"False memories, memory distortions, confabulations, and other forms of memory aberrations and deficits occur in everyday life and – more frequently – in neurological and psychiatric patients. We studied such changes of memories in 42 patients with alcoholic Korsakoff’s syndrome, 18 with clipped or ruptured aneurysms of the anterior communicating artery [ACoA], 41 with a diagnosis of dissociative amnesia, and 52 healthy control individuals. All three patient groups had severe memory deficits. The neurological patients had deficits both with respect to acquiring new semantic and episodic memories, while the psychiatric patients were unable to retrieve episodic memories only. Both the neurological and the psychiatric patients had major problems in retrieving old episodic memories. However, the groups differed in that way, that the neurological patients tried to compensate their deficits by showing numerous confabulations (especially patients from the Korsakoff’s group), while the group with ruptures and repairs of their ACoAs showed a considerably tendency towards producing false memories. The psychiatric patients, on the hand, demonstrated a total lack of retrieving episodic memories from their past and showed no efforts to invent or generate alternative memories. It is concluded that especially the prefrontal cortex (frontal lobes) and its associated structures (mediodorsal thalamus, which is regularly degenerated in patients with Korsakoff’s syndrome) are relevant in controlling proper and accurate retrieval of information. This statement also seems to be confirmed from functional imaging results in patients with dissociative amnesia who show a reduced prefrontal metabolism. For normal individuals, states which reduce alertness (e.g., fatigue, sleep deprivation) and consequently dampen prefrontal control functions, similarly can lead to a heightened degree of fragile memory retrieval."
{"title":"THE FRAGILITY OF REMEMBERING – DATA FROM CLINICAL CASES","authors":"A. Staniloiu, H. Markowitsch","doi":"10.36315/2022inpact028","DOIUrl":"https://doi.org/10.36315/2022inpact028","url":null,"abstract":"\"False memories, memory distortions, confabulations, and other forms of memory aberrations and deficits occur in everyday life and – more frequently – in neurological and psychiatric patients. We studied such changes of memories in 42 patients with alcoholic Korsakoff’s syndrome, 18 with clipped or ruptured aneurysms of the anterior communicating artery [ACoA], 41 with a diagnosis of dissociative amnesia, and 52 healthy control individuals. All three patient groups had severe memory deficits. The neurological patients had deficits both with respect to acquiring new semantic and episodic memories, while the psychiatric patients were unable to retrieve episodic memories only. Both the neurological and the psychiatric patients had major problems in retrieving old episodic memories. However, the groups differed in that way, that the neurological patients tried to compensate their deficits by showing numerous confabulations (especially patients from the Korsakoff’s group), while the group with ruptures and repairs of their ACoAs showed a considerably tendency towards producing false memories. The psychiatric patients, on the hand, demonstrated a total lack of retrieving episodic memories from their past and showed no efforts to invent or generate alternative memories. It is concluded that especially the prefrontal cortex (frontal lobes) and its associated structures (mediodorsal thalamus, which is regularly degenerated in patients with Korsakoff’s syndrome) are relevant in controlling proper and accurate retrieval of information. This statement also seems to be confirmed from functional imaging results in patients with dissociative amnesia who show a reduced prefrontal metabolism. For normal individuals, states which reduce alertness (e.g., fatigue, sleep deprivation) and consequently dampen prefrontal control functions, similarly can lead to a heightened degree of fragile memory retrieval.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115665714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Tommasi, Sofia Morandini, A. Meneghini, Andrea Ceschi, R. Sartori, Marija Gostimir
"Charitable donations represent a possible indirect way to face the social challenge of poverty with people donating a certain amount of money independently of their social status and social roles. As such, scholarly authors devoted to the study of charity and donating behavior have proposed several models following different perspectives to explain the motivational factors and the individual conditions affecting donating behavior. In the present study, we aim at contributing to the selfish altruism model by suggesting the effect of pseudoinefficacy as possible cognitive bias which may be detrimental for deciding to donate. On the one hand, the selfish altruism model has gained notable attention as a possible explanation of the decision-making process underlying donating behavior. This model suggests that people offer aid to receive something in return or to gain a personal advantage. Such a personal benefit can be seen as the individual sense of being morally satisfied, namely, warm-glow. That is, those who donate may feel higher levels of social esteem, gratitude and respect from others which are aspects feeding their warm-glow. Individual would decide to donate by the possibility to gain moral satisfaction rather than acting for the common good. On the other hand, according to cognitive psychology, pseudoinefficacy may affect donating behaviors as an illusion of inefficacy that arises when individuals can only help some people but not others who yet are equally in need. In this sense, the phenomenon of pseudoinefficacy contributes to the selfish altruism model as an explanation of the individuals’ emotions that may reduce donors’ warm-glow. Ultimately, we propose a critical and interdisciplinary review of donating behaviors model and propose a research agenda for further investigations. Given the widespread of poverty as linked to the worldwide changes (i.e., novel pandemic of Sars-Cov-2), theoretical indications and reflections on donating behavior represent a pragmatic and moral concern whose relevance rests in the potential applied implications."
