Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “conception”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,567 records · Page 87Linked to original sources
PubMed1993

Use of analogy in learning scientific concepts.

Four experiments compared learning of scientific concepts as expressed in either traditional literal form or through an analogy. Comprehension of basic-level details and inferential implications was measured through multiple-choice testing. In Experiment 1, literal or analogical renditions were presented in textual form only. In Experiment 2, text was accompanied by a dynamic video. In Experiment 3, the video and text literal rendition was compared with a text-only analogical rendition. In Experiment 4, subjects read only about a familiar domain. Subjects consistently answered basic-level questions most accurately when concepts were expressed literally, but answered inferential questions most accurately when concepts were expressed analogically. Analysis of individual differences (Experiment 2) indicated that this interaction strongly characterized the conceptual learning of science novices. The results are discussed within the framework of schema induction.

Adult↗
PubMed2003

Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools.

Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N = 103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta = -.20, SD = .08), demonstrating the BFLPE's cross-cultural generalizability.

Adolescent↗
PubMed2003

How are social identities linked to self-conception and intergroup orientation? The moderating effect of implicit theories.

Social identity approaches assume that social identification affects both self-conception and intergroup orientation. The authors contend that such social identification effects are accentuated when people hold a fixed view of human character and attribute immutable dispositions to social groups. To these individuals, social identities are immutable, concrete entities capable of guiding self-conception and intergroup orientation. Social identification effects are attenuated when people hold a malleable view of human character and thus do not view social identities as fixed, concrete entities. The authors tested and found support for this contention in three studies that were conducted in the context of the Hong Kong 1997 political transition, and discussed the findings in terms of their implications for self-conceptions and the meaning of social identification.

Adolescent↗
PubMed2005

The possessive self as a barrier to conflict resolution: effects of mere ownership, process accountability, and self-concept clarity on competitive cognitions and behavior.

The authors propose that people have difficulty managing conflict because they quickly develop ownership of arguments and positions they use in the dispute, that these arguments and positions become part of their (extended) self-concept, and that any opposition or counterargumentation therefore becomes an ego-threat. Four studies reveal that individuals value arguments and beliefs more when these are associated with the self and that anticipated or real opposition triggers ego-defensive cognition and behavior, including competitive communication, retaliatory responses, negative perceptions of the partner, and attitude polarization. These effects were weaker when epistemic needs were raised through process accountability or when individuals had high rather than low self-concept clarity. The authors conclude that because people develop ownership of arguments and make these part of their self-concept, conflict is difficult to manage and bound to escalate.

Adaptation, Psychological↗
PubMed2003

Abstract-concept learning and list-memory processing by capuchin and rhesus monkeys.

Three capuchin monkeys (Cebus apella) touched the lower of 2 pictures (same) or a white rectangle (different), increased same/different abstract-concept learning (52% to 87%) with set-size increases (8 to 128 pictures), and were better than 3 rhesus monkeys (Macaca mulatta). Three other rhesus that touched the top picture before choices learned similar to capuchins but were better at list-memory learning. Both species' serial position functions were similar in shape and changes with retention delays. Other species showed qualitatively similar shape changes but quantitatively different time-course changes. In abstract-concept learning, qualitative similarity was shown by complete concept learning, whereas a quantitative difference would have been a set-size slope difference. Qualitative similarity is discussed in relation to general-process versus modular cognitive accounts.

Animals↗
PubMed2004

A multidimensional perspective of relations between self-concept (Self Description Questionnaire II) and adolescent mental health (Youth Self-Report).

Relations between self-concept and mental health are best understood from a multidimensional perspective. For responses by 903 adolescents (mean age = 12.6) to a new French translation of the Self Description Questionnaire II (SDQII), confirmatory factor analysis demonstrated a well-defined multidimensional factor structure of reliable, highly differentiated self-concept factors. Correlations between 11 SDQII factors and 7 mental health problems (Youth Self-Report; YSR) varied substantially (.11 to -.83; mean r = -.35). Single higher-order factors could not explain relations among SDQII factors, among YSR factors, or between the SDQII and YSR factors. This highly differentiated multivariate pattern of relations supports a multidimensional perspective of self-concept, not the unidimensional perspective still prevalent in mental health research and assessment.

Adolescent↗
PubMed2005

Self-concept in Mexican American girls and boys: validating the Self-Description Questionnaire-I.

