Mediating the Low Verbal Intelligence–Early Adult Offending Relationship With Pro-Aggression Attitudes

This study was designed to explore a possible mechanism for the well-documented relationship between low verbal intelligence and early adult offending. It was hypothesized that low verbal intelligence, as measured by a brief vocabulary test, would predict higher pro-aggression thinking, which would then encourage future antisocial behavior. This hypothesis was tested in a longitudinal analysis of 411 male youths from the Cambridge Study of Delinquent Development (CSDD). After controlling for school performance, truancy, impulsivity, peer delinquency, and nonverbal intelligence, a path analysis revealed that low verbal intelligence at age 14 or 15 predicted violent offending (fighting) and property offending at age 21 or 22 by way of late adolescent pro-aggression attitudes. From these results, it was speculated that one mechanism linking low verbal intelligence to early adult offending is an attitude favorable to personal violation of the rights of others, in line with predictions from general personality and cognitive social learning (GPCSL) theory.

Play like a team in teams: A typology of online cognitive-social learning engagement

Within higher education, students and institutions are increasingly moving towards blended components and fully online learning coursework. Best practice online pedagogy is understood to be student-centred with a strong emphasis on social learning through collaboration. The social aspect supports frequency of engagement while collaborative activity supports cognitive engagement. Research that guides online pedagogy draws substantially from studies identifying type and frequency of students’ cognitive engagement, usually along a continuum but without the nuance of social learning. To build on that and to identify profiles of cognitive-social engagement, this study examined the content of 3,855 student posts from one course within a chat-based platform. The findings suggested six student engagement types: lurk, superficial, task, respond, expand, create. These types were then further examined along two continuums of complexity and intensity of engagement. The results present a new typology of cognitive-social learning engagement defined by four profiles: bench sitter, hustler, striker, champion. The typology was purposely fashioned using team-play acronyms to build a useable language for educators to recognise student engagement profiles and to guide learning design in social spaces online.

Wpływ osobowości sprawcy na ocenę podstaw i zakresu odpowiedzialności karnej

The wrong-doer’s personality influence on the assessment of criminal liability grounds and scopeA criminal act is done in certain circumstances, but it refl ects also the wrong-doer’s personality and his/her social dangerousness. The Criminal Code of 1997 replaced the term “social dangerousness” with “social harmfulness”. Art. 115 § 2 CC points out the circumstances that should be considered while assessing the level of social harmfulness; with no personality-like circumstance mentioned there. Such factor is indirectly hidden in the phenomena of motivation. While one considers acts that are done mostly because of some external situation-related factors, the wrong-doer’s personality does not matter. One’s personality should be considered as far as involuntary acts are concerned. The wrong-doer’s personality is interesting for criminal law purposes, because of some terms the Polish CC uses, like personal characteristics Art. 10 § 2, 10 § 4, Art. 21 § 1 i § 2, Art. 58 § 2a, Art. 66 § 1, Art. 69 § 2, Art. 77 § 1, Art. 53 § 2 and motivation Art. 40 § 2, Art. 53 § 2, Art. 115 § 2, Art. 148 § 2 point 3. The term “personal characteristics” is wider than “personality”. There are many psychological theories that try to explain what personality is Freud’s, factors, cognitive, social learning, humanistic and systematic theory. Personality is a fairly well-fixed regulation system that starts to function about the age of 21. It consists of many elements. Personality can change drastically during lifetime under certain traumatic circumstances, organic brain changes or addictions to psychoactive substances. The act of a wrongdoer may express his/her typical characteristics personality but it may not be so typical for him/ her, either. Usually, when it is typical the court treats it as an aggravating circumstance and when untypical — as a mitigating one. Personality issues need some specialist knowledge. Personal characteristics are important as far as criminal liability is concerned. Otherwise, their presence should be limited in the Criminal Code and used only in Art. 10 § 2 and Art. 53. They should be considered as far as the period of punishment execution and probation measures are concerned.

Towards understanding loss of control

Chapter 5 discusses an automatic network theory of addictive behaviours, including cognitive social learning theory and the expectancy construct, anomalies and limitations in traditional cognitive and expectancy theories, autonomic cue-reactivity phenomena, and methods of cognitive assessment, automatic cognitive processes in addictive behaviours, implicit memory structures and processes in addictive behaviours.

A APRENDIZAGEM ORGANIZACIONAL SOB A PERSPECTIVA SÓCIO-COGNITIVA: CONTRIBUIÇÕES DE LEWIN, BANDURA E GIDDENS

This article seeks to establish the transfer of contributions of socio-cognitive learning theories to the sphere of organizational learning. The central argument is the idea that social cognition explains organizational learning more adequately than the fragmented studies of learning derived from the organizational field. Within the socio-cognitive perspective, organizational learning is understood as the result of a reciprocal exchange between socio-cognitive constructs and organizational culture. The understanding of organizational learning requires consideration of the social aspects of learning, and is based on theories capable of interconnecting individual processes, the functioning of the groups, and social relations. Among the learning theories that consider the social context, we elect the analysis and transfer of the following theories, to the organizational sphere: a) Kurt Lewin’s field theory (and his influence on Dewey); b) Bandura’s cognitive social learning theory (and the influence of the attribution theory); and Giddens’ theory of structuration.