{"title":"WHY DONATE AND FOR WHAT? THE PSEUDOINEFFICACY BIAS IN DONATING BEHAVIOR","authors":"F. Tommasi, Sofia Morandini, A. Meneghini, Andrea Ceschi, R. Sartori, Marija Gostimir","doi":"10.36315/2022inpact084","DOIUrl":"https://doi.org/10.36315/2022inpact084","url":null,"abstract":"\"Charitable donations represent a possible indirect way to face the social challenge of poverty with people donating a certain amount of money independently of their social status and social roles. As such, scholarly authors devoted to the study of charity and donating behavior have proposed several models following different perspectives to explain the motivational factors and the individual conditions affecting donating behavior. In the present study, we aim at contributing to the selfish altruism model by suggesting the effect of pseudoinefficacy as possible cognitive bias which may be detrimental for deciding to donate. On the one hand, the selfish altruism model has gained notable attention as a possible explanation of the decision-making process underlying donating behavior. This model suggests that people offer aid to receive something in return or to gain a personal advantage. Such a personal benefit can be seen as the individual sense of being morally satisfied, namely, warm-glow. That is, those who donate may feel higher levels of social esteem, gratitude and respect from others which are aspects feeding their warm-glow. Individual would decide to donate by the possibility to gain moral satisfaction rather than acting for the common good. On the other hand, according to cognitive psychology, pseudoinefficacy may affect donating behaviors as an illusion of inefficacy that arises when individuals can only help some people but not others who yet are equally in need. In this sense, the phenomenon of pseudoinefficacy contributes to the selfish altruism model as an explanation of the individuals’ emotions that may reduce donors’ warm-glow. Ultimately, we propose a critical and interdisciplinary review of donating behaviors model and propose a research agenda for further investigations. Given the widespread of poverty as linked to the worldwide changes (i.e., novel pandemic of Sars-Cov-2), theoretical indications and reflections on donating behavior represent a pragmatic and moral concern whose relevance rests in the potential applied implications.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116251643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Religiosity is an inclination to find meaning and purpose of life in order to live an integrated life. Religiosity provides goals and value system, which shapes different aspects of life and enhances mental health and happiness. The objective of this paper is to review the relevance of education for mental health, happiness and religiosity in different Indian environmental context. Four hundred subjects from rural and urban population residing in various location of India were administered Oxford Happiness inventory test, WHO-QOL questionnaires and Religious orientation questionnaire. Multivariate ANOVA performed on differentiation scores revealed significant effects. Findings reveal that significant differences emerged in QOL, Happiness and Religiosity as a function of education, where less educated have higher degree of happiness and religiosity than highly educated participants. Education effect was statistically significant on Religiosity, Quality of Life and Happiness. The data suggests a strong trend in the expected direction. The findings have been discussed in terms of the characteristic education patterns of Indian subcontinent."
{"title":"RELEVANCE OF EDUCATION AND ENVIRONMENT ON RELIGIOSITY, QUALITY OF LIFE AND HAPPINESS","authors":"M. Ganesh Kumar","doi":"10.36315/2022inpact065","DOIUrl":"https://doi.org/10.36315/2022inpact065","url":null,"abstract":"\"Religiosity is an inclination to find meaning and purpose of life in order to live an integrated life. Religiosity provides goals and value system, which shapes different aspects of life and enhances mental health and happiness. The objective of this paper is to review the relevance of education for mental health, happiness and religiosity in different Indian environmental context. Four hundred subjects from rural and urban population residing in various location of India were administered Oxford Happiness inventory test, WHO-QOL questionnaires and Religious orientation questionnaire. Multivariate ANOVA performed on differentiation scores revealed significant effects. Findings reveal that significant differences emerged in QOL, Happiness and Religiosity as a function of education, where less educated have higher degree of happiness and religiosity than highly educated participants. Education effect was statistically significant on Religiosity, Quality of Life and Happiness. The data suggests a strong trend in the expected direction. The findings have been discussed in terms of the characteristic education patterns of Indian subcontinent.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126764609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Background: As a result of globalization, work environments are now characterized by cultural diversity, resulting in diversified norms and approaches to quality of life at work (QWL), for which employees and organizations are unprepared (Ellemers & Rink, 2016). Consideration of this diversity is imperative because it can lead to intercultural misunderstandings and conflicts that are likely to affect employees’ performance and level of QWL (Stahl et al., 2010). Thus, to adapt, employees and organizations need to develop intercultural skills (Nguyen et al., 2018). Objectives: This study aims at three exploratory objectives. First, we observed employees’ perceptions of cultural differences, the indicators that they see as most salient, and how they evaluate them. Second, the perceived consequences of cultural diversity at work. Finally, the personal resources that can enable employees to interact effectively in culturally diverse situations. Method: Semi-structured interviews were conducted with 12 French agricultural employees (10 women and 2 men, aged between 18 and 65). An interview guide was used, and the data were analysed to identify the frequency of occurrence of each theme in text segments (Braun & Clarke, 2006). Results: The results show that the participants were aware of cross-cultural differences, which they perceived through 10 principal indicators. They observed that cultural diversity at work could have both positive (e.g. cohesion) and negative (e.g. racism) personal and organizational consequences and that cultural differences affect QWL and performance. Finally, with regard to the resources required to manage cultural diversity at work. The participants observed the importance of acquiring personal resources, in line with the literature on intercultural skills like cultural intelligence (Early & Ang, 2003)."
