This study investigated the relationships between antisocial traits and compliance with COVID-19 containment measures. The sample consisted of 1578 Brazilian adults aged 18–73 years who answered facets from the PID-5, the Affective resonance factor of the ACME, and a questionnaire about compliance with containment measures. Latent profile analyses indicated a 2-profile solution: the antisocial pattern profile which presented higher scores in Callousness, Deceitfulness, Hostility, Impulsivity, Irresponsibility, Manipulativeness, and Risk-taking, as well as lower scores in Affective resonance; and the empathy pattern profile which presented higher scores in Affective resonance and lower scores in ASPD typical traits. The latent profile groups showed significant differences between them and interaction with the containment measures and weeks. The antisocial and empathy groups showed significant differences. These differences were sustained in the interaction with the containment measures and weeks separately, but not when all were interacting together. Our findings indicated that antisocial traits, especially lower levels of empathy and higher levels of Callousness, Deceitfulness, and Risk-taking, are directly associated with lower compliance with containment measures. These traits explain, at least partially, the reason why people continue not adhering to the containment measures even with increasing numbers of cases and deaths.
Objective: About 10 years ago, Gratz and Roemer (2004) introduced the Difficulties in EmotionRegulation Scale (DERS), a 36-item self-report instrument measuring 6 areas of emotion regulation problems. Recently, Bjureberg et al. (2015) have introduced a new, briefer version of the DERS comprising only 16 of the 36 items included in the original version. Because no studies have yet crossvalidated the recently introduced 16-item DERS and the 36-item DERS has never been tested in Brazil, we sought to inspect the psychometric properties of scores from both DERS versions with a nonclinical Brazilian sample. Method: Participants were 725 adult volunteers aged 18-70 years (mean = 30.54, standard deviation = 10.59), 82.3% of whom were women. All were administered the DERS along with a number of other self-report and performance-based instruments. Data analyses inspected internal consistency, factor structure, and convergent as well as divergent validity of scores from both DERS versions. Results: Results show that scores from both DERS versions possess good psychometric properties. Interestingly, both versions correlated, in the expected direction, with psychopathology and showed no significant correlations with cognitive measures. Like in other studies, however, the Awareness factor of the 36-item DERS did not produce optimal validity and reliability indexes. Conclusion: Taken together, our findings indicate that the 16-item DERS may be preferred over the 36-item version and provide additional support to the differentiation between emotion regulation and cognitive tasks of emotional perception and abstract and verbal reasoning. C
ResumoO presente trabalho realizou uma revisão da literatura das principais teorias sobre o funcionamento emocional: jamesianas, psicoevolucionistas, cognitivas e sociais. Com objetivo de integrar as propostas, foi desenvolvido um modelo constituído por aspectos cognitivos na avaliação do evento eliciador que conduzem a possíveis reações (impressão subjetiva, comportamento expresso e/ou alterações fisiológicas) e retroalimentam a interpretação. Esse modelo foi usado como base para apresentar características de expressão das emoções, sendo que seis emoções básicas foram discutidas (alegria, medo, surpresa, tristeza, nojo e raiva) com foco em seus aspectos expressivos faciais e cognitivos. Foi possível concluir que uma abordagem integrativa do fenômeno emocional pode trazer informações importantes para o trabalho do psicólogo. Palavras-chave: emoções; expressões faciais; estados emocionais. Psychology of emotions: an integrative proposal to understand emotional expression AbstractThis study conducted a literature review of the main theories about emotional functioning: jamesian, psychoevolutionary, cognitive and social. Aiming on integrating the proposals, a model was developed, consisting of cognitive aspects in the evaluation of the eliciting event leading to possible reactions (subjective impression, expressed behavior and/or physiological changes) and feedback to appraisal. This model was used as the basis for presenting characteristics of emotional expressions, and six basic emotions were discussed (joy, fear, surprise, sadness, disgust and anger) focusing on their facial and cognitive expressive aspects. It concluded that an integrative approach to the emotional phenomenon could provide important information for psychologists' work. Keywords: emotions; facial expressions; emotional states. Psicología de las emociones: una propuesta integrada para comprender la expresión emocional ResumenEn este estudio se llevó a cabo una revisión de literatura de las principales teorías del funcionamiento emocional: jamesianas, psicoevolucionistas, cognitivas y sociales. Con el objetivo de integrar las propuestas, fue desarrollado un modelo que consiste en la evaluación de los aspectos cognitivos del evento provocador, que conduce a posibles reacciones (impresión subjetiva, comportamiento expreso y/o cambios fisiológicos) y retroalimentan la interpretación. Este modelo se utilizó como base para presentar las características de expresión de las emociones, y se discutieron seis emociones básicas (alegría, miedo, sorpresa, tristeza, asco y rabia) centrándose en sus aspectos expresivos faciales y cognitivos. Un abordaje integral del fenómeno emocional puede aportar informaciones importantes en el trabajo de los psicólogos.
