Documente Academic
Documente Profesional
Documente Cultură
SUMAR
STUDII I CERCETRI
PUNCTE DE VEDERE
CRITIC I BIBLIOGRAFIE
Rev. Psih., vol. 59, nr. 3, p. 181268, Bucureti, iulie septembrie 2013
REVISTA DE PSIHOLOGIE
(JOURNAL OF PSYCHOLOGY)
Vol. 59 2013 No. 3
CONTENTS
POINTS OF VIEW
Rev. Psih., vol. 59, nr. 3, p. 181268, Bucureti, iulie septembrie 2013
REVISTA DE PSIHOLOGIE
(REVUE DE PSYCHOLOGIE)
Vol. 59 2013 No 3
SOMMAIRE
TUDES ET RECHERCHES
POINTS DE VUE
CRITIQUE ET BIBLIOGRAPHIE
Rev. Psih., vol. 59, nr. 3, p. 181268, Bucureti, iulie septembrie 2013
STUDII I CERCETRI
Abstract
According to general aim to elaborate psychological tests watching the model of multiple
intelligence theory, we studied the selection for acceding in our organization through the vision of
multiple intelligences. So, we made a study design referring to some of faces of multiple intelligences.
For each type of intelligence we made a test including the theme similar and specific to cognitive
ability to test. Building formal tests is an important stage in our way for validity of the model. Another very
important dimension of the study is the use of individual results in making the abilities graphic which
have to answer to the task of vocational counselling or orientation by stressing the branches in which the
person may obtain a high efficiency.
Cuvinte-cheie: selecia psihologic, faetele inteligenei multiple, profil aptitudinal optim.
Keywords: psychologic selection, intelligence facets, aptitudinal graphic.
1. INTRODUCERE
*
M.Ap.N., Laboratorul psihologic al Ministerului Aprrii Naionale; e-mail: adrian_prisacaru@
yahoo.com.
Rev. Psih., vol. 59, nr. 3, p. 187198, Bucureti, iulie septembrie 2013
188 Adrian Priscaru et al. 2
i modelul triarhic (Andrie, 2007). ns, mai recent, la nceputul anilor 80, ca o
completare la modelele tradiionale enumerate anterior, apare o nou i interesant
abordare, denumit teoria inteligenelor multiple.
Referindu-se la teoria inteligenelor multiple, autorul acesteia, Howard Gardner
(2006), prezint teoria ca un model alternativ, ghidat de o alt orientare asupra
dezvoltrii i msurrii inteligenei, fiind n esen o viziune pluralist. Modelul
recunoate mai multe faete ale inteligenei i accept faptul c oamenii au puteri i
stiluri cognitive deosebite, dar i capaciti distincte, ncepnd cu inteligena muzical
pn la cea implicat n nelegerea de sine.
Teoria inteligenelor multiple extinde sfera conceptului tradiional al inteligenei,
susinnd c o inteligen este o capacitate computaional, adic o capacitate de
a procesa un anumit tip de informaie sau aptitudinea de a rezolva un anumit tip de
probleme pe baza unor operaii sau a unui set de operaii identificabile (Gardner,
2006). Se apreciaz c fiecare inteligen este activat sau declanat de anumite
tipuri de informaii prezente la nivel intern sau extern.
Autorul conchide: teoria inteligenelor multiple descrie mai bine competena
cognitiv uman n termenii unui set de capaciti, talente sau aptitudini mentale,
numite inteligene i toi indivizii normali posed fiecare dintre aceste aptitudini
ntr-o oarecare msur, iar diferena dintre acetia este dat de proporia aptitudinilor i
natura combinrii lor (Gardner, 2006).