背景:由于全球化，工作环境现在以文化多样性为特征，导致工作生活质量(QWL)的规范和方法多样化，员工和组织对此毫无准备(Ellemers & Rink, 2016)。考虑这种多样性是必要的，因为它可能导致跨文化误解和冲突，这可能会影响员工的绩效和QWL水平(Stahl et al.， 2010)。因此，为了适应，员工和组织需要发展跨文化技能(Nguyen et al.， 2018)。目的:本研究旨在三个探索性目标。首先，我们观察了员工对文化差异的看法，他们认为最突出的指标，以及他们如何评估这些指标。第二，工作中文化多样性的感知后果。最后，个人资源，可以使员工在不同文化的情况下有效地互动。方法:对12名法国农业从业人员进行半结构化访谈，其中女性10名，男性2名，年龄在18 ~ 65岁之间。使用访谈指南，并对数据进行分析，以确定文本段中每个主题的出现频率(Braun & Clarke, 2006)。结果:研究结果表明，被试意识到跨文化差异，他们通过10个主要指标感知到跨文化差异。他们观察到，工作中的文化多样性可能对个人和组织产生积极(例如凝聚力)和消极(例如种族主义)的影响，文化差异会影响QWL和绩效。最后，关于管理工作中的文化多样性所需的资源。参与者观察到获取个人资源的重要性，这与文化智力等跨文化技能的文献一致(Early & Ang, 2003)。
{"title":"CULTURAL DIVERSITY AT WORK: CONCEPTS, PERCEIVED CONSEQUENCES AND PERSONAL RESOURCES FOR FRENCH AGRICULTURAL EMPLOYEES","authors":"Alexandrine Ceschiutti, René Mokounkolo","doi":"10.36315/2022inpact044","DOIUrl":"https://doi.org/10.36315/2022inpact044","url":null,"abstract":"\"Background: As a result of globalization, work environments are now characterized by cultural diversity, resulting in diversified norms and approaches to quality of life at work (QWL), for which employees and organizations are unprepared (Ellemers & Rink, 2016). Consideration of this diversity is imperative because it can lead to intercultural misunderstandings and conflicts that are likely to affect employees’ performance and level of QWL (Stahl et al., 2010). Thus, to adapt, employees and organizations need to develop intercultural skills (Nguyen et al., 2018). Objectives: This study aims at three exploratory objectives. First, we observed employees’ perceptions of cultural differences, the indicators that they see as most salient, and how they evaluate them. Second, the perceived consequences of cultural diversity at work. Finally, the personal resources that can enable employees to interact effectively in culturally diverse situations. Method: Semi-structured interviews were conducted with 12 French agricultural employees (10 women and 2 men, aged between 18 and 65). An interview guide was used, and the data were analysed to identify the frequency of occurrence of each theme in text segments (Braun & Clarke, 2006). Results: The results show that the participants were aware of cross-cultural differences, which they perceived through 10 principal indicators. They observed that cultural diversity at work could have both positive (e.g. cohesion) and negative (e.g. racism) personal and organizational consequences and that cultural differences affect QWL and performance. Finally, with regard to the resources required to manage cultural diversity at work. The participants observed the importance of acquiring personal resources, in line with the literature on intercultural skills like cultural intelligence (Early & Ang, 2003).\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127385617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The aim of this study was to investigate the direct and indirect effect of the Unplugged program on alcohol consumption (AC) as reported by schoolchildren a year after program implementation within a Solomon four group design. A randomized control trial using the Unplugged program was carried out among schoolchildren at 24 primary schools. Twelve schools were assigned to the experimental group (EG, n = 798, n = 401EG no pre-test, n = 397EG pre-test) while 12 schools were assigned to the control group (CG, n = 622, n = 298CG no pre-test, n = 333CG pre-test). The mean age of the schoolchildren was 13.5 years, SD = 0.59; 47.5% girls. The sample consisted of 1420 schoolchildren in total. The data collection was carried out immediately before implementing the program (T1, experimental and control group with a pre-test), immediately after implementing the program (T2) and a year after program implementation (T3). The consumption of alcohol during the last 30 days (Hibbel, Guttormsson, Ahlström, & Kraus, 2012) was dichotomized for the purposes of the statistical analysis. A serial mediation analysis was performed through the Hayes´ PROCESS tool in SPSS 25 (Model 6). The controlled variables in the serial mediation analysis were ACT2, pretest, and gender. The mediation effect was tested on 5000 samples by means of Bootstrapping. The direct effect of Unplugged on ACT3 was confirmed. The effect of Unplugged on ACT3 was serially mediated by meaningful participation in the community T3 and satisfaction with oneself T3. The results of this study have contributed to the effectiveness of the European school-based drug use prevention program Unplugged among Slovak schoolchildren."
