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Results for “CONCEPT FORMATION”

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PubMed1970

Geropsychology.

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Aged↗
PubMed2006

Do children really confuse appearance and reality?

Our understanding of many mental, social and physical phenomena hinges on a general understanding that appearances can differ from reality. Yet young children sometimes seem unable to understand appearance-reality dissociations. In a standard test, children are shown a deceptive object and asked what it really is and what it looks like. Many preschool children give the same answer to both questions. This error has been attributed to children's inflexible conceptual representations or inflexibility in representing their own changing beliefs. However, evidence fails to support either hypothesis: new tests show that young children generally understand appearance-reality discrepancies as well as fantasy-reality distinctions. These tests instead implicate children's failure to understand the unfamiliar discourse format of the standard test. This misunderstanding might reveal a subtler difficulty in making logical inferences about questions.

Child↗
PubMed2003

A new model for conceptualizing insightfulness in the psychoanalysis of young children.

Traditional definitions of insight fail to take into account the cognitive and developmental limitations of young analysands, who lack the capacity to mentalize. It is suggested that insightfulness be redefined as promoting mentalization in young children. Gaining this key psychological function furthers the internal integration and self-regulation necessary to regain developmental momentum. The central importance of promoting such development in child psychoanalysis suggests that the facilitation of a mechanism for self-understanding, not the interpretation of content, is essential. Insightfulness is facilitated by employing a range of interventions beyond the interpretation of resistance and content, rendering meaningless the distinction between interpretive and relational aspects of the analyst's role.

Awareness↗
PubMed1996

Towards further clarification of the concept 'dignity'.

The word dignity is used frequently in nursing and is deemed important to maintain or promote in patients. Its meaning, however, remains unclear. This paper uses the model of concept analysis described by Chinn and Kramer to further clarify the concept and develop the ideas of Mairis. A tentative definition and indicators are suggested to ascertain if dignity is present in a given interaction and context. Dignity is found to be connected to the shared humanity of patient and nurse, whilst acknowledging the uniqueness of individuals. It emerges through the analysis that, in order to effectively promote the dignity of patients, the nurse should also possess dignity.

Communication↗
PubMed2004

Alcohol expectancy multiaxial assessment: a memory network-based approach.

Despite several decades of activity, alcohol expectancy research has yet to merge measurement approaches with developing memory theory. This article offers an expectancy assessment approach built on a conceptualization of expectancy as an information processing network. The authors began with multidimensional scaling models of expectancy space, which served as heuristics to suggest confirmatory factor analytic dimensional models for entry into covariance structure predictive models. It is argued that this approach permits a relatively thorough assessment of the broad range of potential expectancy dimensions in a format that is very flexible in terms of instrument length and specificity versus breadth of focus.

Adolescent↗
PubMed1994

On-line and memory-based aspects of individual and group target judgments.

Ss were given instruction sets to induce either on-line or memory-based processing while reading behavioral statements about individual and group targets. Impression-set instructions induced online judgments, and comprehensibility-set (comp) instructions induced memory-based judgments regardless of target type. More important, with nondirective instructions (memory set), natural differences in processing information about individuals and groups were observed, with more online judgments for individuals. As expected, illusory correlations between minority targets and infrequent behaviors (a memory-based product) emerged with comp instructions (which induced memory-based judgments for both target types) and in the memory-set condition for group targets only. These data provide insights into the differences in impression formation for groups and individuals and furnish direct evidence of the processes responsible for illusory correlations.

Analysis of Variance↗
PubMed1999

Event representations, narrative development and internal working models.

In this article I summarize the theoretical framework of experientially based event representations as the basis for early cognitive development. Further work on representational levels, in particular the level of extended discourse such as narratives that incorporate new understandings of the personal, social and cultural world, is discussed. Parallels with the concept of internal working models from attachment theory, and differences between these two theoretical approaches are then laid out, with implications for further interchange between the two.

Adolescent↗
PubMed1997

Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-1 self-concept tests.

