2nd International Conference on Behavioral Addictions
Abstracts of the 2nd International Conference on Behavioral Addictions. March 16–18, 2015; Budapest, Hungary
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Abstracts of the 2nd International Conference on Behavioral Addictions. March 16–18, 2015; Budapest, Hungary
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The aim of the study was to determine the metaphorical perceptions of secondary school students in the 8th grade and high school 12th grade. According to the research findings, students produced 27 metaphors to express the concept of teacher. The students compared the concept of teacher to the metaphors of books, trees, parents, sun, light, water and stars. It is seen that metaphors formed by students are collected in 7 conceptual categories. The metaphors created by the students are gathered under the categories of “Illuminating Teacher”, “Informative Teacher”, “Formative Teacher”, “Counselor Love Expression Teacher”, “Element of Compassion Teacher”, “Inconsistent Teacher”. As a result; 8th and 12th grade students have a positive outlook in general to the teacher. However, Grade 12 students perceived their teachers with more negative characteristics than the 8th grade students
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This study aimed to examine a) L2 readers’ perceptions of reading, metacognition, and motives for practicing metacognition in a foreign language learning context and b) the effects of a metacognition training program on these variables. For this purpose, a quasi-experimental case study was designed, and written questionnaires were developed. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective factors might impact their performances. Some L2 readers might hold an understanding of meta-reading; skills and dynamics that facilitate and interfere with performance might transfer across languages. Following the training, participants’ self-awareness increased and their strategic L2 reading changed. Their motivation and interest to read in a foreign language was also impacted, positively. Lastly, although metacognitive readers were aware of that strategic reading may be cognitively demanding; such readers would still continue practicing metacognition for efficiency with time, effectiveness with comprehension and EFL learning, and pleasure of awareness and self-confidence.
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The paper tests the correlation between sensorial marketing and consumer behavior. Most of our buying decisions, in practice, are based on emotions, rather than rationality. Using an experimental design, we have tested the influence of human senses, under various stimuli, on purchasing behavior of selected customers. We have also tested the features of chocolate related to the idea of tenderness, in the consumers’ minds. The findings revealed that customers are less influenced by visual stimuli, reacting more to texture and packaging.
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This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ.
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By the Chinese room thought experiment, John Searle (1980) advocates the thesis that it is impossible for computers to think in the same way that human beings do. This article intends firstly to show that the Chinese room does not justify or even test this thesis and secondly to describe exactly how the person in the Chinese room can learn Chinese. Regarding this learning process, Searle ignores the relevance of an individual’s pattern recognition capacity for understanding. To counter Searle’s claim, this paper, via examining a series of thought experiments inspired by the Chinese room, aims to underline the importance of pattern recognition for understanding to emerge.
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In this paper a generative framework for creativity is presented which extends upon Wallas’s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and creativity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other creative learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.
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Purpose: The aim of the present study is to examine a manager´s self-concept as a potential source of their leadership philosophy. The research study is focused on the verification of the relationship between particular aspects of a manager´s self-concept (especially self-esteem and self-efficacy) and of their employees´ leadership style in the context of theory X/Y. On the basis of previous research results (e.g., Wood and Bandura, 1989; Whitney, 1990; McCormick et al., 2002; Wang, 2010; Ahn et al., 2016) and theoretical outcomes, we presuppose the relationship between a manager´s attitude to themselves and their attitude to the employees. McGregor´s theory is still relevant more than 50 years after its publication because it has a solid foundation (Kristensen, 2015). Although empirical studies examining the theory X and Y managerial assumptions in a work environment were very scarce for a long time, in recent years there have been several research studies examining the effect of leader´s X/Y managerial assumptions on follower´s attitudes and behaviours (e.g. Gurbuz et al, 2014, Lawter et al, 2015). However, we are more interested in the individual leader´s self-concept in respect to the preferred leadership philosophy. Research hypotheses: We stated two hypotheses arising from the theoretical background of the analysed theory. RH1: We presuppose a positive relationship between a manager´s self-esteem and their managerial attitude Y. RH2: We presuppose a positive relationship between a manager´s perceived self-efficacy and their managerial attitude Y. Research sample: Our research sample consisted of 77 middle management level managers (89.6% males, 10.4% females), aged between 23 and 61 (mean age = 38.82, SD = 8.75). The research sample was collected intentionally. The research was realized anonymously by the means of a questionnaire set. Research method: A simple correlational research study was carried out. To estimate the normal distribution of the variables, we used the Kolmogorov-Smirnov test. The test results suggest that the condition of normal data distribution is not fulfilled (p≤.004), which is why we used non-parametric tests. The relation between individual variables was estimated through a non-parametric Spearman correlation coefficient. The questionnaire set comprised of these research tools: 1. Rosenberg´s Self-esteem Scale (RSS, Halama, Bieščad, 2006) is used to assess the emotional aspects of selfconcept and self-esteem. It is a one-dimensional scale consisting of 10 items. The higher score indicates a higher global self-esteem of an individual, whereas the lower the score is a higher level of self-depreciation. Reliability (its inner consistency) of the research instrument stated by Cronbach alpha (α=.72) proves an acceptable value. 