The authoritarian parenting style with its negative connotation has many adverse effects on various aspects of children's development, so the aim of this paper will be to identify potential ...predictors of the authoritarian parenting style of fathers. The concept of attachment and conflict resolution styles used by fathers are part of the model used in this paper which, together with the age of the fathers, represent important predictors of a father's authoritarian parenting style. A convenience sample included 101 fathers and their children from the territory of Northern Kosovo. The instruments used in the research are The Experience in Close Relationship Scale (Hanak and Dimitrijević, 2013; Brennan, Clark & Shaver, 1998), Conflict Management Styles Assessment (Adkins, 2006,) and the Parental Authority Questionnaire (Buri, 1991). The results partially proved the hypothesis, and were discussed in the context of attachment theory and previous empirical research that provides a strong framework of reference for understanding the results of this research.
The purpose of the text is to point out the elements linking social representation theory and developmental psychology. Despite the differences that may seem obvious between developmental psychology ...and social psychology, in reality there is a deep bond that unites them; a continuity, resulting from the notion that both sub-disciplines explore issues of knowledge transformation: the former studies the transformation of knowledge over time, the latter over space. It seems interesting to show the connections and differences between these elements of the theories of Jean Piaget, Lev Vygotsky and Serge Moscovici, which deal with the concept of the development of childrens knowledge of the world in a socio-cultural context. In addition, the epistemology of social representations developed by Gerald Duveen on the basis of Piagets concept is important for showing these connections.
BackgroundSpatial ability (SA) is a robust predictor of academic and occupational achievement. The present study investigated the psychometric properties of 10 tests for measuring of SA in a sample ...of talented schoolchildren. ObjectiveOur purpose was to identify the most suitable measurements for SA for the purpose of talent identification, educational assessment, and support. DesignOur sample consisted of 1479 schoolchildren who had demonstrated high achievement in Science, Arts, or Sports. Several criteria were applied to evaluate the measurements, including an absence of floor and ceiling effects, low redundancy, high reliability, and external validity. ResultsBased on these criteria, we included the following four tests in an Online Short Spatial Ability Battery "OSSAB": Pattern Assembly; Mechanical Reasoning; Paper Folding; and Shape Rotation. Further analysis found differences in spatial ability across the three groups of gifted adolescents. The Science track showed the highest results in all four tests. ConclusionOverall, the study suggested that the Online Short Spatial Ability Battery (OSSAB) can be used for talent identification, educational assessment, and support. The analysis showed a unifactorial structure of spatial abilities. Future research is needed to evaluate the use of this battery with other specific samples and unselected populations.
BackgroundThis article analyzes the relationship between sensory-emotional experience in the process of semantic description of vague visual figures, and the level of conceptual (categorical and ...generative) abilities. ObjectiveThe objective of our study was, first, to show the differences in the degree and features of activation of elements of sensory-emotional experience in the process of constructing the meanings of vague visual figures; and, second, to show the relationship of these differences with the level of categorical and generative abilities. DesignWe studied 102 older adolescents ages 15-16 years. The research program included the following methods: 1) "Description of vague figures" (E.Yu. Artemyeva's technique change, 1980; 1999); 2) "Generalization of three words" (Kholodnaya, 2012; Kholodnaya et al., 2019); and 3) "Conceptual synthesis" (Kholodnaya, 2012; Kholodnaya et al., 2019). ResultsOur results showed that generative abilities play the leading role in determining the degree of severity and diversity of different modalities in forming visual meanings, as compared with categorical abilities. The transition simulation hypothesis explains the results. However, the embodied character of mental modeling (simulation) is not determined "bottom-up" by the individual's bodily state or the activity of corresponding brain zones. On the contrary, conceptual (namely, generative) structures determine the form of the conceptual representations from the "top down." ConclusionGenerative abilities represent the highest level of organization of personal conceptual experience, which acquires a multimodal quality, due to the integral nature of conceptual (generative) structures.
Race plays an important role in how people think, develop, and behave. In the current article, we queried more than 26,000 empirical articles published between 1974 and 2018 in top-tier cognitive, ...developmental, and social psychology journals to document how often psychological research acknowledges this reality and to examine whether people who edit, write, and participate in the research are systematically connected. We note several findings. First, across the past five decades, psychological publications that highlight race have been rare, and although they have increased in developmental and social psychology, they have remained virtually nonexistent in cognitive psychology. Second, most publications have been edited by White editors, under which there have been significantly fewer publications that highlight race. Third, many of the publications that highlight race have been written by White authors who employed significantly fewer participants of color. In many cases, we document variation as a function of area and decade. We argue that systemic inequality exists within psychological research and that systemic changes are needed to ensure that psychological research benefits from diversity in editing, writing, and participation. To this end, and in the spirit of the field’s recent emphasis on metascience, we offer recommendations for journals and authors.
