scholarly journals Chinese Adolescents’ Conceptions of Teacher’s Authority and Their Relations to Rule Violations in School

2018 ◽  
Vol 9 (1) ◽  
pp. 99-117
Author(s):  
Jianjin Liu
Keyword(s):  
Moral Education ◽  
Social Cognitive ◽  
Cognitive Domain ◽  
Seventh Graders ◽  
Older Students ◽  
Teacher Authority ◽  
The Social ◽  
Moral Domain ◽  
Personal Jurisdiction ◽  
Male Subjects

Based on the Social Cognitive Domain Theory, the paper explored the adolescents’ conceptions of teacher authority in different domains and their relations to rule violations in school. The main results are: 1) Adolescents viewed moral, conventional, and prudential issues as legitimately subject to teachers’ authority and personal issues as under personal jurisdiction, but they were equivocal about contextually conventional issues. 2) Seventh graders judged all acts as more legitimately subject to teachers’ authority, all rule violations as more negative than did older students. 3) Compared with adolescents from big cities, adolescents from rural area viewed moral, conventional, contextually conventional, and personal issues as more legitimately subject to teacher authority, and endorsed less personal jurisdiction over those issues; but there were no significant differences in moral domain. 4) Male subjects reported more violations in conventional and prudential domain. 5）Adolescents’ older age, less endorsement of legitimacy of teacher authority, and greater dislike for school predicted more teacher- and self-reported misconducts. Implications for moral education from these results were also discussed.

scholarly journals Tolerance of Muslim beliefs and practices: Age related differences and context effects

2007 ◽  
Vol 31 (5) ◽  
pp. 467-477 ◽  
Author(s):  
Maykel Verkuyten ◽  
Luuk Slooter
Keyword(s):  
Social Cognitive ◽  
Context Effects ◽  
Cognitive Domain ◽  
Political Rights ◽  
Social Implication ◽  
Beliefs And Practices ◽  
Age Related ◽  
The Social ◽  
Positive Effect ◽  
Older Males

Tolerant judgments of Muslims' political rights and dissenting beliefs and practices by ethnic Dutch adolescents (12—18 years) were examined. Participants ( N = 632) made judgments of different types of behaviors and different contexts in an experimental questionnaire study. As in other studies, tolerance was found to not be a global construct. Adolescents took into account various aspects of what they were asked to tolerate and the sense in which they should be tolerant. The type of actor, the nature of the social implication of the behavior, the underlying belief type, and the dimension of tolerance, all made a difference to the tolerant judgments. Additionally, the findings strongly suggest that tolerance judgments do not develop through an age-related stage-like sequence where an intolerant attitude is followed by tolerance. For females, there were no age differences, and older males were less tolerant than younger males. There were also gender differences with males being less tolerant for some types of behavior and females being less tolerant for behaviors that negatively affected Muslim females. Level of education had a positive effect on tolerance. The findings are discussed with reference to social-cognitive domain theory.

Once more with feeling: Affect and language in atypical populations

1990 ◽  
Vol 2 (4) ◽  
pp. 367-391 ◽  
Author(s):  
Judy Reilly ◽  
Edward S. Klima ◽  
Ursula Bellugi
Keyword(s):  
Down Syndrome ◽  
Williams Syndrome ◽  
Social Cognitive ◽  
Neurodevelopmental Disorder ◽  
Cognitive Domain ◽  
Underlying Structure ◽  
Affective Prosody ◽  
The Social ◽  
Atypical Development ◽  
The Individual

AbstractThe study of clearly identifiable patterns of atypical development can inform normal development in significant ways. Delayed or deviant development puts in high relief not only the sequence of development but also the individual components. This article presents the results of studies that compare adolescents with Williams syndrome, a rare metabolic neurodevelopmental disorder resulting in mental retardation, with cognitively matched adolescents with Down syndrome. We investigate the interaction between affect and language through storytelling. In contrast to the adolescents with Down syndrome, the Williams syndrome subjects tell coherent and complex narratives that make extensive use of affective prosody. Furthermore, stories from the Williams but not the Down subjects are infused with lexically encoded narrative evaluative devices that enrich the referential content of the stories. This contrast in expressivity between two matched atypical groups provides an unusual perspective on the underlying structure of the social cognitive domain.

