Yanina Michelini, Ignacio Acuña, J. I. Guzmán, J. C. Godoy
Introduction: Film clips are the most used stimuli to induce diff erent emotional states. Objective: Identify, select, and evaluate a set of fi lm clips according to dimensionality and discreteness of emotions. Film experts suggested 437 fragments, but only 70 met the criteria to be included in the LATEMO-E fi lm-clip database. Study 1: The 70 fi lm clips were tested for their ability to induce disgust, anger, fear, sadness, amusement, tenderness, and neutral (n = 147 participants; mean age = 20.64 years, SD ±2.21 years). Results: A total of 28 fi lm clips presented adequate scores on intensity and discreteness. Study 2: A total of 28 selected fi lm clips were assessed again in a new sample of 106 participants (mean age = 20.96 years, SD ±2.45 years). Results: Anger and amusement fi lm clips were the most extreme in the valence and activation dimensions. Anger and fear fi lm clips were the most extreme categories in the intensity, certainty, and control dimensions. Conclusions: These stimuli were useful for inducing emotional states that can be judged from both the dimensional perspective of emotions and the basic emotions perspective. Evoked emotions could be diff erentiated according to cognitive patterns of evaluation that guide behavior in response to emotional stimulation.
{"title":"LATEMO-E: A Film Database to Elicit Discrete Emotions and Evaluate Emotional Dimensions in Latin-Americans","authors":"Yanina Michelini, Ignacio Acuña, J. I. Guzmán, J. C. Godoy","doi":"10.9788/TP2019.2-13","DOIUrl":"https://doi.org/10.9788/TP2019.2-13","url":null,"abstract":"Introduction: Film clips are the most used stimuli to induce diff erent emotional states. Objective: Identify, select, and evaluate a set of fi lm clips according to dimensionality and discreteness of emotions. Film experts suggested 437 fragments, but only 70 met the criteria to be included in the LATEMO-E fi lm-clip database. Study 1: The 70 fi lm clips were tested for their ability to induce disgust, anger, fear, sadness, amusement, tenderness, and neutral (n = 147 participants; mean age = 20.64 years, SD ±2.21 years). Results: A total of 28 fi lm clips presented adequate scores on intensity and discreteness. Study 2: A total of 28 selected fi lm clips were assessed again in a new sample of 106 participants (mean age = 20.96 years, SD ±2.45 years). Results: Anger and amusement fi lm clips were the most extreme in the valence and activation dimensions. Anger and fear fi lm clips were the most extreme categories in the intensity, certainty, and control dimensions. Conclusions: These stimuli were useful for inducing emotional states that can be judged from both the dimensional perspective of emotions and the basic emotions perspective. Evoked emotions could be diff erentiated according to cognitive patterns of evaluation that guide behavior in response to emotional stimulation.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132283137","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}
Developing awareness of stereotypes regarding people with mental disorders has great relevance, as it implies understanding the characteristics of the shared conceptualization society has toward this social group. Such understanding identifi es elements for action aiming to favor the social inclusion of these individuals. This research aimed to develop the Scale of Stereotypes about the Mentally Ill (SSMI) by gathering psychometric data. Two studies were performed. In Study 1, 210 university students with a mean age of 24.07 (SD = 5.77) participated. In Study 2, 206 university students with a mean age of 24.35 (SD = 6.51) were included. In the fi rst study, principal component analysis indicated the existence of two components (Threat Stereotypes, α = 0.81; Disability stereotypes, α = 0.80) with 10 items in total. In the second study, a confi rmatory factor analysis indicated that the two-factor model proposed for the scale was adequate: χ2/df = 2.31, GFI = 0.93, CFI = 0.94, and RMSEA = 0.08 (90% CI = 0.057 – 0.103). It was concluded that this measure exhibits apparent factor validity and internal consistency and can be used to measure stereotypes about individuals with mental illness adequately.
