Philosophical Studies - The question of what distinguishes moral problems from other problems is important to the study of the evolution and functioning of morality. Many researchers concerned with... 相似文献
To better understand how sexualized music videos affect women’s responses to intimate partner violence (IPV), we examined the role of individual variability in perceived victim pain and perceived victim culpability in moderating and mediating (respectively) the priming effects of sexual music videos on women. Female Fijian college students (n?=?243) were randomly assigned to one of three viewing conditions: stereotyped sexual music videos, non-stereotyped/non-sexual music videos, or neutral videos. All participants then read a portrayal of a male-toward-female IPV episode and their perceptions of the female victim and male perpetrator were assessed. Only women who minimized the victim’s pain were adversely affected by exposure to the stereotyped sexual videos. Specifically, for women who perceived low victim pain, those in the stereotyped video condition perceived the victim as more culpable and reported greater perpetrator-directed favorable responding than those in the other two conditions. For these women who perceived low victim pain, perceptions of victim culpability mediated the impact of video type on perpetrator-favorable responding. The findings help us better understand susceptibility to the negative impact of stereotypical sexual videos and highlight areas, such as emphasizing the suffering of victims and reducing myths about victim culpability, which may be worthy of particular emphasis in interventions.
This introductory article establishes a context for subsequent articles and commentaries regarding the main ethical and professional issues involved in preparing and publishing clinical case reports. An overview is provided of the 4 articles in the special section along with the 2 commentaries that review and critique these articles. 相似文献
This article examines the relationships between classical trait units as represented by the five-factor model (e.g., Digman, 1990) and personal action construct (PAC) units as measured by Personal Projects Analysis (Little, 1983). One hundred and forty-seven students were administered the NEO Personality Inventory (Costa & McCrae, 1985) and two components of Personal Projects methodology during their first term in university. Neuroticism and Conscientiousness were related to problematic and positive project systems, respectively, with these effects generalizing across the academic and interpersonal project domains. Extraversion and Agreeableness were also associated with positive evaluations of personal projects, particularly in the interpersonal domain. Openness was distinctively linked with project initiation and value congruency. We suggest theoretical and applied implications of using PAC methods to expand and refine the classical trait research agenda. 相似文献
We describe the development and preliminary validation of the Concise Neuropsychological Screening Inventory (CNSI), designed to afford clinical psychologists working in psychiatric settings a simple, rapid, and objective assessment of 10 vital left- and right-hemisphere brain functions: (1) Receptive and Expressive Language, (2) Orientation, (3) Attention/Concentration/Immediate Memory, (4) Recent Auditory and Visual Memory, (5) Remote Memory, (6) Motor/Sensory/Tactile Functioning, (7) Visual/Spatial/Motor Integration, (8) Academic Functioning, (9) Intellectual Processes, and (10) Judgment and Reasoning. Preliminary findings suggest that the CNSI can discriminate patients diagnosed with organic mental syndrome from patients with various psychiatric disorders, including chronic schizophrenia (i.e., specificity in screening). Moreover, with regard to predicting neuropsychological differences among various diagnostic groups, the CNSI is superior to some of the most commonly employed tests by psychologists in psychiatric settings (e.g., WAIS-R Digit Span, Digit Symbol, and Bender-Gestalt). 相似文献
This study examined the effects of a tactile prompting device (the Gentle Reminder) as a prompt for a student with autism to make verbal initiations about his play activities. A multiphase multielement design was used to assess the effects of the device in prompting initiations toward an adult in three different play contexts. Follow-up probes were conducted during cooperative learning activities with typically developing peers in the student's regular education class. The results suggest that the device serves as an effective, unobtrusive prompt for verbal initiations during play contexts and during cooperative learning activities. 相似文献