This study examined the factor structure and psychometric properties of the Self-Description Questionnaire-I (SDQ-I) in a sample of Mexican American children. Findings provide support for both the classic multidimensional and hierarchical SDQ factor structure and a nonhierarchical model that incorporates a dimension not included in the classic model (i.e., General-Self, a global measure of self-concept). Results of a multiple-group confirmatory factor analysis demonstrate the nonhierarchical model's overall invariance across gender. Gender differences were found, however, on mean SDQ-I subscale scores: Boys reported higher self-concept than girls on the Physical Abilities and Physical Appearance subscales, but girls had higher self-concept than boys on the Reading subscale.

Child↗
PubMed2002

Ethnicity, gender, and academic self-concept: a preliminary examination of academic disidentification and implications for psychologists.

This study examined data from 358 African American students and 229 European American students to determine if the phenomenon of academic disidentification occurred. Analyses revealed that among African American male students, the relationship between academic self-concept and grade point average (GPA) significantly decreased, whereas the relationship between academic self-concept, self-esteem, and GPA significantly increased for European American female students. The relationship between academic self-concept and GPA remained significant for African American female and European American male students. Research and counseling implications are discussed.

Achievement↗
PubMed1975

Self-concept and attraction for similar and dissimilar others.

The present study investigated the role of self-concept as a moderator of the similarity-attraction relationship described by Byrne. Subjects conducted face-to-face interviews with confederates who played roles as job applicants. Similarity-dissimilarity was manipulated by the confederate roles as well as by the information given the subjects in accordance with the procedures described by Byrne. The hypothesis was tested and confirmed that persons with favorable self-concepts would be more attracted to others with similar attitudes than to others with dissimilar attitudes. Persons with negative self-concepts did not show a preference for similar others. It was suggested that earlier studies in this area suffered from methodological flaws and did not constitute an adequate test of the hypothesis. Suggestions for future work in the area were given.

Attitude↗
PubMed2001

Fan effects reveal position-specific numerical concepts.

We examined associative interference (i.e., fan) effects to determine if the numerical concepts mediating numerical fact retrieval can be position specific. Participants memorized 15 "diamond arithmetic" facts (e.g., 3 [symbol: see text] 5 = 97; Whalen, 1997) involving five different operands. Ignoring operand position (i.e., left vs. right), each operand appeared equally often across items (i.e., position-independent fan was constant). In contrast, position-specific fan values varied across items (e.g., 2 appeared five times as the left operand, but once in the right position; 3 appeared four times as the left operand, and twice as the right operand, etc). Thus, we expect a fan effect only if the concepts activated by arithmetic operands are position specific. Results indicated that position-specific fan was an excellent predictor of trials to criterion, error rate, and latency. The concepts mediating number fact retrieval can be position specific.

Adolescent↗
PubMed1993

Mobility: a concept analysis.

In this paper, the authors present their analysis of the concept of mobility as a starting point for the development of relevant theory. Multiple uses of the concept are considered and provisional criteria identified. Case examples, together with antecedents and consequences, of the concept are presented. Finally, research questions that would form the basis of fieldwork have been generated.

Adaptation, Psychological↗
PubMed1993

Towards clarification of convergent concepts: sense of coherence, will to meaning, locus of control, learned helplessness and hardiness.

The multidisciplinary field of stress and stress-related health outcomes has generated theoretical and practical knowledge which is of interest to nurses. Theoretical developments which have assumed a prominent role in the study of stress, health and coping include the identification of various 'stress buffers' several of which bear a strong conceptual resemblance to one another. Antonovsky has developed a Salutogenic Model of stress and resistance, which is presented in this paper. The model's central concept, the sense of coherence, is described and analysed. The sense of coherence, with its three components (meaningfulness, comprehensibility and manageability), is then compared and contrasted with similar concepts. The convergent theoretical notions which are distinguished from Antonovsky's coherence are: will to meaning, locus of control, learned helplessness and hardiness. It is hoped that this analysis will provide greater conceptual clarity for nurses who study and use these concepts in education, practice or research.

Attitude↗
PubMed1996

How not to clarify concepts in nursing.