{"title":"Scale of Stereotypes about the Mentally Ill: Construction and Preliminary Psychometric Evidence","authors":"Patrícia Fonseca de Sousa, S. Maciel","doi":"10.9788/TP2019.2-12","DOIUrl":"https://doi.org/10.9788/TP2019.2-12","url":null,"abstract":"Developing awareness of stereotypes regarding people with mental disorders has great relevance, as it implies understanding the characteristics of the shared conceptualization society has toward this social group. Such understanding identifi es elements for action aiming to favor the social inclusion of these individuals. This research aimed to develop the Scale of Stereotypes about the Mentally Ill (SSMI) by gathering psychometric data. Two studies were performed. In Study 1, 210 university students with a mean age of 24.07 (SD = 5.77) participated. In Study 2, 206 university students with a mean age of 24.35 (SD = 6.51) were included. In the fi rst study, principal component analysis indicated the existence of two components (Threat Stereotypes, α = 0.81; Disability stereotypes, α = 0.80) with 10 items in total. In the second study, a confi rmatory factor analysis indicated that the two-factor model proposed for the scale was adequate: χ2/df = 2.31, GFI = 0.93, CFI = 0.94, and RMSEA = 0.08 (90% CI = 0.057 – 0.103). It was concluded that this measure exhibits apparent factor validity and internal consistency and can be used to measure stereotypes about individuals with mental illness adequately.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125080878","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}
Response styles are systematic ways of responding to self-report items that may impact the validity and the precision of scores from instruments. One of these biases is extreme responding (ER), which occurs when a person tends to use only extreme rating categories from a response scale (e.g., totally disagree or totally agree), irrespective of item content. Many diff erent methods were developed that aim to identify and control extreme responses to provide a more accurate assessment of an individual’s trait. The aim of this study is to perform a systematic review of these main techniques for statistical control of extreme responses in psychometric instruments of self-report. We identifi ed several analytical approaches, which we organized into seven clusters, from simple count of the numbers of extreme response to the use of modern statistics methods, as Item Response Theory uni and multidimensional. Advantages and limitations of each method are discussed. We also present a general diagram that summarizes the distinct available methods we found.
{"title":"Methods for the Control of Extreme Response Styles in Self-Report Instruments: A Review","authors":"A. Costa, N. H. Filho","doi":"10.9788/TP2019.2-02","DOIUrl":"https://doi.org/10.9788/TP2019.2-02","url":null,"abstract":"Response styles are systematic ways of responding to self-report items that may impact the validity and the precision of scores from instruments. One of these biases is extreme responding (ER), which occurs when a person tends to use only extreme rating categories from a response scale (e.g., totally disagree or totally agree), irrespective of item content. Many diff erent methods were developed that aim to identify and control extreme responses to provide a more accurate assessment of an individual’s trait. The aim of this study is to perform a systematic review of these main techniques for statistical control of extreme responses in psychometric instruments of self-report. We identifi ed several analytical approaches, which we organized into seven clusters, from simple count of the numbers of extreme response to the use of modern statistics methods, as Item Response Theory uni and multidimensional. Advantages and limitations of each method are discussed. We also present a general diagram that summarizes the distinct available methods we found.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132586353","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}
Signed since 1990, school inclusion has brought challenges to the teaching practice not only due to the demands of teaching-learning, but also of the relation with the included student. Therefore, the present study aimed to characterize teachers about emotional competence and coping styles, as well as evaluate the quality of the included student-teacher relationship and the association between these variables. An analytical, quantitative and cross-sectional, observational study was carried out, involving 63 teachers from schools that attend students with defi cits in the performance of mental/intellectual functions in São Leopoldo-RS. They responded to the Sociodemographic and Labor Questionnaire, the Inventory of Emotional Competencies, the Brief Scale COPE and the Teacher-Student Relationship Scale. Descriptive and inferential statistical analyzes (Pearson’s correlation and Multiple Linear Regression) revealed that although teachers have emotional skills and adaptive coping strategies, the confl ict factor was highlighted in the evaluation of the teacher-student relationship, with self-blame, positive reinterpretation and humor being the strategies that best explain it. Thus, the importance of investing in training actions in the area of inclusion is confi rmed, since the demands involved in this work tend to overwhelm teachers, refl ecting on the quality of their relationship with the included student.