“这项研究的目的是调查不插电项目对酒精消费(AC)的直接和间接影响，这是在所罗门四组设计中，在项目实施一年后由学童报告的。在24所小学的学生中进行了一项使用不插电项目的随机对照试验。12所学校分为实验组(EG, n = 798, n = 401EG不预测，n = 397EG预测)，12所学校分为对照组(CG, n = 622, n = 298CG不预测，n = 333CG预测)。学龄儿童平均年龄为13.5岁，SD = 0.59;47.5%的女孩。样本共包括1420名学童。数据收集在方案实施前立即进行(T1，实验组和对照组进行预测试)，方案实施后立即进行(T2)和方案实施后一年进行(T3)。为了进行统计分析，将过去30天内的酒精消费量(Hibbel, Guttormsson, Ahlström， & Kraus, 2012)进行了二分类。通过SPSS 25中的Hayes’PROCESS工具进行序列中介分析(模型6)。序列中介分析的控制变量为ACT2、pretest和性别。采用Bootstrapping方法对5000个样本进行了中介效应检验。证实了Unplugged对ACT3的直接影响。不插电对ACT3的影响是由社区T3的有意义参与和对自身T3的满意依次介导的。这项研究的结果促进了欧洲在斯洛伐克学生中开展的以学校为基础的预防吸毒项目的有效性。”
{"title":"THE EFFECT OF A SCHOOL PREVENTION PROGRAM ON ALCOHOL CONSUMPTION A SOLOMON FOUR GROUP DESIGN","authors":"O. Orosová, B. Gajdošová, J. Benka","doi":"10.36315/2022inpact079","DOIUrl":"https://doi.org/10.36315/2022inpact079","url":null,"abstract":"\"The aim of this study was to investigate the direct and indirect effect of the Unplugged program on alcohol consumption (AC) as reported by schoolchildren a year after program implementation within a Solomon four group design. A randomized control trial using the Unplugged program was carried out among schoolchildren at 24 primary schools. Twelve schools were assigned to the experimental group (EG, n = 798, n = 401EG no pre-test, n = 397EG pre-test) while 12 schools were assigned to the control group (CG, n = 622, n = 298CG no pre-test, n = 333CG pre-test). The mean age of the schoolchildren was 13.5 years, SD = 0.59; 47.5% girls. The sample consisted of 1420 schoolchildren in total. The data collection was carried out immediately before implementing the program (T1, experimental and control group with a pre-test), immediately after implementing the program (T2) and a year after program implementation (T3). The consumption of alcohol during the last 30 days (Hibbel, Guttormsson, Ahlström, & Kraus, 2012) was dichotomized for the purposes of the statistical analysis. A serial mediation analysis was performed through the Hayes´ PROCESS tool in SPSS 25 (Model 6). The controlled variables in the serial mediation analysis were ACT2, pretest, and gender. The mediation effect was tested on 5000 samples by means of Bootstrapping. The direct effect of Unplugged on ACT3 was confirmed. The effect of Unplugged on ACT3 was serially mediated by meaningful participation in the community T3 and satisfaction with oneself T3. The results of this study have contributed to the effectiveness of the European school-based drug use prevention program Unplugged among Slovak schoolchildren.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125248255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Mathematics is one of the most important subjects that students learn at all levels of education. Understanding and competence in mathematics allows to integrate better into the labour market, perform complex calculations and model significant processes. It is mathematics that has been proven to be the most sensitive to compulsory distance learning as a result of the Covid-19 pandemic. Due to the state of emergency in Latvia, all schools were periodically closed for a total of 9 months, when the learning process could only take place in the e-environment. In this context, the study was motivated by the question ""Does digital stress exist for the digital generation and how does it affect the learning of mathematics?"" The aim of the study is to determine the initiators of digital stress by using the Stressor-strain-outcome framework and the consequences that students face when learning math remotely. Using the Partial Least Squares Structural Equation Modelling with SmartPLS, a survey data of 185 students were analyzed. Anxiety, lack of instantaneous feedback, risks of self-directed learning and social isolation were found to contribute to digital stress, which in turn has a negative impact on interest and performance in learning mathematics. The study helped to delve into students' feelings and needs, as well as to develop recommendations to reduce the effects of the pandemic, to manage learning processes more effectively, to gain students' respect and to promote better learning in mathematics."
