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Children's play is an important activity which benefits their normal development. There is small body of research that dealt with children’s developmental milestones of children’s play, especially those of children aged up to four years. Therefore, we conducted a study on 637 children aged one to four years. The main goal of our study was to conduct preliminary psychometric evaluation of the instrument constructed for this purpose. The instrument is called "Milestones Development of Children's Play" (MRDI), and it consists of three check-lists, suitable for the following age groups: 1-2 years (MRDI12), 2-3 years (MRDI23) and 3-4 years (MRDI34). The results show a satisfactory factor validity of all three parts of the MRDI, a solid reliability of the MRDI23, and somewhat lower reliability of the MRDI12 and the MRDI34. Lastly, we discussed on possible improvements of these instruments, through improving their discriminative properties, and the number of their items.
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Changes that accompany aging (both physiological and complicated by pathological processes) affect the course of linguistic communication. Communication problems of the elderly are more and more often perceived by psychologists and psychotherapists dealing with people of this age group. However, this subject has not been the focus of interest for linguists and speech therapists. Collective work Fri Gerontologopedia (2017), which will be released on the publishing market in autumn, is an attempt to combine research in the literature on language (communication) problems of older people.
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In the modern literature growing up is different described. It is period of adolescence is very broad. The aim of the article is to analyze the growth of a young man in the light of contemporary educational research, but also the work and views of sociologists, psychologists and economists and an indication that growing up is not only a phase of development of the individual, the stage of her life, the time horizon, but also perspective and everyday adolescent, his experience, experience, activity, the source of which is primarily a family.This article illustrates the socio-psychological conditions of growing up in a family circle having at least three children.
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The aim of the study is the presentation and analysis of records of prevention programs targeting school children and youth in adolescence. As indicated in the article pre-suicidal prevention is justified particularly in relation to children and young people, because this group is not educated well enough to cope with difficult situations. Presented programs in their thoughts assumptions should counteract attempts and suicidal behavior of children and adolescents. Pre-suicidal prevention implemented at the school level, the family and the local environment enables compliance with applicable in a given society.
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Many musicians face music performance anxiety, however in Romania, few of them have an appropriate emotional knowledge and training on how to better manage this intense emotion. The main purpose of this theoretical article is to introduce musicians into the basics of the phenomenon of music performance anxiety. The main sections of the article will help them understand why they have these emotional reactions on stage, the difference between fear and anxiety, two important approaches in the study of music performance anxiety and a short review of the Romanian published articles on music- related themes as well as some worth investigated further research topics.
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Previous studies have shown that an early usage of verbal aspect in children’s spontaneous production is regularly observed in Slavic languages. However, this leads to the question whether the bare presence of aspect in early utterances is firm evidence that a child has acquired it. In order to show that the acquisition of aspect in Serbian is a process that lasts for several years, elicited production was inspected in children that had already achieved an apparent progress in language (3–5 year-olds). The comparisons with adults were made and several indicators of development were observed: a) the distribution of aspectual forms in children’s and adults’ language, b) the ability of functional usage of aspect in narrative, and c) the mastery of contrasting aspectual pairs. The findings provided the ground to propose three developmental stages assumed for the acquisition of Serbian aspect, and possible underlying mechanisms of development are discussed.
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One of the most important periods in the development of child is the pre-school age. Therefore the author of this article deals specially with this period. At first the general characterization of this period is given. Next takes the author into the consideration the physical development of the child in the pre-school period. After that the psychic development is discussed. In the psychic development he describes the intellectual, volitive and emotional one. The next part of the article considers the social development in the pre-school period. Then is the moral and religious development in this age discussed. In the final part of the article is the education of the child in the pres-school period considered.
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Starting from Bengtson's solidarity paradigm, we will investigate the role of internalized family norms in intergenerational support as well as experienced ambivalence from the adult child perspective. We assume that internalized family norms are an important determinant of relationship regulation as they have an impact both on the selection of specific behavior as well as on its evaluation. As a consequence, own and others' behavior should be most positively evaluated if it is in line with internalized norms and values. In contrast, if intergenerational solidarity and support exchange do not converge with internalized norms and expectations, ambivalence might be experienced. These assumptions are examined in a sample of N = 131 middle-aged adults living in Luxembourg and Germany. Findings showed that normative aspects of intergenerational solidarity were less important compared to affective aspects when predicting support exchange between adult children and their parents; however, family values had a moderating role in the relation between support exchange and ambivalence. Results are discussed with respect to the centrality of values in implicitly and explicitly guiding support behavior within families.
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The causes of human behavior cannot be simple. Every move we make has a nested hierarchy of causes that affect its direction, timing and form. The billiard-ball type of causality that is usually assumed to explain human action cannot give sufficient justice to this complexity. In this paper, I point to those perspectives that respect the complexity of cognitive systems and recognize that cognition involves changes on many nested time scales and in many nested systems. A brief overview of methods that are suitable for dealing with such interaction-dominant complex systems is presented and used as a background for describing a specific research program with the aim of clarifying the role of language as one of the nested factors shaping cognition. I illustrate this endeavor with two studies: one concerning the development of language as interaction control and another detailing how language may shape cognitive processes on several timescales. Reconciliation with complexity leads us to ask slightly different questions and expect different answers than when using simplified componential models of cognition and helps demarcate the limits of predictability.