{"title":"Emotional Competence, Coping Styles and the Included Student-Teacher Relationship","authors":"Cecilia Silva, A. H. Marin","doi":"10.9788/TP2019.2-19","DOIUrl":"https://doi.org/10.9788/TP2019.2-19","url":null,"abstract":"Signed since 1990, school inclusion has brought challenges to the teaching practice not only due to the demands of teaching-learning, but also of the relation with the included student. Therefore, the present study aimed to characterize teachers about emotional competence and coping styles, as well as evaluate the quality of the included student-teacher relationship and the association between these variables. An analytical, quantitative and cross-sectional, observational study was carried out, involving 63 teachers from schools that attend students with defi cits in the performance of mental/intellectual functions in São Leopoldo-RS. They responded to the Sociodemographic and Labor Questionnaire, the Inventory of Emotional Competencies, the Brief Scale COPE and the Teacher-Student Relationship Scale. Descriptive and inferential statistical analyzes (Pearson’s correlation and Multiple Linear Regression) revealed that although teachers have emotional skills and adaptive coping strategies, the confl ict factor was highlighted in the evaluation of the teacher-student relationship, with self-blame, positive reinterpretation and humor being the strategies that best explain it. Thus, the importance of investing in training actions in the area of inclusion is confi rmed, since the demands involved in this work tend to overwhelm teachers, refl ecting on the quality of their relationship with the included student.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130948972","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 scientifi c method is indispensable for the consolidation of evidence-based Psychology. However, Psychology is a discipline permeated by doubts about its scientifi c nature, and there are resistances to the scientifi c method by its students and professionals. The aim of this study was to verify relations between Attitude towards Science in Psychology’s scores (ATSP) and sociodemographic characteristics. Participants were 611 people, students or professionals of Psychology, from all regions of Brazil, with 18 to 75 years, 64.2% women. Participants answered a sociodemographic questionnaire and the Attitude towards Science in Psychology Scale. Men presented ATSP more favorable than women, as did students from private universities compared to public universities and people who work in relation to those who do not work. Rio de Janeiro presented lower rates of ATSP compared to other states in the South and Southeast. The results promote preliminary fi ndings of variables involved in the diffi culty of constructing a scientifi c psychology in Brazil.
{"title":"Attitudes towards Science in Psychology: Relationships with Sociodemographic Characteristics among Brazilian Students and Professionals","authors":"Bheatrix Bienemann, B. Damásio","doi":"10.9788/TP2019.2-17","DOIUrl":"https://doi.org/10.9788/TP2019.2-17","url":null,"abstract":"The scientifi c method is indispensable for the consolidation of evidence-based Psychology. However, Psychology is a discipline permeated by doubts about its scientifi c nature, and there are resistances to the scientifi c method by its students and professionals. The aim of this study was to verify relations between Attitude towards Science in Psychology’s scores (ATSP) and sociodemographic characteristics. Participants were 611 people, students or professionals of Psychology, from all regions of Brazil, with 18 to 75 years, 64.2% women. Participants answered a sociodemographic questionnaire and the Attitude towards Science in Psychology Scale. Men presented ATSP more favorable than women, as did students from private universities compared to public universities and people who work in relation to those who do not work. Rio de Janeiro presented lower rates of ATSP compared to other states in the South and Southeast. The results promote preliminary fi ndings of variables involved in the diffi culty of constructing a scientifi c psychology in Brazil.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124113561","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}
Silvio José Lemos Vasconcellos, Matheus Rizzatti, Thamires Pereira Barbosa, Bruna Sangoi Schmitz, Vanessa Cristina Nascimento Coelho, A. Machado
The present article aims to propose a theoretical discussion regarding the role of lying based upon the Evolutionary Psychology perspective by shedding a new light on the main studies conducted in this area. In order to do so, this article addresses the phylogenies and ontogenies of the capability to lie, both suggesting that the rise of lying as a pro-social deed is intimately related with Homo sapiens incredibly broad and complex communication skills. Like so, the paper continues on expatiating on the underlying cognitive and neuronal mechanisms of lying and lying recognition, as well as the diff erences amongst genders concerning the ability to recognize deceit. Broadly, the present theoretic study may elucidate the current state of knowledge regarding the topic, thus signaling necessary and more promising paths for future studies to follow with the purpose of contributing to fi elds where the act of uttering lies is highly present, such as the judicial context.