{"title":"LEARNING HABITS: DOES THE DIGITAL GENERATION HAVE DIGITAL STRESS AND HOW DOES IT AFFECT THE LEARNING OF MATHEMATICS?","authors":"Aija Cunska","doi":"10.36315/2022inpact042","DOIUrl":"https://doi.org/10.36315/2022inpact042","url":null,"abstract":"\"Mathematics is one of the most important subjects that students learn at all levels of education. Understanding and competence in mathematics allows to integrate better into the labour market, perform complex calculations and model significant processes. It is mathematics that has been proven to be the most sensitive to compulsory distance learning as a result of the Covid-19 pandemic. Due to the state of emergency in Latvia, all schools were periodically closed for a total of 9 months, when the learning process could only take place in the e-environment. In this context, the study was motivated by the question \"\"Does digital stress exist for the digital generation and how does it affect the learning of mathematics?\"\" The aim of the study is to determine the initiators of digital stress by using the Stressor-strain-outcome framework and the consequences that students face when learning math remotely. Using the Partial Least Squares Structural Equation Modelling with SmartPLS, a survey data of 185 students were analyzed. Anxiety, lack of instantaneous feedback, risks of self-directed learning and social isolation were found to contribute to digital stress, which in turn has a negative impact on interest and performance in learning mathematics. The study helped to delve into students' feelings and needs, as well as to develop recommendations to reduce the effects of the pandemic, to manage learning processes more effectively, to gain students' respect and to promote better learning in mathematics.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122377420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Our purpose is to present the first results of the application of a resource to analyze the ability to understand metaphors, with a group of 36 Portuguese children, from 4 to 6 years old. The instrument is the adaptation to European Portuguese of the TCM Junior, a metaphor comprehension test for children, from 4 to 6 years old, of Italian origin, which exists in circulation and with standardized data. At the moment, the material used is properly adapted for the Portuguese population, having followed all the rules of linguistic and cultural adaptation, and it is in the application phase, with a view to its measurement and loyalty, by meeting normative data. However, according to the tests carried out, the resource seems to us to have great potential: it is well accepted by children, it is discriminatory, within and between ages, the averages obtained are close to those of Italian counterparts, thus, the promising results are predictors a valid and necessary resource for the national context. The inexistence of adapted and available resources for European Portuguese on this subject is a fact. Moving forward with this task, a necessary and urgent task was looming, with guarantees of construct, theoretical and even content validity, based on the evidence of the original authors. We will also try, although briefly and not completely, for obvious reasons, to account for the instrument's architecture. We also consider, given its characteristics and evidence, and even as an initial project, that the resource in question can and should work as intervention material in terms of promoting the awareness of figurative and metaphorical language, it can be used by psychologists and other educators."
