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10 25th, 2008| 
The Current Meta-Analysis
The current study incorporates the research from four domains of social investment—work, family, religion, and volunteering—into a meta-analytic framework to investigate the relationships between social investment and personality traits in adulthood. We expect to find positive associations between three trait domains—agreeableness, conscientiousness, and emotional stability—and social investments made in these four social investment domains. In addition, we examine one critical moderator: the difference between associations drawn from studies that explicitly examine the subjective, psychological
investment made in these social roles and those associations drawn from studies that examine the demographic representation of these role experiences. It is our contention that cognitive and emotional investments will be more strongly related to personality traits than simple demographic representations of investments (e.g., married versus divorced). By examining the relationship between personality traits and social investment, we can begin to understand the transactional relationship between these two important individual differences.
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Investing in normative, age-graded social roles has broad implications for both the individual and society. The current meta-analysis examines the way in which personality traits relate to four such investments—work, family, religion, and volunteerism. The present study uses meta-analytic techniques (K = 94) to identify the cross-sectional patterns of relationships between social investment in these four roles and the personality trait domains of agreeableness, conscientiousness, and emotional stability. Results show that the extent of investment in social roles across these domains is positively related to agreeableness, conscientiousness, emotional stability, and low psychoticism. These findings are more robust when individuals are psychologically
committed to rather than simply demographically associated with the investment role. Read the rest of this entry »
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Starile de constiinta pot fi definite ca fiind configuratia elementelor componente ale constiintei ( psihologice sau neurologice ), asa cum se prezinta ea la un moment dat si pentru o perioada determinata de timp.
Invaluit multa vreme in mister, superstitii si fantezie, explicat prin ipoteze naïve sau ciudate, visul reprezinta un fenomen absolut normal. Ca stare de constiinta modificata, el este mai complex decat somnul, desi apare pe fondul lui. In vis fanteziile si imaginile memorate sunt temporar confundate cu realtatea externa. Cercetatorii nu au reusit inca sa inteleaga de ce oamenii viseaza, si mai ales, de ce oamenii viseaza ceea ce viseaza. Cu toate acestea, metodele moderne de cercetare au raspuns la marile intrebari cu privire la visare.
Toti oamenii viseaza? Desi multi oameni nu-si amintesc dimineata visele, dovada somnului REM sugereaza faptul ca cei care nu-si amintesc visele, viseaza la fel de mult ca si cei care isi amintesc visele. Cercetatorii au propus mai multe ipoteze privind diferentele de reamintire a visului. O posibilitate este aceea ca indivizii care nu-si amintesc visele au mai multe dificultati in amintirea viselor comparativ cu cei care isi amintesc. O alta ipoteza sugereaza faptul ca unii oameni se trezesc usor in timpul somnului REM si astfel isi amintesc mai multe vise decat cei care dorm profund. Modelul general acceptat privind amintirea visului sustine ideea ca ceea ce se intampla in momentul trezirii reprezinta factorul crucial. Potrivit acestei ipoteze, informatia visului nu este consolidata, daca imediat dupa visare apare o scurta perioada de trezire confuza.
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Un abstract este o expunere de sine stãtãtoare care prezintă pe scurt informaţiile esenţiale ale unei lucrari, ale unui articol sau ale unei carţi; prezintă obiectivele, metodele, rezultatele si concluziile unei cercetări, are un stil foarte scurt şi nerepetitiv.
Se scrie dupa ce lucrarea a fost terminată. Abstractul in sine este un mini-eseu. Un abstract bun nu trebuie sa depaseasca 250 de cuvinte.
Există doua tipuri distincte de abstract:
DESCRIPTIV: are rolul doar de a identifica aria ce urmeaza a fi explorată in lucrare.Se foloseste mai mult in cazul rapoartelor si a monografiilor. Expune scopul elaborarii acelei lucrari sau raport. Se refera numai la organizarea lucrarii, nu si la continut. Are un rol asemanator cuprinsului unei carti si e util mai ales bibiotecarilor. De cele mai multe ori, un eseu de tip descriptiv este ca un cuprins al lucrarii.Spre deosebire de citirea unui abstract informativ, cel descriptiv nu poate substitui citirea articolului.
INFORMATIV: rezuma intreaga lucrare si ofera cititorului o privire de ansamblu asupra elementelor care vor fi discutate in eseu. Nu reprezinta mai mult de 10% din intreaga lucrare. Desi exista aceasta clasificare, cea mai des intalnita practica e de a scrie abstracte informative.
Un abstract informativ au de obicei urmatorul format:
- informatie de plecare (citat bibliografic sau alta identificare a unui document)
- reformulare concisa a subiectului, incluzand problema initialã
- Prezentarea intrebarii la care raspunde lucrarea
- Sinteza rezultatelor
- prezentarea pe scurt a ideilor principale/ argumentelor
- Prezentarea concluziilor sau a recomandaril;or
- metodologie (pentru lucrarile experimentale) si rezultate
- concluzii majore, eventual recomandari
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Abstract (Summary)
Taylor assesses the moral development in Japanese children. The data came from structured interviews with kindergarten children, their teachers, and their director. Social system morality, emotions, and responsibility were seemingly related to these children’s moral development.