{"title":"Understanding Lies Based on Evolutionary Psychology: A Critical Review","authors":"Silvio José Lemos Vasconcellos, Matheus Rizzatti, Thamires Pereira Barbosa, Bruna Sangoi Schmitz, Vanessa Cristina Nascimento Coelho, A. Machado","doi":"10.9788/TP2019.1-11","DOIUrl":"https://doi.org/10.9788/TP2019.1-11","url":null,"abstract":"The present article aims to propose a theoretical discussion regarding the role of lying based upon the Evolutionary Psychology perspective by shedding a new light on the main studies conducted in this area. In order to do so, this article addresses the phylogenies and ontogenies of the capability to lie, both suggesting that the rise of lying as a pro-social deed is intimately related with Homo sapiens incredibly broad and complex communication skills. Like so, the paper continues on expatiating on the underlying cognitive and neuronal mechanisms of lying and lying recognition, as well as the diff erences amongst genders concerning the ability to recognize deceit. Broadly, the present theoretic study may elucidate the current state of knowledge regarding the topic, thus signaling necessary and more promising paths for future studies to follow with the purpose of contributing to fi elds where the act of uttering lies is highly present, such as the judicial context.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133573532","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}
Teachers, among others, are responsible for improving the quality of education. In order to understand the teacher’s professional role within the context of contemporary society, one must analyze the impacts of political, economic, social and cultural problems on education. The present study’s objective is to identify and discuss the social representations made by students’ parents/guardians in relation to being a teacher nowadays. The study enjoyed the participation of 181 parents/guardians of elementary school students from the city of Mossoró/RN. They responded to the TALP after being presented with the stimulus phrase being a teacher today. Prototypical analysis (EVOC), analysis of similarity (IRAMUTEQ) and thematic analysis of content were performed. The terms most frequently evoked were patience, educator, love, and teach. The parents/guardians’ social representations have a multidimensional character that is structured into two main: one involving an image of the teacher that is rooted in the notion of a vocation; and the other, in the professional as an educator. The thematic analysis also indicated a representation of teachers that is related to a work context involved challenges, precarious working conditions, social disfavor and violence. One thus observes a twofold representation of the teacher, as an individual with a vocation and as a professional, an employee of the educational system, a fact that could be related to the low attractiveness of a career in teaching.
{"title":"The Structure of Students’ Parents’ Social Representations of Teachers","authors":"Silvia Fernandes do Vale, R. H. Maciel","doi":"10.9788/TP2019.1-19","DOIUrl":"https://doi.org/10.9788/TP2019.1-19","url":null,"abstract":"Teachers, among others, are responsible for improving the quality of education. In order to understand the teacher’s professional role within the context of contemporary society, one must analyze the impacts of political, economic, social and cultural problems on education. The present study’s objective is to identify and discuss the social representations made by students’ parents/guardians in relation to being a teacher nowadays. The study enjoyed the participation of 181 parents/guardians of elementary school students from the city of Mossoró/RN. They responded to the TALP after being presented with the stimulus phrase being a teacher today. Prototypical analysis (EVOC), analysis of similarity (IRAMUTEQ) and thematic analysis of content were performed. The terms most frequently evoked were patience, educator, love, and teach. The parents/guardians’ social representations have a multidimensional character that is structured into two main: one involving an image of the teacher that is rooted in the notion of a vocation; and the other, in the professional as an educator. The thematic analysis also indicated a representation of teachers that is related to a work context involved challenges, precarious working conditions, social disfavor and violence. One thus observes a twofold representation of the teacher, as an individual with a vocation and as a professional, an employee of the educational system, a fact that could be related to the low attractiveness of a career in teaching.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117083671","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}
J. P. Barreyro, Irene Injoque-Ricle, Jésica Formoso, D. Burin
Working memory refers to all the systems and processes linked to the maintenance and active retention of information relevant to the performance and execution of complex cognitive tasks. Individual diff erences in working memory have been shown to explain diff erences in other cognitive abilities, such as comprehension and reasoning. The purpose of the present work was to study the relationship between verbal working memory, verbal reasoning and text comprehension, for which a verbal working memory battery was designed and validated: The verbal Computerized Working Memory Battery (Batería Informatizada de Memoria de Trabajo Verbal [BIMeT-V]). Results showed that the tests administered presented a very good reliability due to internal consistency and, in terms of validity, two latent factors saturated the tests: one of storage and one of storage and concurrent processing of verbal information. Likewise, verbal reasoning skills and the ability to comprehend expository texts are supported by working memory’s concurrent storage and processing of verbal information, and to a lesser extent, or with a lesser role, the verbal information storage component.
