• MeSH
• filozofie MeSH
• myšlení MeSH

• Konspekt
• Věda. Všeobecnosti. Základy vědy a kultury. Vědecká práce
• NLK Obory
• humanitní vědy a umění

BACKGROUND: Existing research underscores the positive influence of consistent physical activity, fitness, and motor coordination on school-aged children's cognitive and academic performance. However, a gap exists in fully understanding this relationship among preschoolers, a critical age group where the development of cognitive functions is significant. The study aims to expand upon existing evidence that connects motor and cognitive development by examining the correlation between specific motor coordination and physical fitness skills and the development of constructive and conceptual thinking in preschool-aged children. METHODS: Data from 56 children aged 4-5 years (mean age 4.5 ± 0.36y), comprising 30 girls and 26 boys, participated in this study. We assessed muscular strength (via standing long jump, wall toss test, flexibility), agility (4 × 5 m shuttle), cardiorespiratory fitness (20 m pacer test), and motor coordination (lateral jumping, platform shifting). Cognitive abilities were measured using the IDS-P. RESULTS: Linear regression models showed that significant predictors of constructive thinking scores were observed solely for flexibility (p = 0.02) and shifting platforms (p = 0.01). Notably, flexibility exhibited a negative relationship (β = -1.68). In the context of conceptual thinking, significant predictors (p < 0.05) included standing long jump (p = 0.01), jumping laterally (p = 0.005), shifting platforms (p = 0.001), throwing (p = 0.02). CONCLUSION: Coordination-demanding activities seem to be related considerably to conceptual thinking in preschoolers. Integrating such motor activities into preschool curricula that demand cognitive engagement can positively influence the development of cognitive functions.

• Publikační typ
• časopisecké články MeSH

• MeSH
• kompetitivní chování MeSH
• konflikt (psychologie) MeSH
• skupinové procesy MeSH
• sociální problémy MeSH
• sociální psychologie MeSH
• Publikační typ
• monografie MeSH

• Konspekt
• Sociální interakce
• NLK Obory
• sociologie
• psychologie, klinická psychologie

This study investigated the relationships among indecisiveness, self-esteem, and repetitive negative thinking in a sample of emerging adults. It also explored how these factors are related to the dimensions of emerging adulthood and assessed whether self-esteem and repetitive negative thinking can predict levels of indecisiveness. To achieve these objectives, 202 respondents aged 18 to 29 completed several assessments, including the Indecisiveness Scale, the Perseverative Thinking Questionnaire, the Rosenberg Self-Esteem Scale, and the Inventory of the Dimensions of Emerging Adulthood. The findings revealed correlations among indecisiveness, self-esteem, and repetitive negative thinking. Specifically, there was a negative relationship between indecisiveness and self- esteem, a negative relationship between self-esteem and repetitive negative thinking, and a positive relationship between indecisiveness and repetitive negative thinking. Regarding the dimensions of emerging adulthood, instability/negativity proved to be the most significant correlate of the constructs examined. Furthermore, the results indicated that both self-esteem and repetitive negative thinking can predict levels of indecisiveness in emerging adults and explain 56% of its variance.

Finkel, Rusbult, Kumashiro, and Hannon (2002, Study 1) demonstrated a causal link between subjective commitment to a relationship and how people responded to hypothetical betrayals of that relationship. Participants primed to think about their commitment to their partner (high commitment) reacted to the betrayals with reduced exit and neglect responses relative to those primed to think about their independence from their partner (low commitment). The priming manipulation did not affect constructive voice and loyalty responses. Although other studies have demonstrated a correlation between subjective commitment and responses to betrayal, this study provides the only experimental evidence that inducing changes to subjective commitment can causally affect forgiveness responses. This Registered Replication Report (RRR) meta-analytically combines the results of 16 new direct replications of the original study, all of which followed a standardized, vetted, and preregistered protocol. The results showed little effect of the priming manipulation on the forgiveness outcome measures, but it also did not observe an effect of priming on subjective commitment, so the manipulation did not work as it had in the original study. We discuss possible explanations for the discrepancy between the findings from this RRR and the original study.

• MeSH
• důvěra MeSH
• interpersonální vztahy * MeSH
• lidé MeSH
• myšlení MeSH
• odpuštění MeSH
• opakované seznamování se skutečností MeSH
• sexuální chování MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• metaanalýza MeSH

Teorie úrovně interpretace (construal level theory) je všeobecně přijímanou a v posledních letech intenzivně zkoumanou teorií, původně v oblasti sociální psychologie. Dnes teorie úrovně interpretace poskytuje výzkumný rámec řadě zkoumaných témat v oblastech od marketingu a jednání spotřebitelů po výzkum kognitivních funkcí, copingových strategií nebo morálky (Moss, 2016). Podstatou teorie úrovně interpretace je porozumění mechanismu utváření mentálních reprezentací a způsobu, jakým mentální reprezentace a jejich kontext ovlivňuje naše myšlení. V předkládaném textu nabízíme úvod do teorie úrovně interpretace a seznamujeme čtenáře s řadou studií, které teorii úrovně interpretace aplikují na různé oblasti psychologického výzkumu. Klíčovými pojmy jsou rozměr abstraktnost / konkrétnost a vztah této dimenze na konstrukt tzv. psychologické vzdálenosti. Abstraktní a konkrétní mentální reprezentace jsou v oblasti vzdělávání důležitým tématem pro porozumění obtíží při zpracovávání látky. Chápeme proto teorii úrovně interpretace jako nosný přístup, aplikovatelný při výzkumu v pedagogické psychologii. Nabízíme vlastní pohled na využití této teorie pro potřeby vzdělávání, především v oblasti zkoumání postojů žáků a porozumění obtíží při práci s abstraktními poznatky.