2. General Self-Efficacy Questionnaire (GSEQ, Křivohlavý, Schwarzer, Jerusalem in Balaštíková, Blatný, 2003) assesses the level of experienced self-efficacy and eventually perceived self-efficacy. It comprises of 10 items in the form of statements. An overall high score indicates a higher level of self-efficacy. The inner consistency of the research instrument stated by Cronbach alpha was α=.81. 3. The theory X/Y – Attitude Questionnaire consists of 26 items. The questionnaire is the result of a backward translation from the English original Theory X/Y attitudes (Kopelman et al., 2010). Half of the items (13) assess the attitude X (e.g., most people will try to do as little work as possible), and the other half (13 items) assess the attitude Y (e.g. most people can be trusted.) Referring to research instrument adaptation, we used a standard procedure for its translation. The backward translation was done by two independent professionals with appropriate language skills. The individual item comprehension was evaluated during the pilot research. Reliability (the inner consistency) of this new adapted research instrument in the Slovak conditions stated by Cronbach alpha proves an acceptable value for both factors (α=.78; α=.71). Research results: The analysed self-concept (consisting of two aspects: self-esteem /AM= 34.14; SD=3.62/ and self-efficacy /AM= 33.81; SD=3.75/) and manager´s leadership styles (attitude X: AM= 35.43; SD=5.59; attitude Y: AM= 34.47; SD=4.85) were basic variables of this research study. To estimate the presupposed correlations between chosen aspects of a manager´s self-concept (respectively self-esteem and self-efficacy), and a managerial attitude, Spearman correlation coefficients (using McGregor´s theory) were calculated. By means of correlation analysis we found a positive, moderate, statistically-significant correlation between self-esteem and managerial attitude Y (.311, p≤.01). Referring to statistical correlation analysis we can conclude there is no correlation between perceived manager´s self-efficacy and their managerial attitude in the sense of theory X/Y. Also, a relationship between both self-concept aspects was confirmed (.472, p≤.01). Research limitations: 1: the research sample size and its choice, 2: male predominancy; 3: the use of selfreports (may have elicited socially desirable responses). All of them may limit the generalizability of the findings. Practical implications: In spite of the limitations mentioned above, from our research results we can make two possible recommendations regarding managerial practice: 1 – while hiring managers it is recommended considering also their level of self-esteem, and 2 – there should be a directly aimed development and facilitation of a manager´s positive self-esteem in their practice by means of various seminars, training or workshops. Improving a manager´s self-esteem could be one way of developing successful leadership. Theoretical/research implications: A manager´s self-efficacy as a conative aspect of their self-concept might be more related to the manager´s behaviour referring to their concrete manifestations of behaviours in the framework of McGregor´s leadership theory than to their attitudes, eventually to the perception of employees. This opens up a new perspective to further research findings. Originality/Value: The biggest contribution is supported by the existence of a positive, moderate, statisticallysignificant relationship between self-esteem and managerial attitude Y. The research study indicates that selfconcept is one of the variables moderating a manager´s style of leadership at work. Additionally, the study can support the empirical knowledge of manager´s personality research findings.
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The purpose of presented article is to propose a way of dividing a graphical activity of a student in accordance to his/her mental involvement. Presented proposition is not strictly limited to school situations. The three dimensions of drawing would include: 1) schemes – when students draws what they see, 2) drawings – where students draws what they understand, and 3) sketches – when basing on their knowledge and skills and understanding of the presented issue they can solve a biological problems, may create representations new for them as a result of creative problem solving. It seems like usually at the biological lessons the first type of drawing is used (if ever). Such situation may lead to limiting a creativity development among polish students. The additional claim of the presented article is to show and encourage everyone who is dealing with teaching to invite all three dimensions of drawing into regular practice. Especially that drawing used as a method might help and support learning progression in science education.
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Recently, the world of education lives a deep crisis. The educational universe is more strongly dominated by a relentless set of phenomena that can hardly be interpreted with the traditional categories. The crisis of formal education, and then of school, is reflected in the emergence of an even more marked distance between educational outcomes and strategic programming objectives. Against school’s anachronism as a place of learning and against educational offer’s inadequacy, the challenge consists in trying to link formal educational experiences to the numerous other educational experiences lived outside the “official” educational environment in life and in everyday’s history. In other words, it is necessary to reinterpret the educational tasks for the educational institutions, re-positioning knowledge and its paths according multiple points of view, expanding in a creative and constructive way the cognitive space and think an original “encyclopedia” of knowledge and skills in permanent advance. The first arrangement which would have to surrender and be re-founded is the human psychic reality “vision” of man.
