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PubMed1978

Psychiatrists' versus patients' concepts of unpleasant emotions.

A semantic differential technique was used to elicit concepts of anxiety, depression and irritability from twenty patients suffering from neurosis and ten experienced psychiatrists. It was found that psychiatrists hold concepts of these unpleasant affects that are much more differentiated than those held by patients. In particular, the psychiatrists' concepts of anxiety and depression showed a correlation of zero, whereas the patients' concepts of these affects overlapped to a considerable degree. Patients were unable to discriminate between anxiety and depression on the basis of 11 somatic symptoms, but were able to use these symptoms to distinguish anxiety and depression from irritability. The psychiatrists were in close accord with the patients over the somatic symptoms that distinguished anxiety from irritability.

Affective Symptoms↗
PubMed2004

The Object Classification Task for Children (OCTC): a measure of concept generation and mental flexibility in early childhood.

In this study, the development of concept generation and mental flexibility was investigated in 84 Australian children between 3 and 7 years of age, using the Object Classification Task for Children (OCTC), a newly developed executive function test for use with young children. On this task, which was adapted from the Concept Generation Test (Levine, Stuss, & Milberg, 1995) and the Concept Generation Test for Children (Jacobs, Anderson, & Harvey, 2001), children were asked to categorize 6 plastic toys according to 3 predetermined groupings (i.e., color, size, and function). The test included 3 performance levels, each providing increasing levels of structure for the child. Findings from the OCTC show meaningful age-related changes in performance across age groups, with older children being less dependent on additional structure to complete the task, in comparison to younger children. Furthermore, findings from this study suggest that the ability to generate concepts emerges between 3 and 4 years of age, continuing to develop beyond the age of 7 years. A developmental spurt in cognitive flexibility was observed around 4 to 5 years of age, with refinement of this capacity occurring between 5 and 7 years of age. Results suggest that the OCTC is a useful measure of conceptual reasoning skills in early childhood.

Age Factors↗
PubMed1975

Parkinsonism: effects of levodopa treatment on concept formation.

Concept formation was compared in 71 parkinsonian patients and 35 controls matched for age and WAIS vebal IQ. It was found that the patients formed significantly fewer concepts, as measured by the Wisconsin Card Sorting Test (WCST). The patients had difficulties in shifting sets and were unable to attend to the completion of a concept. Levodopa-treated patients were able to produce more correct responses, but were still unable to maintain the correct responses to produce more correct concepts than non-levodopa-treated patients. The behavior of the parkinsonian patients on the WCST is similar to that of patients who have undergone frontal lobectomy. In addition, the results indicate that levodopa therapy may improve "vigilance", without increasing the patient's overall cognitive ability.

Choice Behavior↗
PubMed2002

Three methods for studying developmental change: a case of reading skills and self-concept.

AIMS: First, to introduce and compare three statistical methods for investigating development as a cumulative process: a simplex model, latent growth curve analysis, and clustering by cases. Second, to investigate the developmental dynamics of reading skills, and self-concept of reading ability, across the first year of primary school. SAMPLE: One hundred and five (61 boys, 44 girls) 6- to 7-year-old children from four first-grade classes in two primary schools participated in the study. METHOD: Children were studied three times during their first school year using an identical set of measurements: a Reading Skills Test and the Self-Concept of Ability scale. RESULTS: A uni-construct 'Matthew' effect was found for the development of self-concept, but not for the reading skills. However, the results showed that there was a multi-construct cumulative cycle between children's reading skills and their self-concept. CONCLUSIONS: Simultaneous use of variable- and person-oriented methods in developmental research seems to be a valuable approach, which not only provides a proper way to investigate the cumulative developmental cycles but also an option to examine how large a proportion of the sample follows the positive and negative pattern found in variable-oriented analyses.

Child↗
PubMed1991

Self-concept in hearing and prelingual, profoundly deaf students. A comparison of teachers' perceptions.

A self-concept measure was administered to a group of 68 deaf students aged 8-19 years and a comparison group of 68 hearing students. Teachers for both of the groups completed observer reports of self-concept. Although tentative, the findings indicate that hearing teachers' perceptions of students' self-concepts are in closer agreement for hearing students than they are for deaf students. At the same time, the results show that deaf students do not appear markedly different from hearing students in their own reports of self-concept.

Adolescent↗
PubMed1990

Self-concept among hearing Chinese children of deaf parents.

This paper discusses a study of Chinese children in Hong Kong that compared the self-concepts of hearing children of deaf parents with the self-concepts of hearing children of hearing parents. The study was based on the responses to a questionnaire given to 42 deaf couples and their 70 hearing children, and 41 hearing couples and their 82 hearing children. It found no differences in the self-concepts of hearing children of deaf parents and hearing children of hearing parents. However, it did find that deaf parents had lower self-concepts than hearing parents.

Adolescent↗
PubMed2001

Self-concept correlates of the personality disorders.

This study investigated the extent to which the DSM personality disorder dimensions are associated with discrete patterns of self-concept. Participants were 366 men and women who were receiving mental health services and who completed the Wisconsin Personality Disorders Inventory to assess the personality disorders and Benjamin's INTREX questionnaire to describe their "typical" self-concepts. Although there was some overlap between categories, most were associated with fairly distinct patterns of self-concept. The disorders also clustered together in meaningful ways along the major axes of Benjamin's interpersonal model of the self-concept.

Adolescent↗
PubMed1991

[The concept of disease and preservation of health of a population of teachers and first grade students].