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Place: Spain, La Barrosa Date: September 16th – 19th 2016
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Background: The current research literature confirms the link between poverty and psychological characteristics of an individual (Miech, Caspi, Moffitt, Wright, & Silva, 1999). Loix and Pepermans (2009) report criminal behaviour, addiction, low self-esteem, aggression, depression, and suicidal tendencies as subjectively perceived consequences of poverty. Research by Tremblay (2000) and Ezeokana, Obi-Nwos, and Okoye (2014) focused on low-income families has confirmed that long-term poverty is a predictor of physical violence and aggression in children. The relationship between poverty and selected characteristics has been investigated, however, research regarding the moderating effect of poverty on aggression and self-esteem is absent. Research goal: The presented study had two objectives - to verify whether there is a difference between the poor and non-poor people in self-esteem and aggression; and to verify if poverty moderates the relationship between self-esteem and aggression. The study hypothesize that people included in the group of poor will experience lower self-esteem and higher aggression compared to the group of non-poor, and additionally that poverty will moderate the link between self-esteem and aggression. Method: The research sample consisted of 86 employed persons (48 women). The inclusion criteria were as follows: (1) aged between 25 and 59 (M = 33.58 SD = 8.10); and (2) a permanent monthly income. The income was dichotomised, and people with up to 400€ per month were assigned to the group of poor (N = 24). The data was obtained using convenience sampling and the actual collection was conducted in person. Two research tools were used - self-esteem was investigated through the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) and aggression was assessed using the Buss-Perry Aggression Questionnaire (BPAQ; Buss & Perry, 1992). The reliability of the research tools was verified using McDonald's total omega coefficient – RSES: ωTotal = .82; BPAQ: ωTotal = .91. Poverty was examined using 4 response categories: 0 - 198.09€ (sum of the minimum living wage in Slovakia from 2016); 198.09€ - 400€; 400€ - 900€; more than 900€. The test battery also collected basic socio-demographic data. The Independent Samples t-test was employed to examine the differences between the groups of poor and non-poor in regard to self-esteem and aggression, supported by the Bayesian Factor with non-informative prior values (0.707) and sequential analysis. A moderated regression analysis was used to verify the effect of poverty on the relationship of self-esteem and aggression. Results: The Independent Sample t-test found that the poor and non-poor groups did significantly differ in the degree of self-esteem (t(84) = - 3.24, p = .002, Cohen's d = - 0.78, . post-hoc statistic power with α = .05 was 89%), with higher self-esteem achieved by non-poor. No significant differences were found between the groups in relation to aggression (t(84) = 1.20, p = .234, Cohen's d = 0.29, post-hoc statistical power with α = .05 was 22%). The application of moderated regression analysis in a model describing self-esteem as a criterion, aggression as an independent variable and poverty as a moderator was statistically significant (F(3, 28) = 10.43; p < .001; R 2 = .24). Despite a strong correlation between aggression and self-esteem (r = .35), aggression became a non-significant predictor of self-esteem when poverty was included as a moderator (t(82) = 0.42; b = 0.03; p = .672); the poverty itself was a significant predictor (t(82) = 3.28; b = 3.71; p = .002). The interaction between aggression and poverty was not a significant predictor, nevertheless the value was borderline (t(82) = -1.95; b = - 0.14; p = .055). If the person was not poor, self-esteem got lower with increasing aggressiveness (t(82) = - 4.27; b = - 0.11; p <.001). Conclusion: The study confirmed that poverty is a determinant of impaired self-esteem, but based on the available evidence, it is not possible to conclude whether or not poverty affects aggression. Moreover, the effect of poverty on moderating the relationship between self-esteem and aggression was confirmed. The link between aggression and self-esteem was found to be weak in the group of poor people, whereas aggression was shown to be a relatively strong predictor of self-esteem in the group of non-poor people. The limitations of this study are the inclusion criteria for the poor (up to 400€), the sample size and the sampling method.
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Parenting attitudes and children’s perception of parenting attitudes influence many different developmental skills of children, especially their social skills. The current study aims to examine the effects of mothers’ parenting attitudes and children’s perception of maternal parenting on children’s emotion recognition skills via the mediator role of children’s perception of parenting attitudes. One hundred and thirty 2nd-grade children and their mothers living in Ankara participated in the study. Kusche Emotion Inventory, Egna Minnen Beträffande Uppfostran Child form (sEMBU-C) were used as measurements for children while EMBU Parent form and a demographic form were used as measurements for mothers. Results showed that children whose mothers were high in emotional warmth got higher receptive emotion scores; while children, whose mothers scored higher in rejection, got lower receptive emotion scores. In addition, children’s perception of their mothers’ emotional warmth predicted the relationship between mother’s own emotional warmth and receptive emotion scores of children positively; while children’s perception of their mothers’ rejection predicted the relationship between mothers’ own rejection and children’s receptive emotion scores negatively. Overprotection had no predictive role in emotion understanding of children. Limitations of the current study and suggestions for future studies were discussed.