BACKGROUND: The formation and measurement of self-concept were the foci of this research. AIMS: The study aimed to investigate the influence of achievement on academic self-concept and to compare the Perception of Ability Scale for Students (PASS, Boersma & Chapman, 1992) with the Self-Description Questionnaire-1 (SDQ-1, Marsh, 1988). SAMPLE: The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian students, located in 18 schools. METHOD: An intra-class research design was used to investigate the influence of frame-of-reference on self-concept development. RESULTS: As students' academic scores rose above their class mean their self-concepts increased and as students' academic scores fell below their class mean their self-concepts decreased. Students' difference from class mean predicted their self-concept scores. This finding was consistently shown across the reading, spelling, and mathematics domains using test and teaching rating data. A comparison between the PASS and the SDQ-1 demonstrated concurrent validity across self-concept domains. CONCLUSION: The findings support the notions that the social environment is a significant agent that influences self-concept, and that teacher ratings and standardised tests of achievement and the PASS and the SDQ-1 are valid measures for self-concept research.

Achievement↗
PubMed1991

Stimulus generalization and equivalence classes: a model for natural categories.

Two three-member classes were formed by training AB and BC using a conditional discrimination procedure. The A and B stimuli were nonsense syllables, and the C stimuli were sets of "short" or "long" lines. To test for equivalence, C1 or C2 was presented as a sample with A1 and A2 as comparisons. Once the class-related comparison was chosen consistently, different line lengths were substituted for the training lines in the CA tests. In general, the likelihood of choosing a given comparison was an inverse function of the difference in the length of the test line from the training line. Stimuli in an equivalence class became functionally related not only to each other but also to novel stimuli that resembled a member of the equivalence class. The combination of primary generalization and equivalence class formation, then, can serve as a model to account for the development of naturally occurring categories.

Adult↗
PubMed2003

Descriptive and evaluative judgment processes: behavioral and electrophysiological indices of processing symmetry and aesthetics.

Descriptive symmetry and evaluative aesthetic judgment processes were compared using identical stimuli in both judgment tasks. Electrophysiological activity was recorded while participants judged novel formal graphic patterns in a trial-by-trial cuing setting using binary responses (symmetric, not symmetric; beautiful, not beautiful). Judgment analyses of a Phase 1 test and main experiment performance resulted in individual models, as well as group models, of the participants' judgment systems. Symmetry showed a strong positive correlation with beautiful judgments and was the most important cue. Descriptive judgments were performed faster than evaluative judgments. The ERPs revealed a phasic, early frontal negativity for the not-beautiful judgments. A sustained posterior negativity was observed in the symmetric condition. All conditions showed late positive potentials (LPPs). Evaluative judgment LPPs revealed a more pronounced right lateralization. It is argued that the present aesthetic judgments engage a two-stage process consisting of early, anterior frontomedian impression formation after 300 msec and right-hemisphere evaluative categorization around 600 msec after onset of the graphic patterns.

Adult↗
PubMedDate not supplied

When you shouldn't do what you want to do: young children's understanding of desires, rules, and emotions.

This research investigated 4- through 7-year-olds' and adults' (n = 64) concepts about the emotional consequences of desire fulfillment versus desire inhibition in situations where people's desires conflict with prohibitive rules. Results revealed developmental increases in attributing positive or mixed emotions to story characters that make willpower decisions and negative or mixed emotions to characters that transgress. These developmental changes in emotion predictions were accompanied by age-related differences in emotion explanations. Whereas 4- and 5-year-olds largely explained emotions in relation to the characters' goals, 7-year-olds and adults further explained how rules and future consequences influence emotions. Results are discussed in relation to connections among children's psychological, deontic, and future-oriented reasoning about emotions as well as the development of self-control.

Adult↗
PubMed1992

Phrase-spaced formats improve comprehension in average readers.

College readers read and answered questions on 12 short essays. Essays formatted so that points between phrases had fractional extra space added to them were comprehended better than normally formatted text. These improvements were specific to average readers. Practically, the results justify classroom research on the benefits of phrase-sensitive formatting; theoretically, the results add to existing evidence that poor to average readers specifically lack perceptual strategies for grouping word sequences into phrases.

Adult↗