In view of the fact that information about how teachers and students conceptualize illness and their ideas of health preservation have important implications of health education, these two concepts were studied in a sample population of teachers and pupils, of a school course of up to 14-year-olds, representative of the northern area of Rio de Janeiro County. The results obtained are discussed in the light of two approaches: (a) the contributions from the cognitive theories of concept formation; (b) the influence of the social context in the acquisition, development and characterization of the concepts studied. This study was undertaken with a view to contributing to the field of health education by means of critical review and reflection on the concept of the health illness process in schools, in view of the complex and multidimensional aspects involved in the process.

Adolescent↗
PubMed1983

Formation of the sameness-difference concept by Japanese monkeys from a small number of color stimuli.

Japanese monkeys were trained to form the sameness-difference concept. In Experiment 1, four monkeys were trained with two colors to discriminate matching stimulus pairs from nonmatching pairs by reinforcing only lever-pressing responses to matching pairs with a variable-interval schedule. Three monkeys showed successful transfer of this discrimination to two new colors, thus demonstrating that some Japanese monkeys are able to form this relational concept from a minimum number of stimuli. In Experiment 2, two monkeys were trained, in a Yes/No procedure with three colors, to press one lever under matching pairs and another lever under nonmatching pairs. Poor transfer performances to three new colors suggest that simultaneously establishing two different response patterns to matching and nonmatching pairs is ineffective in forming the concept. In Experiment 3, the amount of transfer to three new colors after mastering a standard three-color matching-to-sample task was compared with that of a modified task in which correct responses were reinforced with a within-trial variable-interval schedule. All three monkeys showed greater transfer with the modified procedure. The results suggest that the variable-interval schedule adopted within trials is effective in forming the sameness-difference concept.

Animals↗
PubMed2002

Categorization, concept learning, and behavior analysis: an introduction.

Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To introduce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we define key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and briefly identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior-analytic perspective or can inform or constructively challenge this perspective.

Animals↗
PubMed2006

Adaptive change in self-concept and well-being during conjugal loss in later life.

The present study examines the association between the self-concept and adaptation to conjugal loss; the primary aim was to explore whether those individuals high in self-esteem, environmental mastery, and optimism have more adaptive resources with which to ameliorate the detrimental sequelae of bereavement. Analyses were conducted on data collected from 58 widows every four months over a two-year period. One goal of the research was to explore the adequacy of the theoretically chosen operational definition of the self-concept; another goal was to analyze how changes in the level of self-concept components correlated with changes in levels of depression, health, and grief resolution as individuals adjusted to their losses. Analyses revealed that trajectories of depression and grief resolution were more highly related than health to changes in self-concept.

Adaptation, Psychological↗
PubMed1980

The child's concept of age and aging.

One-hundred-and-eighty children (preschool-sixth grade) were given an instrument designed to assess their concepts of age and aging. The results support the hypothesis that children follow a Piagetian cognitive-developmental sequence in their ability to understand age concepts. Additional support is found in the high association between children's responses on the Concept of Age instrument and level of reasoning exhibited on conservation tasks. Since age concepts remain difficult even for upper-elementary children, the study leads to the practical conclusion that education, in the increasingly important field of aging, must be designed to follow a cognitive-developmental sequence, and to take into account the reasoning patterns of children of various ages.

Aging↗
PubMed1979

Correlations among perceptual-motor ability, self-concept and reading achievement in early elementary grades.

This study investigated the correlation among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, and second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventory, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

Achievement↗
PubMed1991

Relationships among attributes, physical fitness, and self-concept development of elementary school children.

The purpose of the investigation was to examine the relationships among children's selected attributes, health-related physical fitness; and self-concept development. Subjects were 97 elementary school children in Grades 1 through 6. Correlations were examined for significance and effect size among the attributes of age, weight, body mass index, four scores from the Health Related Physical Fitness Test, and the total score from the Martinek-Zaichkowsky Self-concept Scale for Children. A max R2 forward stepwise multiple regression analysis was performed to assess which attribute and physical fitness variables were the best predictors of self-concept scores. Analysis indicated that the one-variable model of weight was the best predictor of self-concept.

Aptitude↗
PubMed1991

Relation of physical education to self-concept.

This study investigated the relation of an elementary school program in physical education to the self-concepts of children in Grades 1 to 4. Two parochial schools were selected, one with a physical education program (n = 126 children) and one without such a program (n = 86 children). The Martinek-Zaichkowsky Self-concept Scale was administered during the first two weeks of September and again during the last two weeks of April. A 2 (pre-posttest) x 2 (group) x 4 (grade) analysis of variance with repeated measures on the first factor was used to analyze each measure, with post hoc tests to follow up. The self-concept results indicated that physical education did not enhance the self-concepts of children, except for those children in the second grade.

Child↗
PubMed1996

Custodial status and self concepts of Nigerian inmates remanded to prison custody.

60 male Nigerian prison inmates (30 with convicted status and 30 awaiting trial) and 210 male noninmates were administered the Tennessee Self-concept Scale to test the hypotheses that (1) inmates with convicted status would obtain higher self-concept scores than those with ¿awaiting trial¿ status, and (2) the self-concept scores of prison inmates generally would be lower than those of noninmates. The two hypotheses were strongly supported for this sample. It was concluded that self-concept scores were not only related to delinquency by also to custodial status.

Adolescent↗
PubMed1996

Exploring psychosocial task resolution and self-concept among African-American adolescents.

Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.

Adolescent↗
PubMed1998

Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

Achievement↗