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.
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)
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.
SINGURĂTATEA ÎN RÂNDUL ADOLESCENȚILOR Bîrle, Delia-Iuliana; Maghiari, Larisa-Georgiana
Psihologia (Online),
2020, Letnik:
37, Številka:
3-4
Journal Article
Recenzirano
Odprti dostop
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.
Abstract
Recent years have seen an upsurge of interest in the second-person perspective, not only in philosophy of mind, language, law and ethics, but also in various empirical disciplines such as ...cognitive neuroscience and developmental psychology. A distinctive and perhaps also slightly puzzling feature of this ongoing discussion is that whereas many contributors insist that a proper consideration of the second-person perspective will have an impact on our understanding of social cognition, joint action, communication, self-consciousness, morality, and so on, there remains considerable disagreement about what exactly a second-person perspective amounts to (see Eilan 2014; Conant and Rödl 2014). What is the difference between adopting a second-person and a third-person perspective on another? How does one relate to another as a you and how does that differ from relating to another as a he, she or they? In the following, I will consider three different proposals and argue that a promising but somewhat overlooked account can be found in the work of Husserl.
Beyond the Core-Deficit Hypothesis in Developmental Disorders Astle, Duncan E.; Fletcher-Watson, Sue
Current directions in psychological science : a journal of the American Psychological Society,
10/2020, Letnik:
29, Številka:
5
Journal Article
Recenzirano
Odprti dostop
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.
Narvaez et al. (2022), in their article "Evolving Evolutionary Psychology," argue that mainstream evolutionary psychology is based on misguided neo-Darwinian adaptationist thinking and an antiquated ...computationalist, "mind-as-computer" framework and offer their own developmentally informed theory as an alternative. While applauding Narvaez et al. for promoting the role of development in evolutionary explication and as a potential metatheory for psychology, we point out that contemporary evolutionary-developmental accounts address the shortcomings of mainstream evolutionary psychology they describe, while maintaining an adaptationist perspective that includes a central role of evolved, domain-specific information-processing mechanisms.
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