{"title":"UNDERSTANDING METAPHORS: GETTING STARTED WITH TCM JUNIOR","authors":"A. Figueira, Cátia Santos","doi":"10.36315/2022inpact073","DOIUrl":"https://doi.org/10.36315/2022inpact073","url":null,"abstract":"\"Our purpose is to present the first results of the application of a resource to analyze the ability to understand metaphors, with a group of 36 Portuguese children, from 4 to 6 years old. The instrument is the adaptation to European Portuguese of the TCM Junior, a metaphor comprehension test for children, from 4 to 6 years old, of Italian origin, which exists in circulation and with standardized data. At the moment, the material used is properly adapted for the Portuguese population, having followed all the rules of linguistic and cultural adaptation, and it is in the application phase, with a view to its measurement and loyalty, by meeting normative data. However, according to the tests carried out, the resource seems to us to have great potential: it is well accepted by children, it is discriminatory, within and between ages, the averages obtained are close to those of Italian counterparts, thus, the promising results are predictors a valid and necessary resource for the national context. The inexistence of adapted and available resources for European Portuguese on this subject is a fact. Moving forward with this task, a necessary and urgent task was looming, with guarantees of construct, theoretical and even content validity, based on the evidence of the original authors. We will also try, although briefly and not completely, for obvious reasons, to account for the instrument's architecture. We also consider, given its characteristics and evidence, and even as an initial project, that the resource in question can and should work as intervention material in terms of promoting the awareness of figurative and metaphorical language, it can be used by psychologists and other educators.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128137223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"In recent decades, work has been going through a series of transformations leading to the rise of virtual organizations and to the spread of gamification practices. On the other side, also play activities have been going through a process of “workification”, with the rise of phenomena such as “grinding” in video games. Nowadays, the boundaries between work and play are blurred, so that the old dichotomies between game and labour do not hold anymore. This entanglement between work and play might shape the organizations and the dynamics of their members, radically. To understand how, we investigate organizational dynamics occurring in a multiplayer video game, as virtual gaming worlds are often designed to replicate complex social structures and serious work ecosystems. We involve Esports professionals, streamers, and amateur players as they differently intertwine “playing” and “working” practices during the gaming activity. Professionals have problems that are typical of workers, like pursuing a remunerated career in the area; streamers invest an emotional labour during live performances in order to attract spectators who economically sustain them; amateur players could perceive their activity as a “second work”. An ethnographic study within an Italian gaming community is in progress. We focus on “Call of Duty: Warzone”, a First-Person Shooter Battle Royale game which requires players to enact organizational efforts in order to reach the in-game objectives (e.g., defeat the enemy team). The study uses i) semi-structured interviews and participant observation conducted in the game environment played by the amateurs, ii-iii) observation of gaming sessions, analysis of online content and semi-structured interviews with reference to streamers and professional, iv) analysis of communication exchanges of all three types of players during the gaming sessions. We expect that players belonging to different categories will enact distinct organizational behaviours and give rise to various organizational structures. A cross-comparison between them, which is missing in current literature, would clarify how different modalities of combining work and play impact on organizational behaviours and dynamics; it could also help both academic and practitioners address the issues faced by current working virtual organizations, by providing insights on how to effectively organize people collaborating from a distance through “best practices” that can be found in games. Preliminary results will be presented at the conference. Since the study is targeted to the Italian context, generalization of the results might be difficult; however, we expect to provide rich insights through the adoption of a qualitative ethnographic approach."
{"title":"PROFESSIONALS, STREAMERS AND AMATEUR PLAYERS: AN ETHNOGRAPHY FOR EXPLORING ORGANIZATIONAL BEHAVIOURS IN DIFFERENT WORK-PLAY CONDITIONS","authors":"A. Boldi, A. Rapp, Maurizio Tirassa","doi":"10.36315/2022inpact093","DOIUrl":"https://doi.org/10.36315/2022inpact093","url":null,"abstract":"\"In recent decades, work has been going through a series of transformations leading to the rise of virtual organizations and to the spread of gamification practices. On the other side, also play activities have been going through a process of “workification”, with the rise of phenomena such as “grinding” in video games. Nowadays, the boundaries between work and play are blurred, so that the old dichotomies between game and labour do not hold anymore. This entanglement between work and play might shape the organizations and the dynamics of their members, radically. To understand how, we investigate organizational dynamics occurring in a multiplayer video game, as virtual gaming worlds are often designed to replicate complex social structures and serious work ecosystems. We involve Esports professionals, streamers, and amateur players as they differently intertwine “playing” and “working” practices during the gaming activity. Professionals have problems that are typical of workers, like pursuing a remunerated career in the area; streamers invest an emotional labour during live performances in order to attract spectators who economically sustain them; amateur players could perceive their activity as a “second work”. An ethnographic study within an Italian gaming community is in progress. We focus on “Call of Duty: Warzone”, a First-Person Shooter Battle Royale game which requires players to enact organizational efforts in order to reach the in-game objectives (e.g., defeat the enemy team). The study uses i) semi-structured interviews and participant observation conducted in the game environment played by the amateurs, ii-iii) observation of gaming sessions, analysis of online content and semi-structured interviews with reference to streamers and professional, iv) analysis of communication exchanges of all three types of players during the gaming sessions. We expect that players belonging to different categories will enact distinct organizational behaviours and give rise to various organizational structures. A cross-comparison between them, which is missing in current literature, would clarify how different modalities of combining work and play impact on organizational behaviours and dynamics; it could also help both academic and practitioners address the issues faced by current working virtual organizations, by providing insights on how to effectively organize people collaborating from a distance through “best practices” that can be found in games. Preliminary results will be presented at the conference. Since the study is targeted to the Italian context, generalization of the results might be difficult; however, we expect to provide rich insights through the adoption of a qualitative ethnographic approach.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131094673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Sartori, F. Tommasi, Andrea Ceschi, Giorgia Giusto, Sofia Morandini, Beniamino Caputo, Marija Gostimir