3. METODOLOGIA CERCETRII
programe, planuri, litere, cuvinte sau serii de litere; viteza perceptual; rapiditatea
deciziei, fiind necesar pentru: elaborarea, completarea sau nscrierea unor documente;
organizarea, planificarea i desfurarea activitilor; realizarea actului de conducere/
execuie; managementul organizaiei; transmiterea de mesaje i date prin intermediul
mijloacelor de comunicaie; criptarea/decriptarea unor mesaje/ informaii transmise
codificat; rapiditatea deciziei n situaii limit.
e) Inteligena tehnic presupune capacitatea de a nelege principiile mecanicii,
micrile, fora de aciune, principiile simple ale fizicii, relaiile dintre obiecte i
fenomene, fiind necesar pentru: cunoaterea, ntreinerea i exploatarea mijloacelor
tehnice i a aparaturii din dotare; folosirea judicioas a tehnicii n funcie de caracte-
risticile i particularitile acesteia; perfecionarea tehnicii din dotare.
f) Inteligena general de nvare exprim capacitatea de a acumula cunotine,
informaii i de a opera cu acestea, fiind necesar pentru: formarea deprinderilor i
exploatarea mijloacelor tehnice, materialelor i resurselor umane la standardele
solicitate de post; adaptarea la situaii noi; nelegerea, prelucrarea i adaptarea
informaiilor la sarcini concrete; anticiparea unor evenimente i efecte n situaii
diverse.
A treia etap de cercetare vizeaz elaborarea itemilor pentru fiecare faet a
inteligenei (O3). n aceast etap, grupul de psihologi experi n domeniul seleciei
au stabilit ariile tematice subsumate dimensiunii investigate.
n urma studiului i acordului exprimat de experi, au fost stabilite cte trei
arii tematice pentru culegerea i conceperea itemilor din cadrul probelor pentru
evaluarea fiecrei faete, astfel:
a) proba pentru evaluarea inteligenei verbale conine itemi care vizeaz
analogiile verbale, respectiv cuvinte asemntoare (sinonime), cuvinte opuse (antonime)
i raionamentele logico-verbale;
b) proba pentru evaluarea inteligenei spaiale cuprinde itemi care vizeaz
selecia unor corpuri secionate, a unor figuri desfurate i a unor corpuri n
micare imaginar;
c) proba pentru evaluarea inteligenei numerice conine itemi care solicit
efectuarea de calcule aritmetice simple, serii de numere alctuite dup o anumit
regul i probleme aritmetice contextualizate;
d) proba pentru evaluarea inteligenei organizatorice i funcionreti cuprinde
itemi care solicit completarea de fraze, similariti n grupuri de litere i relaia
dintre grupuri de litere dup criteriile asemnrii i deosebirii;
e) proba pentru evaluarea inteligenei tehnice conine itemi care surprind
unele procese fizice i micri ale obiectelor, prghii, scripei i angrenaje;
f) proba pentru evaluarea inteligenei generale de nvare cuprinde itemi
care solicit identificarea unor similariti verbale ntr-o serie de cuvinte, ordonarea
noiunilor ntr-o succesiune logic i continuarea unor serii de figuri dup o regul dat.
Avnd n vedere complexitatea i diversitatea tematic, n urma ntocmirii
listei cu itemii concepui, aceasta a fost supus analizei experilor.
