‐analysis of the infant numerical competency data. Here, we quantitatively synthesize the evidential value of the available literature on infant numerosity discrimination using a meta‐analytic tool called p‐curve. In p‐curve the distribution of available p‐values is analyzed to determine whether the published literature examining particular hypotheses contains evidential value. p‐curves demonstrated evidential value for the hypotheses that infants can discriminate between both small and large unimodal and cross‐modal numerosities. However, the analyses also revealed that the published data on infants’ ability to discriminate between large numerosities is less robust and statistically powered than the data on their ability to discriminate small numerosities. We argue there is a need for adequately powered replication studies to enable stronger inferences in order to use infant data to ground theories concerning the ontogenesis of numerical cognition. 相似文献
118.
119.
Gloria I‐Ling Chien 《Teaching Theology & Religion》2020,23(2):96-109
While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character. 相似文献
120.
Appropriate communication between road users can lead to safe and efficient interactions in mixed traffic. Understanding how road users communicate can support the development of effective communication methods for automated vehicles. We carried out observations of 66 pedestrian-driver and 124 driver-driver interactions in a shared space setting. Specific actions and reactions of the road users involved were recorded using a novel observation protocol. Overall, results showed that pedestrians’ failure to look towards a driver created the greatest uncertainty in the interaction, with the driver slowing down, but not completely stopping, in response to pedestrians. Looking towards the driver also influenced which road user took priority in driver-driver interactions. Groups of pedestrians were more likely to be given priority than an individual pedestrian, and the use of vehicle-based signals were also associated with taking priority during an interaction. Our observations show the importance of non-verbal communication during road user interactions, highlighting it as an essential area of research in the development of automated vehicles, to allow their safe, cooperative, interactions with other road users. Observations were made on a limited number of interactions to inform challenges facing future automated vehicles. Further work should therefore be done to corroborate and extend our findings, to examine interactions between human road users and automated vehicles in shared space settings. 相似文献