Concept analysis and conceptual clarification form an identifiable genre within the nursing literature, with most recent examples drawing on the model proposed by Walker & Avant (1988). This paper argues that the Walker & Avant model is based on untenable assumptions, and that the writings of those who adopt it inevitably contain a serious flaw that vitiates the procedure and renders the results arbitrary. In particular, the relationship between concept and theory, a topic to which the philosophy of science has devoted much attention, has been misunderstood by these authors. Concepts are not the 'building blocks' of theory, but the niches created by theory; and any 'conceptual clarification' that anticipates theoretical commitment becomes a vacuous exercise in semantics.

Concept Formation↗
PubMed2003

Reconceptualizing causative factors and intervention strategies in the eating disorders: a shift from body image to self-concept impairments.

In this report, we argue that impairments in self-concept development function as a cognitive vulnerability that contributes to the formation of the eating disorders (ED) of anorexia nervosa (AN) and bulimia nervosa (BN). More specifically we argue that impairments in development of the total collection of identities that comprise the self-concept contribute to body image disturbances which in turn, motivate the eating and body-weight attitudes and behaviors that characterize the disorders. First, we review current understandings of the role of body image disturbances in the ED and discuss limitations of this approach. Then we review theories from psychoanalytic and feminist traditions that suggest that identity disturbances are a key factor in the etiology of the ED. Next, results of studies that examine identity disturbances in the ED are reviewed. Results of a study of women with AN and BN using the schema model of the self-concept as the theoretical framework showed that women with few positive and many negative self-cognitions are particularly vulnerable to cultural messages about body weight and form weight-related cognitions about the self that contribute to disordered eating attitudes and behaviors. Finally, the implications of these findings for primary and secondary level prevention of ED are addressed.

Body Image↗
PubMed1994

[The illness concept of children--review of the literature].

In this literature review a group of studies concerning illness concepts of children are discussed. Most of these studies are based on one of the three theory models of cognitive development as the main factor of development of illness concepts, the attributional theory (health locus of control) or the health belief model based on health seeking behaviour. The results yielded by these theories are comparable to a limited extent only. The development of children's illness concepts seems to be mainly influenced by age, developmental stage, self-consciousness and family ties.

Adaptation, Psychological↗
PubMed1985

The self concept of adolescents with spina bifida.

A study of the children's self concepts was conducted as part of the twelve year follow-up phase of the Greater London Council's Spina Bifida Survey. On the three measures used, there were few significant differences between the spina bifida children and controls, nor between the spina bifida children divided according to such variables as disability level or school type. It was hypothesised that, at twelve years, the children had not yet developed sufficient self-awareness or ability to appreciate the wider implications of their disability, therefore a further sample of spina bifida teenagers was tested. The results from both spina bifida groups showed few significant differences, suggesting that the self concepts of young people with spina bifida in early and later adolescence are neither markedly different from those of their peers, nor associated with degree of disability level or type of school attended. Early hospitalisation was negatively correlated with self concept at twelve years (equivalent data were not available for the teenagers) and this finding is discussed.

Adolescent↗
PubMed1983

A model of the development of the early infant object concept.

A computational model is proposed for the early stages of development of the object concept in infancy. Stages in development are represented as a sequence of grammars or rewrite rules that parse a set of perceptual phenomena. The infant's changes between developmental stages can be described by differences between the grammar rules that model each stage. The program replicates five studies by Bower et al on the development of the object concept and reaffirms the primacy of rest and motion parameters as explanatory invariants in early object-concept development.

Concept Formation↗
PubMed2000

The effects of type and amount of pretraining on transfer in concept formation.

Two experiments were conducted to investigate the effects of 2 types of directed attention pretraining, a form of stimulus predifferentiation, on immediate- and delayed-transfer tasks in concept identification. In both experiments, the participants received either the "seeing-and-discriminating" or "seeing" technique of pretraining, except for those assigned to the control group. The participants received different amounts of pretraining. In the first experiment, participants were required to learn new concepts from the same category for the delayed-transfer task, whereas in the second experiment, the delayed-transfer task involved concepts from a different category. Among the major findings in both experiments are that the pretraining methods resulted in positive transfer on all transfer tasks. In general, the seeing-and-discriminating method yielded a more positive transfer than the seeing technique. Maximal positive transfer effects were found with a small number of trials. The implications of the findings for understanding the effectiveness of various training methods used for problem solving are discussed.

Adult↗