5 Evaluarea faetelor inteligenei 191
Tabelul nr. 1
Denumirea probei Coeficient Cronbach
Inteligen verbal Reliability Coefficients 20 items, Alpha = .7771
Inteligen spaial Reliability Coefficients 20 items, Alpha = .6566
Inteligen numeric Reliability Coefficients 20 items, Alpha = .7570
Inteligen tehnic Reliability Coefficients 20 items, Alpha = .6084
Inteligen organizatoric i funcionreasc Reliability Coefficients 20 items, Alpha = .5909
Inteligen general de nvare Reliability Coefficients 20 items, Alpha = .7545
Tabelul nr. 2
Denumirea probelor Coeficientul de corelaie i pragul de semnificaie
Inteligen verbal AM1 : r = .444** , p = 0,001, AM2 : r = .444** ,
p = 0,001, AM3 : r = .444** , p = 0,001
Inteligen spaial AM1 : r = .539** , p = 0,001, AM2 : r = .586** ,
p = 0,001, AM3 : r = .471** , p = 0,001
Inteligen numeric AM1 : r = .666** , p = 0,001, AM2 : r = .672** ,
p = 0,001, AM3 : r = .607** , p = 0,001
Inteligen organizatoric i AM1 : r = .209* , p = 0,005, AM2 : r = .360** ,
funcionreasc p = 0,001, AM3 : r = .511** , p = 0,001
Inteligen tehnic AM1 : r = .282** , p = 0,001, AM2 : r = .380** ,
p = 0,001, AM3 : r = .202** , p = 0,001
Inteligen general de nvare AM1 : r = .539** , p = 0,001, AM2 : r = .586** ,
p = 0,001,AM3 : r = .471** , p = 0,001
Consemnul/instructajul
n cadrul probei vei ntlni 20 de itemi cu desene care conin serii de figuri,
simboluri sau corpuri geometrice pentru care sunt formulate sarcini de rezolvat i
variante de rspuns. Rspunsurile le vei consemna n foaia de rspuns. Lucrai ct
mai repede i corect posibil. Timpul de lucru este limitat. ncepei!
Exemple de itemi pentru fiecare tem
Exemplul nr. 1
Benzile desenate mai jos au n stnga cte un corp geometric secionat de
linia punctat. n urma seciunii, rezult una dintre cele patru figuri din ir, notate
cu litere de la A la D. Sarcina dumneavoastr este de a identifica care figur, dintre
cele patru notate cu litere de la A la D, corespunde seciunii?
A B C D
Exemplul nr. 2
Ce corp geometric, din variantele de rspuns notate cu literele A, B, C i D,
rezult din asamblarea figurii desfurate?
A B C D
Exemplul nr. 3
Primele trei cuburi se rotesc ntr-un sens pe care trebuie s-l descoperii.
Aplicnd regula descoperit vi se cere s identificai cubul care urmeaz dintre cele
patru variante de rspuns notate cu literele A, B, C i D.
:
U
: :
E
:
: D
:
::
U DU DU : D
D
E
D
A B C D
9 Evaluarea faetelor inteligenei 195
Corectarea i interpretarea
Se acord cte 1 punct pentru fiecare rspuns corect. Nota brut (NB), obinut
prin nsumarea punctelor acordate, se transform n not standard (NS) prin
raportarea la etalonul general.
N.S.
10
8
7 7 7 7 7
7
6 6
6
6
Sp.tehnice
5 5
5 Sp.logistice
5
4 4 Sp.umaniste
4
3
3
3 3 3 3
2
1
faete
0
inteligen inteligen inteligen inteligen inteligen inteligene
verbal spaial numeric funcionreasc tehnic generale
ale inteligenei
de nvare
11 Evaluarea faetelor inteligenei 197
5. CONCLUZII
Selecia este una dintre primele etape dintr-un amplu demers care are ca
obiectiv principal creterea eficienei n ndeplinirea atribuiilor instituionale, la
standarde ridicate, ale candidailor. Pentru obinerea unei eficiene maxime i a
unor rezultate superioare n activitile desfurate n organizaii, factorii de decizie
din selecie i resurse umane trebuie s in cont de potenialul aptitudinal specific,
tiut fiind faptul c dezvoltarea acestuia pe parcursul carierei conduce la optimizarea
activitii respective.
Aplicarea acestui instrument obiectiv i standardizat ofer posibilitatea cunoaterii
tiinifice, obiective i reale, a potenialului resursei umane care candideaz pentru
intrarea ntr-o organizaie, precum i pe parcursul carierei profesionale, prin
variantele sale specifice etapelor i categoriilor profesionale evaluate. Totodat,
instrumentul ne poate oferi o serie de date referitoare la capacitile cognitive ale
persoanei evaluate, care pot fi utilizate i valorificate n consiliere sau orientare
vocaional.