O objetivo do presente estudo foi esclarecer mal entendidos comumente encontrados no ensino de técnicas projetivas. Foram desenvolvidos três temas: o mito da exclusividade da psicanálise sobre esses instrumentos, a reavaliação da nomenclatura das técnicas e o mito da ausência de validade. Encontrou-se que há publicações que dão suporte à utilização dessas técnicas por psicólogos de diversas abordagens, exemplificando com um teste desenvolvido pelo behaviorista Skinner. A possibilidade de uma nova terminologia, questionada por outros pesquisadores, foi apresentada. Além disso, a revisão concluiu que as técnicas demonstram cientificidade em diversos contextos da Psicologia.
Nesse estudo, investigaram-se as associações entre habilidades sociais e aceitação-rejeição em estudantes universitários. Foram estudados 126 estudantes universitários do curso de Educação Física de uma instituição de ensino superior particular de uma cidade do interior do estado de São Paulo. Para fins de avaliação foi utilizado um Inventário de Habilidades Sociais (IHS) e uma Medida Sociométrica que avalia a aceitação ou rejeição do estudante por seus colegas de classe para as atividades de sair e estudar. A aceitação para ambas as situações não foi explicada por nenhuma faceta das habilidades sociais para os homens. Já nas mulheres, foi explicada somente pela medida de autoexposição a desconhecidos. Essa pesquisa elucida algumas das condutas socialmente hábeis de homens e mulheres universitários que podem ser empregadas em treinamentos em habilidades sociais para se evitar a rejeição entre pares, e maximizar a aceitação.
Intelligence is commonly divided into two distinctive areas: fluid intelligence (Gf), which is understood as the skill of reasoning or intelligence as a process, and crystallized intelligence (Gc) that involves skills that are more related to learning and experience (knowledge-based skills). The objective of the present work was to investigate the effects that schooling and age exert on fluid and crystallized intelligence measuring students' results in sub-tests of the Battery of Reasoning Test . This study considered a sample composed of 1,722 students -603 were assessed with Form A of the battery and 1,119 with Form B. The results show that intelligence is systematically associated with schooling and age. Some difficulties in separating the effects of cognitive development from the effects of formal learning on students' cognitive performance are also emphasized. Keywords: Intelligence, fluid/crystallized intelligence, psychometrics, schooling, age. ResumoA inteligência é comumente dividida em fluida (Gf), entendida como habilidade de raciocínio ou inteligência como um processo, e cristalizada (Gc) como as habilidades mais associadas à aprendizagem e experiência (habilidades associadas aos conhecimentos). No presente trabalho, o objetivo foi investigar os efeitos que a escolarização e a idade exercem sobre Gf e Gc tomando os resultados dos alunos nos subtestes da Bateria de Provas de Raciocínio (BPR-5). Este estudo considerou uma amostra composta por 1722 estudantes respondendo 603 à forma A dessa bateria e 1119 à sua forma B. Os resultados apontam relações sistemáticas entre inteligência, escolaridade e idade. Também se enfatiza a dificuldade em se separar os efeitos do desenvolvimento cognitivo e da aprendizagem formal no desempenho cognitivo dos alunos. Palavras-chave: Inteligência, inteligência fluida/cristalizada, psicometria, escolarização, idade.Even though there is some controversy concerning the definition and measurement of intelligence, a relative consensus on the Cattell-Horn-Carroll hierarchical model of cognitive abilities has been noted in the last decade (McGrew, 1997(McGrew, , 2005. As its name suggests, this model incorporates the Gf-Gc theory, which initially originated with the work of Raymond Cattell (1963, 1971) and which later on was developed and extended by Horn and Cattell (1966) in articulation with the model proposed by Carroll (1993) based on a massive meta-analysis work.The psychometric theory of Cattell (Gf-Gc) initially proposed a detailed elaboration of the g factor concept of Spearman (1927) into two components: fluid intelligence, Gf, and crystallized intelligence, Gc. On one hand, Gf is understood as the potential for understanding and relating information, as well as solving new problems for which there is no available knowledge previously stored in memory. Thus, it implies deliberate implementation and controlled and systematic mental processes in order to find relationships between information organisation (induction) and the derivation of information (deduction)....
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