工作记忆是指与维护和主动保留与复杂认知任务的表现和执行有关的信息有关的所有系统和过程。工作记忆的个体差异已经被证明可以解释其他认知能力的差异，比如理解和推理。本研究的目的是研究言语工作记忆、言语推理和文本理解之间的关系，为此设计并验证了言语工作记忆电池:言语计算机化工作记忆电池(Batería Informatizada de Memoria de Trabajo verbal [BIMeT-V])。结果表明，由于内部一致性，所进行的测试呈现出非常好的信度，就效度而言，两个潜在因素饱和了测试:一个是存储，一个是存储和并发处理的语言信息。同样，言语推理技能和理解说明性文本的能力也得到工作记忆对言语信息的并发存储和处理的支持，而言语信息存储部分的支持程度较低，或者作用较小。
{"title":"Computerized Working Memory Battery (BIMeT-V): Studying the Relation between Working Memory, Verbal Reasoning and Reading Comprehension","authors":"J. P. Barreyro, Irene Injoque-Ricle, Jésica Formoso, D. Burin","doi":"10.9788/TP2019.1-05","DOIUrl":"https://doi.org/10.9788/TP2019.1-05","url":null,"abstract":"Working memory refers to all the systems and processes linked to the maintenance and active retention of information relevant to the performance and execution of complex cognitive tasks. Individual diff erences in working memory have been shown to explain diff erences in other cognitive abilities, such as comprehension and reasoning. The purpose of the present work was to study the relationship between verbal working memory, verbal reasoning and text comprehension, for which a verbal working memory battery was designed and validated: The verbal Computerized Working Memory Battery (Batería Informatizada de Memoria de Trabajo Verbal [BIMeT-V]). Results showed that the tests administered presented a very good reliability due to internal consistency and, in terms of validity, two latent factors saturated the tests: one of storage and one of storage and concurrent processing of verbal information. Likewise, verbal reasoning skills and the ability to comprehend expository texts are supported by working memory’s concurrent storage and processing of verbal information, and to a lesser extent, or with a lesser role, the verbal information storage component.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129748248","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}
Janaína da Silva Gonçalves Fernandes, Márcia Siqueira de Andrade
{"title":"The Structure and Mute one of Social Representations Made by Members of the Municipal Council for the Rihts of the l","authors":"Janaína da Silva Gonçalves Fernandes, Márcia Siqueira de Andrade","doi":"10.9788/tp2019.4-13","DOIUrl":"https://doi.org/10.9788/tp2019.4-13","url":null,"abstract":"","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133570588","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 increasing need for psychological instruments characterized by scientifi c rigor, with their psychometric qualities confi rmed, drives the development of studies that seek evidence of validity for psychological tests. The aim of this study was to seek evidence of validity for the Pfi ster Test by comparing the sexes. The study was carried out with 197 children from the city of Ceará, 46% male and 54% female, using the Pfi ster Colored Pyramids Test as the main instrument and the Raven Colored Progressive Matrices Test as an instrument to screen the intellectual performance of the participants. After statistical analysis and interpretation of the data, predominance in the choice of blue, green and black colors was observed in the boys, especially regarding darker tones, which may indicate emotion-related control. The girls made more frequent use of the colors violet and red, both in the lightest tones, which culturally refers to femininity and may suggest impulsivity. It was concluded that there are statistically signifi cant diff erences in color choices between boys and girls, which can be comprehended as a contribution to the evidence of validity studies of the Pfi ster Test.
{"title":"Comparison of the Emotional Indicators of the Pfi ster Test between Boys and Girls from Ceará-Brazil","authors":"L. M. Cardoso, Luana Bessa, Rebeca M. Targino","doi":"10.9788/tp2019.1-01","DOIUrl":"https://doi.org/10.9788/tp2019.1-01","url":null,"abstract":"The increasing need for psychological instruments characterized by scientifi c rigor, with their psychometric qualities confi rmed, drives the development of studies that seek evidence of validity for psychological tests. The aim of this study was to seek evidence of validity for the Pfi ster Test by comparing the sexes. The study was carried out with 197 children from the city of Ceará, 46% male and 54% female, using the Pfi ster Colored Pyramids Test as the main instrument and the Raven Colored Progressive Matrices Test as an instrument to screen the intellectual performance of the participants. After statistical analysis and interpretation of the data, predominance in the choice of blue, green and black colors was observed in the boys, especially regarding darker tones, which may indicate emotion-related control. The girls made more frequent use of the colors violet and red, both in the lightest tones, which culturally refers to femininity and may suggest impulsivity. It was concluded that there are statistically signifi cant diff erences in color choices between boys and girls, which can be comprehended as a contribution to the evidence of validity studies of the Pfi ster Test.","PeriodicalId":142063,"journal":{"name":"Temas em Psicologia","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122088780","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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