On the spontaneity of behaviour categorization and its implications for personality measurement

In the present study 36 university students were asked to read behaviour‐descriptive sentences either under memory instructions or under behaviour‐categorization instructions. It was demonstrated that after reading sentences under memory instructions sentence recall cued by a corresponding trait adjective was better than sentence recall cued by a strong semantic associate of a sentence part. This was found despite the fact that no actors were mentioned in the sentences. This result suggests that the spontaneous encoding of sentences in trait terms during the first stage of processing behavioural information has to be interpreted as the categorization of actions rather than as the attribution of traits to actors. This categorization of a behaviour is less pronounced when it occurs spontaneously than when explicit instructions are given to do so. The impact of the occurrence of spontaneous behaviour categorization on memory‐based seq‐ or other ratings with concrete behaviour‐descriptive items is discussed.

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The Impact of the Reformation on Hessian Education

Church History ◽

10.2307/3165191 ◽

1975 ◽

Vol 44 (2) ◽

pp. 182-198 ◽

Cited By ~ 3

Author(s):

William J. Wright

Keyword(s):

Public Education ◽

Martin Luther ◽

The Reformation ◽

The Impact ◽

Better Than ◽

Do So

“Are we to permit none but louts and boors to rule when we can do better than that.” With these words, Martin Luther challenged the politicians of his day to educate the young, for, he wrote, it is pleasing to God that princes, lords and councilmen and others in authority be educated and qualified to perform the functions of their offices. It was necessary for those in authority to educate the young, because many parents would not do it, others were incompetent to do so, others did not have the time, and that was not to mention orphans.One of those politicians who responded to Luther's challenge was Philip the Magnanimous of Hesse. In the years 1526 to 1537, Philip organized a territorial system of public education consisting of state Latin grammar schools and a university.

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Quality of Life Indicators of University Students in Hungary

Physical Culture and Sport Studies and Research ◽

10.2478/pcssr-2013-0012 ◽

2013 ◽

Vol 58 (1) ◽

pp. 53-60 ◽

Cited By ~ 1

Author(s):

László Edvy

Keyword(s):

Quality Of Life ◽

University Students ◽

Research Field ◽

Major Conclusion ◽

Common People ◽

Quality Of Life Indicators ◽

New Research ◽

The Impact ◽

Better Than

Abstract Quality of life is a new research field in the postmodern world. Results show that there are several factors beyond the material world which have an impact on our happiness and which can be influenced and developed by us. To transfer the knowledge that can help improve quality of life requires authentic channels. One of these channels could be the stratum of educated intellectuals as an influential group of society, but they are authentic only if their quality of life is really better than nonqualified population’s quality of life. We investigated this issue in Hungary. On the basis of empirical research, we compared university students’ quality of life indicators with those of common people of similar ages. The objective of this paper is to present the relevant results of this research, which show that a) the examined indicators of quality of life are not more favorable with university students than the same indicators with the non-student population; b) the quality of life indicators of female university students are worse in some respects than those of non-student women; c) the impact of some psychological factors is stronger with university students than with common persons. The major conclusion of this paper is that an appropriate intervention is needed in health education programs at universities in order to contribute to the improvement of students’ quality of life.

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The Impact of Translators’ Epistemological Beliefs and Gender on Their Translation Quality

English Language Teaching ◽

10.5539/elt.v9n4p24 ◽

2016 ◽

Vol 9 (4) ◽

pp. 24

Author(s):

Elmira Araghizade ◽

Esmaeil Jadidi

Keyword(s):

Epistemological Beliefs ◽

Negative Relationship ◽

Epistemic Beliefs ◽

Translation Quality ◽

And Gender ◽

The Impact ◽

The Relationship ◽

Better Than ◽

Do So

<p>This study aimed to determine the relationship between translators’ epistemological beliefs and gender on their Persian-to- English translation quality. To do so, a group of 53 MA translation students both male and female were selected, through convenient sampling to participate in this study. For data collection two instruments were employed: 1- Epistemic Beliefs Inventory (EBI) 2- Translation Test including a piece of poem. Regression analysis was also conducted to explore the interaction of epistemological beliefs and gender of translators on their translation quality. The findings indicated that there is no significant relationship between the components of epistemological beliefs and translation quality, except in one case that QL (quick learning) has a negative relationship with translation scores. Translators’ gender significantly affects the translation quality. An implication of the results is that males translate significantly better than females regarding the quality of translation. The interaction of translators’ epistemological beliefs and gender significantly affect the translation quality.</p>

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CROSS-CURRICULAR EDUCATION FOR SOLIDARITY OF UNIVERSITY STUDENTS: ORIENTATION FOR PROBLEM EXPERIENCES

Problems of Education in the 21st Century ◽

10.33225/pec/12.49.48 ◽

2012 ◽

Vol 49 (1) ◽

pp. 48-58

Author(s):

Francisco Manuel Morales Rodríguez

Keyword(s):

Higher Education ◽

University Students ◽

Key Words ◽

Educational Innovation ◽

Violent Behaviour ◽

Educational Activities ◽

Lack Of Information ◽

The Impact ◽

Do So

The present study is framed by the project of educational innovation "Cross-cutting education for solidarity in the training of psychologists and educators" (PIE 10-127; 2010-2012). The aim of this study is presenting the structure of this research and it shows an analysis of values and attitudes in a sample of university students as well as to provide an assessment of the impact and satisfaction that they had reported in specific educational activities in favour of solidarity. Participants were 945 University Students, aged between 18 and 57 years. The results demonstrate that most students participating in the study highly agree to consider situations reflected in items 1, 4 and 7, as stealing, violent behaviour or trying to avoid a conflict. The majority of the participating students does not collaborate with any NGOs; they mention the lack of time, the issue not being raised as well as not being involved in any solidarity activity noting as reasons: lack of information, idleness, not having the opportunity presented and not having the funds to do so. In addition, students have found these educational activities for solidarity very satisfactory. Key words: basic competence, European space of higher education, solidarity-based teaching, university students, values and attitudes.

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EXPRESS: Enhanced Recognition of Emotional Images is not Impacted by Post-Exposure Exercise-Induced Arousal

Quarterly Journal of Experimental Psychology ◽

10.1177/17470218211054950 ◽

2021 ◽

pp. 174702182110549

Author(s):

Veronica M Smith ◽

Poppy Watson ◽

Steven Most

Keyword(s):

University Students ◽

Aerobic Exercise ◽

Memory Consolidation ◽

Cardiovascular Fitness ◽

Post Exposure ◽

Exercise Induced ◽

The Individual ◽

The Impact ◽

Better Than

Research suggests that aerobic exercise (i.e., exercise aiming to improve cardiovascular fitness) promotes cognition, but the impact on memory specifically, is unclear. There is some evidence to suggest that as little as one session of post-learning exercise benefits memory consolidation. Furthermore, memory may be particularly facilitated by exercise when the individual is emotionally aroused while encoding stimuli. The current study tested whether exercise after exposure to neutral and emotional images improved memory consolidation of the items among university students. Ninety-nine students were randomly instructed to either exercise or not exercise after viewing a set of images that were positive, neutral, and negative in valence, and they were later tested on their memory. Although emotional images were remembered better than non-emotional images, the results suggested that exercise did not influence this effect or enhance consolidation of the items overall. Explanations and implications for these findings are discussed.

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