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The classic barberpole effect shows that perceived direction of motion of parallel line segments depends on the orientation of the frame defined by segment end points. A stimulus configuration was created by crossing two oblique barberpoles. Perceived motion in the crossed portion of the configuration is bi-stable, alternating between two oblique directions defined by the two component barberpoles. Ratings of dominance of perceived motion direction in the crossed portion of two barberpoles of different width and orientation revealed a strong preference for the wider component barberpole and a weak preference for the nearer-to-vertical component barberpole. A network model is presented in which each unit inhibits units with different direction sensitivity and co-extensive receptive fields, and excites units with equal direction sensitivity and neighboring receptive fields. Simulations of the temporal evolution of the spatial activity profile exhibit the effect of barberpole width and the bi-stability of percepts. Fatigue of highly adapted units enables the gradual emergence of non-adapted units. Small initial variations can lead to profound differences in the final state of the system, explaining the quasi-random fluctuation between the two perceptual variants.
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Das Konzept des Chemiegleichgewichts ist ein Konzept mit starkem interdisziplinärem Charakter und ziemlich abstrakt für das Niveau der XII. Klasse. Deshalb erscheinen in der Konzeptualisation des Konzeptes Chemiegleichgewicht eine Menge Fehler oder Ungenauheiten, die wegen der Hindernisse während der Konzeptualisation bei den Schülern auftreten. Vorliegende Studie analysiert, durch Beispiele und entsprechende Einzelheiten, die Aspekte, die sich an diese Konzeptualisation knüpfen, sowie auch die Stützelemente wie zum Beispiel: Informationsdarstellung, Vorbegriffe, Fehler, Konzeptualisationskarte und die Entwicklung der Konzeptualisation für verscheidene psychogenetische Entwicklungsniveaus. Aufgrund dieser erwähnten Aspekte werden einige Verhaltungsweisen für die Vorbeugung/Überbrückung der Hindernisse vorgeschlagen.
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The article is an overview of modern studies of brain organization and genetic correlates of emotional intelligence. Emotional intelligence is becoming the subject of more and more attentive study of psychologists due to the fact that it influences the mental development of humans, plays an important role in many professions, and its impairment is a marker of some disorders. Nevertheless, the brain organization and genetic correlates of emotional intelligence have not been studied enough – first studies appeared only in the early 2000s. A review of the literature on the enceph-alographic showed that in rest, people with higher emotional intelligence show greater excitation of the left anterior regions of the brain. When per-ceiving affective stimuli, participants with high emotional intelligence show stronger synchronization of some EEG rhythms. Brain mapping technique made it possible to identify the areas of the brain involved in activities related to emotional intelligence. In regard to genetic correlates of emotional intelligence, some genes of neurotransmitter systems have been associated to this trait: the catechol-O-methyltransferase gene COMT, the dopamine DRD2 receptor gene, the serotonin receptor gene HTR2A, and the BDNF brain neurotrophic factor gene.
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The purpose of this study is to present the efficacy of psychotherapy in the treatment and recovery of personality disorders. Personality disorders are considered a result of the combination of biological, psychological and social factors. An effective treatment of personality disorders should include: solid theoretical background; multidimensional planning; individualized needs assessment; precise approach to problem behavior; the use of active and structured behavioral and active learning techniques; modeling prosocial attitudes; learning cognitive abilities (cognitive-behavioral accent); emphasis on the development of a functional therapeutic relationship. The results have shown that cognitive-behavioral treatments are effective in personality disorders. Through the psycho-educational approach, the patient gained better control capacity and better crisis management. In conclusion, the issues for which A.V. appeared in therapy were improved cognitive and behavioral long-term.
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The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96) from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Bačka Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven’s progressive colored matrices. Based on factor analysis (promax method), four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.
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The teaching-learning-evaluation activity is new in terms of the requirements of training and development of communication skills in the education process. The quality of pedagogical communication depends both on the peculiarities of the "transmitter" and the "receiver", on the existence and further construction of a "common repertoire", the communicative aptitude of the teacher, his psycho-pedagogical and psychosocial empathy and his / her didactic strategy. However, the method of didactic communication should be selected and applied by considering the following factors: the purpose of the activity, the personality of the pupil, the concrete framework in which the activity takes place, the personality of the educator, his / her educational style. Pedagogical practice indicates the transition from teaching and acquiring information to the formation and development of students' thinking, centered on developing the capacity to work with this thinking in social-day life. In learning communication skills, the student is frequently put into problematic situations, with the tendency to problem and strive to solve. So the student is not out of the question, but appears to be a problem-generating factor, and problematic situations are defined in relation to the tensions involved, cognitive conflicts, discordances between concepts, representations or goals. From the point of view of operative cognitivism, evaluation is a complex action that engages the structuring of acquisitions through specific techniques of adjustment, integration and appreciation of new behavior. Evaluating the learning outcomes has as scope of investigation both the amount of acquisitions acquired in relation to the proposed objectives and their structuring in the perspective of sustainable, efficient learning. Pedagogical objectives have a substantial psychological basis, evident at the level of two behavioral, value anticipated, strategically committed and coherently assessed components. Competency objectives are studied and advanced to acquire a dynamic knowledge, related to values, programs, knowledge developed at the level of the training activity. Reporting of competence competences to knowledge is achievable through a complex pedagogical process of dynamization, didactic transposition and mobilization of competence objectives.
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Abstracts of the 1st International Conference on Behavioral Addictions; March 11–12, 2013, Budapest, Hungary
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