Copyright World Organization for Early Childhood Education 2002
Abstract
This is a study of Japanese children ’s moral development. The data came from structured interviews with kindergarten children, their teachers, and their director. Social system morality, emotions, and responsibility were seemingly related to these children’s moral development. The results of this study’s implications for education were presented.
Resting her hand on Keiko ’s shoulder, Mild asked, “What ’s wrong?” Tearful Keiko was unable to respond. Miki took Keiko ’s hands, “It is going to be okay,” she said, ” I will play with you; remember, we are all friends at school. ” Miki took Keiko to a group of children on the playground and said, “Hey everybody, Keiko is crying; we have to play with her so she won’t be sad! My mom said we need to play with everybody at school”
Introduction
The incident described above is informative about how children make moral decisions based on their experiences and on information gained at school and at home. “From these sources spring the rules that are made to be golden” (Taylor, Wilson, Kaneda, & Ogawa, 2000). These intellectual patterns of thinking are a product of the activities practiced in the culture in which children are reared (Vygotsky, 1978), and cultural value systems shape their morality. At around age five, children are familiar with their cultural expectations and are able to make culturally appropriate moral decisions (Damon, 1988).
Researchers (Hamilton, Blumenfeld, & Akoh, 1989; Taylor, et al., 2000; Wainryb, 1993) have studied children’s moral development in relation to cultural differences, and Taylor et al. (2000) found that universal concepts, as well as cultural filters, influenced both American and Japanese first and second graders’ moral decisions. Japanese children made moral decisions through their cultural filters of sunao (cooperation), hansei (reflection), apology, and feelings, while American children made their decisions through such cultural filters as honesty, feelings, and a sense of right and wrong. Likewise, Hamilton et al. (1989) compared American and Japanese fifth graders’ reasons for achievement and moral conduct, finding that Japanese children tended to internalize their cultural norms in social procedure and morality. Read the rest of this entry »
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III. Structura si dinamica personalitatii
1). Conceptul de personalitate:
- Modele de abordare a personalitatii - modelul trasaturilor, modelul factorial,
modelul umanist s.a;
- Structura personalitatii - temperament, aptitudini, caracter. Unitatea si dinamica lor.
Perspective noi in abordarea structurii personalitatii.
2). Caracteristicile dezvoltarii psiho-fizice a scolarului mic si mijlociu.
3). Dimensiunea creativa a personalitatii. Formare, dezvoltare, exprimare, afirmare in plan individual si social.
4). Metode si tehnici de cunoastere a personalitatii copilului prescolar
Tags: aptitudini, Aptitudinile, atitudinile, autoeducatie, capacitatea, caracterul, Educatia, entuziasmBIBLIOGRAFIE
• Allport,G.,Structura si dezvoltarea personalitatii, Bucuresti, EDP, 1981.
* Badea A., Caracterizarea dinamica a copilului si adolesentului de la 3 la 18 ani, cu aplicatii la fisa scolara, Bucuresti, EDP, 1993
*Cosmovici,A.; Iacob,L., Psihologie scolara, Iasi, Editura Polirom, 1998.
• Cretu,C., Psihopedagogia succesului, Iasi, Editura Polirom,1997.
• Davitz,G.;Ball,S., Psihologia procesului educational, Bucuresti, EDP, 1978.
• Dragu Anca, Cristea Sorin, Psihologie si pedagogie scolara, Ovidius University Press, 2003
* Miclea M. Psihologie cognitiva. Modele teoretico-experimentale, Polirom, Iasi, 2003
* Mitrofan, N., Testarea psihologica a scolarului mic, Bucuresti, Editura Press Mihaela
SRL, 1997
• Oprescu,V., Fundamentele psihologice ale pregatirii si formarii didactice, Craiova,
Editura Universitaria,1996.
• Pavelcu,V., Cunoastera de sine si cunoasterea personalitatii, Bucuresti,EDP,1982.
• Popescu-Neveanu, P., Zlate, M.,Cretu,T.,(sub redactie) Psihologia scolara Bucuresti
Tipografia Universitatii Bucuresti, 1987.
* Raducu, A., Reprezentarile copiilor de 6-7 ani despre scoala, Bacau, Editura Tudor, 1998
• Schiopu,U., Verza,E.,Psihologia varstelor. Ciclurile vietii,Bucuresti,EDP,1995.
• Zlate,M., Fundamentele psihologiei, Bucuresti Editura XXI,1994.
• Zlate,M., Eul si personalitatea ,Bucuresti,Editura”Trei”,1997.
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