The construal level theory is a broadly accepted theory in social psychology, investigated by many researchers in recent years. Today the theory provides a research frame for variety of topics from the marketing and customer behaviour to cognitive functions, coping strategies or morality (Moss, 2016). In the heart of the theory there is the understanding of the mechanisms of construing mental representations and how those representations influence our thinking together with a context. In the following article we present an introduction to the construal level theory and many studies applying the findings into various fields of the psychological research. The key terms are abstractness / concreteness and the relationship of this dimension to the construct of psychological distance. Abstract and concrete mental representations are an important topic for understanding difficulties in learning and processing a school curriculum. Therefore we understand the construal level theory as an important approach that is applicable in a pedagogical psychology research. We offer our own point of view of the application of this theory in education, namely in the attitude research and abstract knowledge processing

• Klíčová slova
• teorie úrovně interpretace, abstraktnost, konkrétnost, psychologická vzdálenost,
• MeSH
• lidé MeSH
• myšlení * MeSH
• pochopení MeSH
• psychologická teorie * MeSH
• psychologické modely MeSH
• výchova a vzdělávání metody   MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• práce podpořená grantem MeSH

• MeSH
• finanční podpora výzkumu jako téma MeSH
• hráčství psychologie   MeSH
• lidé MeSH
• myšlení MeSH
• psychiatrické posuzovací škály MeSH
• Check Tag
• lidé MeSH

Cognitive styles are commonly studied constructs in cognitive psychology. The theory of field dependence-independence was one of the most important cognitive styles. Yet in the past, its measurement had significant shortcomings in validity and reliability. The theory of analytic and holistic cognitive styles attempted to extend this theory and overcome its shortcomings. Unfortunately, the psychometric properties of its measurement methods were not properly verified. Furthermore, new statistical approaches, such as analysis of reaction times, have been overlooked by current research. The aim of this pre-registered study was to verify the psychometric properties (i.e., factor structure, split-half reliability, test-retest reliability, discriminant validity with intelligence and personality, and divergent, concurrent and predictive validity) of several methods routinely applied in the field. We developed/adapted six methods based on self-report questionnaires, rod-and-frame principles, embedded figures, and hierarchical figures. The analysis was conducted on 392 Czech participants, with two data collection waves. The results indicate that the use of methods based on the rod-and-frame principle may be unreliable, demonstrating no absence of association with intelligence. The use of embedded and hierarchical figures is recommended. The self-report questionnaire used in this study showed an unsatisfactory factor structure and also cannot be recommended without futher validation on independent samples. The findings also did not correspond with the original two-dimensional theory.

• MeSH
• inteligence MeSH
• kognice MeSH
• lidé MeSH
• myšlení * MeSH
• osobnost * MeSH
• reprodukovatelnost výsledků MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH

Článok sa venuje psychologickým a psychoterapeutickým aspektom (re)konštrukcie self v terapeutickom tvorivom písaní: všeobecne i so zreteľom na autorov so skúsenosťou s duševným ochorením. V článku sú opísané postmoderné modely choroby, podľa ktorých sa od pacienta (klienta) neočakáva už len uzdravenie, ale schopnosť pripísať svojmu utrpeniu význam a schopnosť sebareflexie toho, kým je a kým sa pod vplyvom (či napriek) ochoreniu stáva. Najprv je prediskutovaný naratívny žáner známy pod názvom autopatografia, v ktorom negatívne (fyzické, psychické a sociálne) dopady choroby vedú k vytváraniu príbehov o vlastných skúsenostiach, ktoré sú pre self prostriedkami existencie. Ďalej článok pojednáva o charakteristikách procesu tvorivého písania a jeho prispievania ku rozvoju sebapoznania, sebaakceptácie a sebarealizácie. V ďalšej časti sú opísané rozdielne spôsoby vyjadrenia a formovania self v autopatografiách psychiatrických pacientov. Nakoniec sa článok zaoberá sociálnym významom naratívneho a terapeutického tvorivého písania: predpokladá sa, že čítanie (počúvanie) príbehu ochorenia sa môže stať prostriedkom učenia napodobňovaním a morálnym imperatívom (tzv. etikou hlasu) načúvať bolestivým príbehom druhých, prejaviť empatiu ku ich autorom a sebareflektovať rôzne aspekty čitateľovho vlastného príbehu.

The article focuses on psychological and psychotherapeutic aspects of (re)construction of self in therapeutic creative writing: both generally and especially among authors with mental illnesses. In particular, postmodern models of illness in which the patient (client) is not expected only to recover but to attribute the meaning to suffering and to self-reflect who he is and who he is becoming because of (or in spite of) illness are described. Firstly, genre of narrative known as autopathography will be discussed in which negative (physical, mental and social) effects of illness lead to creating stories about author´s own experiences and how these stories become means for self. Secondly, characteristics of creative writing process and its contribution to enhance of self-knowledge, self-acceptance and self-realisation are addressed. Then, the article focuses on the different ways of self-expression and self-construction in autopathographies by psychiatric clients (patients). Finally, the attention is paid to social meaning of narrative and therapeutic creative writing: it is suggested that the story of illness becomes the mean of learning through identification and the moral imperative (also called ethics of voice) to listen to the painful stories of others, to be able to express empathy and to self-reflect about the painful aspects of listeners own life.

• Klíčová slova
• trapeutické tvůrčí psaní, autopatografie, identita,
• MeSH
• ego MeSH
• kreativita MeSH
• lidé MeSH
• narativní terapie * metody   MeSH
• psaní * MeSH
• psychoterapeutické procesy MeSH
• psychoterapie metody   MeSH
• sebepojetí MeSH
• Check Tag
• lidé MeSH