"In the current times of labor market transformations characterized by increasing globalization and digitalization processes, institutions and organizations are aiming at fostering employees’ levels of employability via training interventions at work. Higher levels of employability sustain employees’ competitiveness and job security as well as organizational productivity. Some scholarly authors define employability as a form of proactive adaptability specific to work that allows employees to identify and implement their career plans. It is also defined as the ability to transition effortlessly among the different occupations, allowing the individual to obtain employment. Given this, interventions aimed at fostering proactivity are deemed to be a possible way to foster employability. In recent years, researchers and practitioners have extensively examined employability, identifying different and separate antecedents, i.e., volition, support for career, skill development, job-related skills, willingness to change jobs, self-efficacy, and applicability of training on the job. In this study, we aim to give a contribution to such literature on training interventions to promote employability by proposing critical scrutiny around training interventions by which we will introduce job crafting intervention as a candidate to foster employability by supporting employees’ proactive behaviors. Indeed, job crafting intervention is a specific training aimed at promoting proactive behavior. In particular, it focuses on four main employees’ behavioral strategies, namely, (a) reducing job demands, (b) seeking challenges at work, (c) optimizing and (d) enhancing job resources. By promoting such behavioral strategies, employees can foster the applicability of learning by doing at work which directly affect the overall sense of employees’ employability. For instance, seeking challenges strategies can indirectly lead to learn novel practices at work affecting their sense of competence and organizational belonging. Likewise, reducing job demands and enhancing job resources can be seen as behavioral strategies which can directly foster practical knowledge (i.e., know-how) and its applicability which in turn may lead to higher levels of perceived employability among employees. Hence, in this study, we will firstly outline the benefit of training interventions at the workplace within which job crafting can be seen as a possible training pathway to foster employability. Secondly, we will present the specific training strategies setting a research agenda for further developments. Ultimately, we aim at lecturing about the pragmatic and moral concern of the notion of employability by proposing a theoretical discussion for practical implications."
{"title":"FOSTERING EMPLOYABILITY AT WORK THROUGH JOB CRAFTING","authors":"R. Sartori, F. Tommasi, Andrea Ceschi, Giorgia Giusto, Sofia Morandini, Beniamino Caputo, Marija Gostimir","doi":"10.36315/2022inpact086","DOIUrl":"https://doi.org/10.36315/2022inpact086","url":null,"abstract":"\"In the current times of labor market transformations characterized by increasing globalization and digitalization processes, institutions and organizations are aiming at fostering employees’ levels of employability via training interventions at work. Higher levels of employability sustain employees’ competitiveness and job security as well as organizational productivity. Some scholarly authors define employability as a form of proactive adaptability specific to work that allows employees to identify and implement their career plans. It is also defined as the ability to transition effortlessly among the different occupations, allowing the individual to obtain employment. Given this, interventions aimed at fostering proactivity are deemed to be a possible way to foster employability. In recent years, researchers and practitioners have extensively examined employability, identifying different and separate antecedents, i.e., volition, support for career, skill development, job-related skills, willingness to change jobs, self-efficacy, and applicability of training on the job. In this study, we aim to give a contribution to such literature on training interventions to promote employability by proposing critical scrutiny around training interventions by which we will introduce job crafting intervention as a candidate to foster employability by supporting employees’ proactive behaviors. Indeed, job crafting intervention is a specific training aimed at promoting proactive behavior. In particular, it focuses on four main employees’ behavioral strategies, namely, (a) reducing job demands, (b) seeking challenges at work, (c) optimizing and (d) enhancing job resources. By promoting such behavioral strategies, employees can foster the applicability of learning by doing at work which directly affect the overall sense of employees’ employability. For instance, seeking challenges strategies can indirectly lead to learn novel practices at work affecting their sense of competence and organizational belonging. Likewise, reducing job demands and enhancing job resources can be seen as behavioral strategies which can directly foster practical knowledge (i.e., know-how) and its applicability which in turn may lead to higher levels of perceived employability among employees. Hence, in this study, we will firstly outline the benefit of training interventions at the workplace within which job crafting can be seen as a possible training pathway to foster employability. Secondly, we will present the specific training strategies setting a research agenda for further developments. Ultimately, we aim at lecturing about the pragmatic and moral concern of the notion of employability by proposing a theoretical discussion for practical implications.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122202418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The PYD framework is based on Relational Developmental System Theory, which focuses on the importance of the interplay between individual characteristics and contexts (e.g., school, family, community, society) (Lerner, 2007). In the study, we will put this model through an empirical test using structural equation modelling. We will test a path leading from developmental assets (internal and external assets) to the 5Cs and further on to the positive (contribution) and negative (bullying, anxiety) outcomes. The basic assumptions are that the amount of developmental assets present is related to the PYD outcomes, the 5Cs, and these to the lower level of risky and problem behavior and to greater contribution. We will test three alternative models with variations in the 5Cs part: 5Cs model, one-factor model, two-factor model. The rationale for testing 5Cs as one factor originates in the studies (e.g., Holsen et al., 2017) showing that the associations between the 5Cs and negative outcomes appear to depend on how the 5Cs are treated in data analysis, i.e., as separate Cs or as one PYD factor. Similarly, proofs of a two-factor model can be found in the literature (Årdal et al., 2018). We will use Slovenian youth sample (N = 1982; 57.4% female; Mage = 15.35, SD = 1.21) participating in PYD-SI-MODEL study and a selection of self-report measures: Developmental Assets Profile (Scales, 2011), PYD questionnaire (Geldof et al., 2013), LAOM Anxiety Scale (Kozina, 2012); Adolescent Peer Relationship Index Bully-Target (Parada, 2000), and Thriving and Contribution Indicators (Benson, 2003). The findings show better fit of the 5C model. The study is the first of this kind to test the model on Slovenian data therefore together with scientific added value, the study has direct implications also for practice and for the promotion of positive youth development in Slovenia."