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The study aims to examine how individuals present their selves on Facebook and how those self-presentations are related to several dimensions of their authenticity (self-alienation, acceptance of external influence and authentic life) and to their well-being (self-esteem and life satisfaction). Data were collected from 180 participants (94 students and 86 adults). In both samples, people were found to use Facebook mostly for real-self presentations, followed by the presentations for self-exploration, and next, followed by the presentations for self-deception. Various forms of self-presentations were found to be related to life satisfaction and self-esteem only in the student sample. Among students, the real and the exploratory self-presentations on Facebook were positively associated with life satisfaction, while deceptive self-presentation on Facebook was negatively associated with self-esteem. Besides, self-deception on Facebook was related to the different aspects of authenticity in two different samples: It was positively related to self-alienation and to the acceptance of external influence among students, and negatively related to the authentic life among adults.
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One of the areas considered important for adolescents' positive development is prosocial behaviors. There are various theories focusing on the relationship between prosocial behaviors and motivation, while recently Self-Determination Theory is among the most commonly referenced. When research in this context was investigated, the consistent usage of Prosocial Self-Regulation Questionnaire (SRQ-P) was observed. The research aims to adapt SRQ-P to Turkish and investigate its psychometric features. The sample group consisted of 583 (318 females, 265 males) students studying in ninth, tenth, and eleventh grade. The mean age of the sample was 15.9 (SD = .88, range = 13.5 - 18.4). Results of the analysis to specify the psychometric properties of the scale showed that the scale is valid and reliable for adolescent samples. Moreover, it was determined that the scale could be scored in three different ways. These ways are computing relative autonomy score, using the subscales separately, and using autonomous and controlled motivation dimensions.
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In the research paradigm focused on the stress-loaded functioning of single-mother families it has been observed that the efficiency of coping with stress depends on many factors, among which social support is one of the most important. Research results show that a higher level of social support is usually associated with more positive indicators of the functioning of an individual. On the basis of this assumption it was expected that social support provided by grandparents would be a significant predictor of mental resilience in adolescent grandchildren from single-mother families – also in conditions differentiated by household type: living with or without grandparents. Studies performed on a sample of 278 adolescents with the Berlin Social Support Scales (BSSS), the Adolescent–Peer Communication Scale, and the Resilience Measurement Scale (SPP-18) have shown that grandparental social support is not the only predictor of adolescents’ functioning.
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In the research paradigm focused on the stress-loaded functioning of single-mother families it has been observed that the efficiency of coping with stress depends on many factors, among which social support is one of the most important. Research results show that a higher level of social support is usually associated with more positive indicators of the functioning of an individual. On the basis of this assumption it was expected that social support provided by grandparents would be a significant predictor of mental resilience in adolescent grandchildren from single-mother families – also in conditions differentiated by household type: living with or without grandparents. Studies performed on a sample of 278 adolescents with the Berlin Social Support Scales (BSSS), the Adolescent–Peer Communication Scale, and the Resilience Measurement Scale (SPP-18) have shown that grandparental social support is not the only predictor of adolescents’ functioning.
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The Psychological Well-Being Scales (PWBS) is a questionnaire designed by Ryff (1989) to mea-sure six dimensions of eudaimonic well-being: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. Translated into several dozen languages, this questionnaire is a commonly used instrument for measuring well-being. The article presents the effects of work on the Polish adaptation of two versions of the PWBS: full (84-item) and short (18-item), conducted as a series of four studies with a total sample of 2,035 participants aged 13 to 78.The results confirmed the reliability of the full version of the PWBS and the six-factor structure of well-being. They also confirmed the criterion validity of the questionnaire, reflected in correlations with validation instruments.
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The Psychological Well-Being Scales (PWBS) is a questionnaire designed by Ryff (1989) to mea-sure six dimensions of eudaimonic well-being: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. Translated into several dozen languages, this questionnaire is a commonly used instrument for measuring well-being. The article presents the effects of work on the Polish adaptation of two versions of the PWBS: full (84-item) and short (18-item), conducted as a series of four studies with a total sample of 2,035 participants aged 13 to 78.The results confirmed the reliability of the full version of the PWBS and the six-factor structure of well-being. They also confirmed the criterion validity of the questionnaire, reflected in correlations with validation instruments.
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Parenting practices have different effects on children. It is not easy to decide which practices are associated with positive outcomes and which of them with negative ones. The aim of this review was to handle effective parenting within the frame of the parental goals and domain-specific socialization approach. According to the domain-specific socialization approach, parent-child interactions occur in different domains in accordance with parenting goals and children’s needs. Each domain corresponds to a different need of the child (protection, control, play, guidance, group participation), and the parenting practices meeting these needs are stated in this approach as well. The emergence of an effective parenting depends on the match between parents' goals and children’s needs. Further, children are not passive receivers. Same parenting practices may lead to different outcomes for different children. Therefore, while choosing parental practices, parents should take their children’ gender, temperament, and age into account. Finally, the more parents know their children and the more knowledge they have about them, the more their practices would meet their children’ needs.
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