Search results for "Psychology and Cognitive Sciences"
showing 10 items of 5186 documents
Commentary: Long-term Practice with Domain-Specific Task Constraints Influences Perceptual Skills.
2018
EDM and Ecstasy: the lived experiences of electronic dance music festival attendees
2017
Attendance at large-scale music festivals has captivated a global interest in these spectacular experiences, yet little is known about the lasting benefits and personal changes individuals incur following this event. This study aims to provide a comprehensive exploration of the lived experiences of individuals who attended a multi-day electronic dance music festival. The present study was primarily interested in the perceived beneficial changes within the individual, following their festival experience. We investigated if first-time festival attendees perceived changes differed to those of returning individuals. Semi-structured qualitative interviews were used to collect data from 12 indivi…
The Development of Teachers' and Their Students' Social and Emotional Learning During the “Learning to Be Project”-Training Course in Five European C…
2021
This study was funded by a project Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems (#4120034) in the framework of Erasmus+ KA3 program (582955-EPP-1-2016-2-LT-EPPKA3-PI-POLICY). We are also grateful for funding by the Academy of Finland (#308352) and Finnish Strategic Research Council (#327242).
Friends, academic achievement, and school engagement during adolescence : A social network approach to peer influence and selection effects
2018
Abstract Peers become increasingly important socializing agents for academic behaviors and attitudes during adolescence. This study investigated peer influence and selection effects on adolescents' emotional (i.e., flow in schoolwork, school burnout, school value), cognitive (i.e., school effort), and behavioral (i.e., truancy) engagement in school. A social network approach was used to examine students of post-comprehensive education in Finland (N = 1419; mean age = 16). Students were asked to nominate peers to generate peer networks and to describe their own school engagement at two time points (one year apart). Network analyses revealed that the degree to which peer influence and selecti…
Self-regulation and Beyond: Affect Regulation and the Infant–Caregiver Dyad
2016
In the available psychological literature, affect regulation is fundamentally considered in terms of self-regulation, and according to this standard picture, the contribution of other people in our affect regulation has been viewed in terms of socially assisted selfregulation. The present article challenges this standard picture. By focusing on affect regulation as it unfolds in early infancy, it will be argued that instead of being something original and fundamental, self-regulation developmentally emerges from the basis of a further type of affect regulation. While infants’ capacities in recognizing, understanding, and modifying their own affective states are initially immature and undeve…
Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence
2019
This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (b) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5- to 6-year-old children narrated stories of familiar but challenging daily situa…
Heterogeneity versus Homogeneity in Schools: A Review of the Educational Value of Classroom Interaction
2020
The degree of homogeneity and heterogeneity among schools affects the comprehensiveness and inclusiveness of the school system and the type and scope of classroom interaction. Since the beginning of the 1980s, interest has gradually increased in the effects of homogeneity and heterogeneity of schools on classroom interactions
Seeking understanding of the textbook-based character of Finnish education
2021
This article provides a critical exploration of the textbook-based character of Finnish educational culture. The opening section points to the need to recognize and better understand the role of textbooks in Finnish education. The next section outlines how and why textbooks have become a characterizing feature of Finnish educational culture before addressing different ways in which pupils and student-teachers are socialized into textbook-based practices of schooling. The later sections critically consider the importance of textbooks as part of Finnish education, as well as the implications for educational research, the ongoing development of Finnish education and in particular teacher educa…
El jurista, colaborador necesario en la traducción jurídica. Reflexiones sobre su intervención en el proceso de traducción
2020
espanolEn este articulo presentamos los resultados de un proyecto colaborativo entre juristas y alumnos de traduccion de la Universitat de Valencia. De los resultados se desprende que el especialista, que interviene desde el inicio del proceso traductor, juega un papel destacado en la fase de comprension. La consulta al experto no solo se limita a cuestiones terminologicas, sino tambien a la comprension del genero textual, los destinatarios y la finalidad de los textos. La intervencion en la fase de traduccion es mas anecdotica, cobrando especial protagonismo en la fase de revision de las traducciones finales. El proyecto contribuyo a reforzar la autoeficacia de los alumnos, entendida como …
Long-Term Educational Sustainability: Educational Innovation in Social Vulnerability Contexts
2017
This paper investigates the behavior of children from low socioeconomic status families and examines the effects of a socioemotional education program on aggression in children. The results of the program are compared according to the children’s gender and age, the family structure, the parents’ educational attainment, and social status. The results show that applying socioemotional education programs reduces children’s aggression and encourages positive development during adolescence. This positive development fosters open, expressive behavior.