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In this article, the author initially highlights three broad goals for her time as Editor-in-Chief at the journal. In addition, she introduces herself so that readers can get a sense of the point of ...view, and biases, that she brings to the position of Editor. It is her hope that her successor will be able to build on the journal's work to create an even stronger legacy for Developmental Psychology and Developmental Psychology. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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7.
SINGURĂTATEA ÎN RÂNDUL ADOLESCENȚILOR Bîrle, Delia-Iuliana; Maghiari, Larisa-Georgiana
Psihologia (Online),
2020, Volume:
37, Issue:
3-4
Journal Article
Peer reviewed
Open access
Loneliness feelings are very sad experiences often existing in adolescents lives and for that reason they are a subject of interest that needs to be developed and deeply analysed. The present study ...examined the loneliness feelings in general and in contexts. The Research question is if there our diff erences regarding loneliness feelings in adolescents from complete families and from single parent families. Also, we were interested in the relationship between the quality of parent-adolescent communication and the loneliness feelings. The sample comprised 161 participants aged between 18-20. The results indicated that general and context loneliness feelings are negative correlated
with the quality of parent adolescent relationship. In the case of the adolescents from single parent families we found higher intensity of loneliness feelings compared to those of the adolescents from complete families.
Developmental disorders and childhood learning difficulties encompass complex constellations of relative strengths and weaknesses across multiple aspects of learning, cognition, and behavior. ...Historically, debate in developmental psychology has been focused largely on the existence and nature of core deficits—the shared mechanistic origin from which all observed profiles within a diagnostic category emerge. The pitfalls of this theoretical approach have been articulated multiple times, but reductionist, core-deficit accounts remain remarkably prevalent. They persist because developmental science still follows the methodological template that accompanies core-deficit theories—highly selective samples, case-control designs, and voxel-wise neuroimaging methods. Fully moving beyond “core-deficit” thinking will require more than identifying its theoretical flaws. It will require a wholesale rethink about the way we design, collect, and analyze developmental data.
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Executive functions (EF) are purposeful, goal-directed activities. The developmental profile of a preschool child is created by assessment through five developmental areas: cognitive, communicative, ...socioemotional, physical and adaptive behavior. The aim of this research is to determine the impact of different components of EF on the developmental domains of preschool children with developmental disabilities (CDD) and compare them with children with neurotypical development (CND) and to examine the influence of the familys socioeconomic status on the development of IF. Methods: The sample included 120 children from regular and specialized preschool institutions from Bosnia and Herzegovina. The children are five and six years old. Socioeconomic status was examined through parents professional education and the sample consists of CDD parents, 28 parents with higher vocational education (HVE) and 32 parents with secondary vocational education (SVE), and CND parents, 25 parents with HVE and 35 parents with SVE. Instruments: Childrens profiles were examined by Developmental Assessment of Young Children (DAYC-2, Swartmiller 2014) and executive functions by using the preschool version of the Behavior Rating Inventory of Executive Functions (BRIEF, Giola et al. al., 2003). Results: The obtained results indicate the existence of significantly lower statistical associations of IF with domains of development in DPR compared to TPR. In DPR there is a statistically significant association in favor of parents with VSS in the components: redirection (t=-2.53; p=0.01), emotional control (t=-2.46; p=0.01), and in DTR inhibition (t=2.26; p=0.02), emotional control (t=2.26; p=0.05) and working memory (t=2.51; p=0.01). Conclusion: Research shows a different relation between EF and developmental domains in CDD and CND. Children of higher socioeconomic status show a connection with more components of IF.
What is extended knowledge and what criteria should it meet? How does the category of cognitive enhancement influence its conceptualisation? Undoubtedly, the history of humanity involves a desire to ...exceed limits and overcome biological boundaries. As evidenced by research on the extended mind, human cognitive processes are largely dependent on the use of tech- nological supports. The complementary concept of cognitive enhancement involves different strategies, from technological and behavioural to biochemical ones. Through their use, the conditions in which information is acquired are transformed, which entails the modelling of knowledge creation and acquisition processes. The aim of the article is to analyse and then unify diverse approaches pursued within reliabilist accounts of knowledge, concepts of the extended mind, cognitive enhancement and extended epistemology. Critical comments will also be considered, especially those concerning the concept of the extended mind and extended knowledge. This basis will be useful to define the essential criteria which, in the authors opi- nion, should be met by extended knowledge.
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