BIBLIOGRAFIE
1. ANDRIE, A., Testarea psihologic. Aptitudini i inteligen, Bucureti, Editura Fundaia Romnia
de Mine, 2007, p. 2733.
2. COLTON, T., Statistics in Medicine, Boston Little, Brown and Company, 1974, p. 123.
3. CONSTANTIN, T., Evaluarea psihologic a personalului, Iai, Editura Polirom, 2004, p. 103.
4. GARDNER, H., Inteligene multiple, Bucureti, Editura Sigma, 2006, p. 14.
5. HVRNEANU, C., Cunoaterea psihologic a persoanei, Iai, Editura Polirom, 2000, p. 108.
6. PRISCARU, A., CRACSNER, E.C., Faetele inteligenei multiple n teoria i practica seleciei
psihologice, Simpozionul de psihologie militar PSIHOMIL VII, Bucureti, Editura Centrului
Tehnic Editorial al Armatei, 2010, p. 151153.
REZUMAT
Avnd ca obiectiv general elaborarea unor probe psihologice dup modelul teoriei
inteligenelor multiple, am ales s studiem selecia la intrarea n organizaie prin prisma faetelor
198 Adrian Priscaru et al. 12
inteligenelor multiple. n acest sens, am conceput un design de studiu privind unele faete ale
inteligenei multiple. Pentru fiecare tip de inteligen ne-am propus s elaborm i s utilizm cel
puin o prob cu coninut tematic similar i specific capacitii cognitive. Construirea probelor
formale, utilizate n procesul de evaluare a faetelor inteligenei, reprezint o etap extrem de
important n demersul de validare a modelului. O alt dimensiune extrem de important a studiului
vizeaz valorificarea rezultatelor individuale obinute i conturarea profilului aptitudinal, care va
rspunde i cerinei de consiliere/orientare vocaional, prin sublinierea i evidenierea specialitilor
n care persoana poate obine o eficien crescut.
FACTORI CULTURALI AI MEMORIEI AUTOBIOGRAFICE
LA ADULI TINERI
VIOLETA ROTRESCU
Universitatea din Bucureti
SIMONA MACOVEI, GERALDINE STANCIU
Spitalul clinic Alexandru Obregia, Bucureti
Abstract
The problem of the determining factors for the emergence of autobiographical memory is an
important issue in that field. Many models propose two types of factors in this direction: personal and
cultural ones. This paper aims to present a way to identify and analyse inter-cultural differences
between three samples of subjects, concerning the content and the autobiographical memory via a
proposed model for the microstructure of autobiographical memory. The hypotheses concerned the
differences between cognitive and emotional content values of autobiographical memories for three
culturally different samples of subjects Romanian, Spanish and Chinese young adult subjects. The
method was the cued-word list, especially created for the purpose of this research. The results show
significant differences between Chinese and European subjects, concerning the affective contents of
autobiographical memories, that could be explained mainly by the cultural differences between
Romanian, Spanish and Chinese subjects. These results point out toward a cultural constraint that
moderate between the way the event is stored in autobiographical memory, and its remembering.
Cuvinte-cheie: memorie autobiografic, cultur, list de cuvinte-stimul.
Keywords: autobiographical memory, culture, cued-word list.
Universitatea din Bucureti, Facultatea de Psihologie i tiintele Educaiei, os. Panduri
nr. 90, sect. 5, Bucureti; e-mail: violeta.rotarescu@fpse.unibuc.ro.