PYD框架基于关系发展系统理论，该理论关注个人特征与环境(如学校、家庭、社区、社会)之间相互作用的重要性(Lerner, 2007)。在研究中，我们将使用结构方程模型对该模型进行实证检验。我们将测试一条从发展资产(内部和外部资产)到5c，再到积极(贡献)和消极(欺凌、焦虑)结果的路径。基本假设是，存在的发展性资产的数量与PYD结果、5c相关，这些与风险和问题行为的较低水平以及更大的贡献相关。我们将在5c部分测试三种不同的模型:5c模型、单因素模型、双因素模型。将5c作为一个因素进行测试的理由源于研究(例如，Holsen等人，2017年)，研究表明5c与负面结果之间的关联似乎取决于在数据分析中如何处理5c，即作为单独的Cs或作为一个PYD因素。同样，双因素模型的证明可以在文献中找到(Årdal et al.， 2018)。我们将使用斯洛文尼亚青年样本(N = 1982;57.4%的女性;Mage = 15.35, SD = 1.21)参与PYD- si - model研究，并选择自我报告量表:发展资产概况(Scales, 2011)、PYD问卷(Geldof et al.， 2013)、LAOM焦虑量表(Kozina, 2012);青少年同伴关系指数欺凌目标(Parada, 2000)和繁荣与贡献指标(Benson, 2003)。研究结果显示，5C模型的契合度更高。这项研究是第一次在斯洛文尼亚的数据上测试这种模型，因此，与科学附加值一起，这项研究对斯洛文尼亚的实践和促进积极的青年发展也有直接的影响。”
{"title":"POSITIVE YOUTH DEVELOPMENT IN SLOVENIA: TEST OF A MODEL","authors":"A. Kozina, Tina Pivec","doi":"10.36315/2022inpact021","DOIUrl":"https://doi.org/10.36315/2022inpact021","url":null,"abstract":"\"The PYD framework is based on Relational Developmental System Theory, which focuses on the importance of the interplay between individual characteristics and contexts (e.g., school, family, community, society) (Lerner, 2007). In the study, we will put this model through an empirical test using structural equation modelling. We will test a path leading from developmental assets (internal and external assets) to the 5Cs and further on to the positive (contribution) and negative (bullying, anxiety) outcomes. The basic assumptions are that the amount of developmental assets present is related to the PYD outcomes, the 5Cs, and these to the lower level of risky and problem behavior and to greater contribution. We will test three alternative models with variations in the 5Cs part: 5Cs model, one-factor model, two-factor model. The rationale for testing 5Cs as one factor originates in the studies (e.g., Holsen et al., 2017) showing that the associations between the 5Cs and negative outcomes appear to depend on how the 5Cs are treated in data analysis, i.e., as separate Cs or as one PYD factor. Similarly, proofs of a two-factor model can be found in the literature (Årdal et al., 2018). We will use Slovenian youth sample (N = 1982; 57.4% female; Mage = 15.35, SD = 1.21) participating in PYD-SI-MODEL study and a selection of self-report measures: Developmental Assets Profile (Scales, 2011), PYD questionnaire (Geldof et al., 2013), LAOM Anxiety Scale (Kozina, 2012); Adolescent Peer Relationship Index Bully-Target (Parada, 2000), and Thriving and Contribution Indicators (Benson, 2003). The findings show better fit of the 5C model. The study is the first of this kind to test the model on Slovenian data therefore together with scientific added value, the study has direct implications also for practice and for the promotion of positive youth development in Slovenia.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131133940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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