Sex Differences in Two Fundamental Cognitive Domains

2012 ◽  
Vol 33 (1) ◽  
pp. 24-34 ◽  
Author(s):  
Akio Wakabayashi ◽  
Junko Sasaki ◽  
Youji Ogawa
Keyword(s):  
Sex Differences ◽  
Elementary School Children ◽  
Social Cognitive ◽  
Cognitive Styles ◽  
Cognitive Domain ◽  
Test Results ◽  
Cognitive Domains ◽  
The Social ◽  
Intuitive Physics ◽  
The Relationship

Prior research indicates that, on average, females are superior at tasks concerned with the social cognitive domain, whereas males are superior at tasks concerned with physical cognitive domains. The empathizing-systemizing (E-S) theory explains these differences by proposing two independent cognitive drives: empathizing and systemizing. The present study explores sex differences and the relationship between these cognitive domains. Participants were 267 elementary school children (mean age = 9.8) and 102 university students (mean age = 20.7) who performed two tasks: the Eyes test and the intuitive physics test. Results showed that females scored higher than males on the Eyes test in both participant groups, whereas no marked sex differences appeared in the intuitive physics test. Distributions of cognitive styles, derived from performance differences in the two tasks, showed marked sex differences, and correlations between performances in the two tasks were near zero in both groups, were consistent with E-S theory.

scholarly journals The Impact of Social–Cognitive Stress on Speech Variability, Determinism, and Stability in Adults Who Do and Do Not Stutter

2016 ◽  
Vol 59 (6) ◽  
pp. 1295-1314 ◽  
Author(s):  
Eric S. Jackson ◽  
Mark Tiede ◽  
Deryk Beal ◽  
D. H. Whalen
Keyword(s):  
Social Cognitive ◽  
Cognitive Domain ◽  
Cognitive Stress ◽  
Novel Approach ◽  
Sentence Level ◽  
The Social ◽  
Quantification Analysis ◽  
Speech Variability ◽  
The Impact

Purpose This study examined the impact of social–cognitive stress on sentence-level speech variability, determinism, and stability in adults who stutter (AWS) and adults who do not stutter (AWNS). We demonstrated that complementing the spatiotemporal index (STI) with recurrence quantification analysis (RQA) provides a novel approach to both assessing and interpreting speech variability in stuttering. Method Twenty AWS and 21 AWNS repeated sentences in audience and nonaudience conditions while their lip movements were tracked. Across-sentence variability was assessed via the STI; within-sentence determinism and stability were assessed via RQA. Results Compared with the AWNS, the AWS produced speech that was more variable across sentences and more deterministic and stable within sentences. Audience presence contributed to greater within-sentence determinism and stability in the AWS. A subset of AWS who were more susceptible to experiencing anxiety exhibited reduced across-sentence variability in the audience condition compared with the nonaudience condition. Conclusions This study extends the assessment of speech variability in AWS and AWNS into the social–cognitive domain and demonstrates that the characterization of speech within sentences using RQA is complementary to the across-sentence STI measure. AWS seem to adopt a more restrictive, less flexible speaking approach in response to social–cognitive stress, which is presumably a strategy for maintaining observably fluent speech.

Social Cognition in Gilles de la Tourette Syndrome

2019 ◽  
Vol 30 (4) ◽  
pp. 243-249
Author(s):  
Ronja Weiblen ◽  
Melanie Jonas ◽  
Sören Krach ◽  
Ulrike M. Krämer
Keyword(s):  
Tourette Syndrome ◽  
Social Cognitive ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Theoretical Work ◽  
Neural Processes ◽  
The Social ◽  
Decision Making System ◽  
Social Decision Making ◽  
Work Done

Abstract. Research on the neural mechanisms underlying Gilles de la Tourette syndrome (GTS) has mostly concentrated on abnormalities in basal ganglia circuits. Recent alternative accounts, however, focused more on social and affective aspects. Individuals with GTS show peculiarities in their social and affective domain, including echophenomena, coprolalia, and nonobscene socially inappropriate behavior. This article reviews the experimental and theoretical work done on the social symptoms of GTS. We discuss the role of different social cognitive and affective functions and associated brain networks, namely, the social-decision-making system, theory-of-mind functions, and the so-called “mirror-neuron” system. Although GTS affects social interactions in many ways, and although the syndrome includes aberrant social behavior, the underlying cognitive, affective, and neural processes remain to be investigated.

Collective Human Agency in the Context of Organizational Participation

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
Author(s):  
Wolfgang Georg Weber ◽  
Hans Jeppe Jeppesen
Keyword(s):  
Collective Efficacy ◽  
Social Cognitive ◽  
Work Motivation ◽  
Human Agency ◽  
Employee Participation ◽  
Ecological Approach ◽  
Cognitive Approach ◽  
Organizational Decision Making ◽  
Organizational Participation ◽  
The Social

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.

Sign in / Sign up

Export Citation Format

Share Document