The present study was designed to examine if individualism, a core
characteristic of Western societies, is socially valued in two fundamental
institutions: Family and school. Parents and teachers of fourth graders
(primary school), sixth graders (junior high school) and tenth graders (high
school) completed an Individualism Scale (covering the main factors of
self-realization, autonomy, emotional independence and social differentiation)
which was adapted for each grade. For each item, they had to choose the answer
their child, or students, would need to give in order to make a good, or bad,
impression. The results showed that individualism is valued differently as a
function of the evaluator. Parents valued it in their children (with the
exception of sixth graders) although teachers actually devalued it in their
students. Additionally, individualism appeared as a multifaceted phenomenon
since its different components were not judged consistently.
Copyright of Social Psychology of Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Copyright of Social Psychology of Education is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Personal project commitment in adolescence: The
role of relatedness, competence and integrity.
University (n = 175)
and high school (n = 162) students rated their commitment to three personal
projects self-identified as central to their lives, the extent to which each
project generated experiences of relatedness, competence and integrity, and how
much approval it received from significant others. This study compared the
‘life’ (hobbies, fitness, church, life transitions, intrapersonal, etc.) and
education projects of participants who spontaneously generated an example of
each (98 university and 70 high school participants). Integrity and competence
received higher ratings than relatedness and were the most important predictors
of commitment to both types of project. For both groups, education projects
received more family/adult approval than life projects and there was much
greater variation in approval ratings for the latter. The results suggest that,
at least for young people in New Zealand, feeling that you are good at a
project and it fits with your values, is almost a proxy for commitment. It is possible
that social factors play a less direct role, perhaps by influencing the choice
of interpersonal settings in which to carry out important projects. Copyright © 2009 John Wiley & Sons, Ltd.
[ABSTRACT FROM AUTHOR]
- Copyright of European Journal of Social Psychology is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
The Contribution of Sound Intensity in Vocal
Emotion Perception: Behavioral and Electrophysiological Evidence.
Although its role is
frequently stressed in acoustic profile for vocal emotion, sound intensity is
frequently regarded as a control parameter in neurocognitive studies of vocal
emotion, leaving its role and neural underpinnings unclear. To investigate
these issues, we asked participants to rate the angry level of neutral and
angry prosodies before and after sound intensity modification in Experiment 1,
and recorded electroencephalogram (EEG) for mismatching emotional prosodies
with and without sound intensity modification and for matching emotional
prosodies while participants performed emotional feature or sound intensity
congruity judgment in Experiment 2. It was found that sound intensity
modification had significant effect on the rating of angry level for angry
prosodies, but not for neutral ones. Moreover, mismatching emotional prosodies,
relative to matching ones, induced enhanced N2/P3 complex and theta band
synchronization irrespective of sound intensity modification and task demands.
However, mismatching emotional prosodies with reduced sound intensity showed
prolonged peak latency and decreased amplitude in N2/P3 complex and smaller
theta band synchronization. These findings suggest that though it cannot
categorically affect emotionality conveyed in emotional prosodies, sound
intensity contributes to emotional significance quantitatively, implying that
sound intensity should not simply be taken as a control parameter and its unique
role needs to be specified in vocal emotion studies. [ABSTRACT FROM AUTHOR]