Rev. Psih., vol. 59, nr. 3, p. 199205, Bucureti, iulie septembrie 2013
200 Violeta Rotrescu, Simona Macovei, Geraldine Stanciu 2
2. INSTRUMENTELE FOLOSITE
Lista de cuvinte 15 face parte din familia listelor de cuvinte utilizate n mai
multe studii ale memoriei autobiografice, menionate mai sus. Lista de cuvinte utilizat
de noi a fost creat special n scopul acestei cercetri. Scopul pe care ni l-am
propus a fost identificarea unor cuvinte-stimul cu valoare emoional controlat
de la valoare maxim negativ (moarte, foame), trecnd prin itemi cu valoare
neutr: (u, picior) pn la itemi cu valoare emoional pozitiv (familie,
acas), n condiiile unei frecvene mari de utilizare a acestora n limba romn.
Elaborarea listei a presupus mai multe etape (lexical, inter-evaluatori, de rafinare).
3. OBIECTIVUL CERCETRII
4. ANALIZA DATELOR
5. DISCUII
BIBLIOGRAFIE
1. BERNTSEN, D., RUBIN, D.C., Cultural life scripts structure recall from autobiographical
memory, Memory & Cognition, 32, 3, 2004, p. 427442.
2. CONWAY, M.A., A structural model of autobiographical memory, n CONWAY, M.A., RUBIN,
D.C., SPINNLER, H., WAGENAAR, W.A. (Coord.), Theoretical perspectives on auto-
biographical memory, Dordrecht, The Netherlands: Kluwer Academic Publishers, 1992, p. 167
194.
3. CONWAY, MARTIN, Flashbulb memories, Hillsdale N.J., Erlbaum, 1995.
7 Factori culturali ai memoriei autobiografice 205
REZUMAT
n concluzie, prin aceast cercetare am ncercat s analizm, din punct de vedere informaional
i afectiv, coninutul amintirilor autobiografice, n funcie de variaia factorului cultural implicat.
Ideea de la care am pornit a fost aceea de a investiga modul n care subiecii reactualizeaz, pe baza
cuvintelor-stimul, amintiri din experiena proprie de via, presupunnd c diferenele deja existente
ntre loturile de subieci se vor reflecta n maniera n care acetia nareaz (reconstruiesc) trecutul
personal. n baza datelor obinute putem trage mai multe concluzii. n primul rnd, variaiile structurii
lingvistice de baz din amintirile autobiografice pot fi puse n special pe seama diferenelor culturale,
i mai puin pe mediul de provenien, nivelul de educaie sau de vrst. Nivelul informaional al
amintirii autobiografice variaz semnificativ mai mult, acesta fiind influenat de mediul de
provenien al subiecilor, educaie sau vrst, precum i de mediul cultural. Valoarea afectiv a
amintirii autobiografice cunoate relativ puine variaii, cele mai multe fiind determinate de mediul
cultural de provenien, i n proporie mult mai mic de mediul social al subiecilor.
INDEPENDENT-INTERDEPENDENT SELF: EXPLORATORY STUDY
WITH PORTUGUESE AND ROMANIAN STUDENTS
Abstract
This study represents an initial phase of a larger investigation whose aim is to construct a new
instrument for the assessment of the independent-interdependent self (Markus & Kitayama, 1991) in
Portugal and Romania. Thirty two semi-structured interviews were conducted with 1st and 3rd year
university students, 16 Portuguese and 16 Romanian, in order to explore the meaning attributed to the
following elements of the independent-interdependent self: uniqueness vs. connectedness to each
other, independence vs. dependence/interdependence, personal goals vs. collective goals, direct vs.
indirect communication and static vs. dynamic self. In both cultural contexts the content analysis
showed that uniqueness is considered in terms of personal style and values, independence is mainly
seen from the financial point of view, boys give more importance to collective goals than girls, direct
communication is considered more efficient than the indirect one, and the social validation of the self
is thought to indicate low self-esteem.
Cuvinte-cheie: self independent-interdependent, cultur, analiz de coninut.
Keywords: independent-interdependent self, culture, content analysis.
1. INTRODUCTION
The studies in the field of the self have shown that, despite the structural and
dynamic dimensions of the self which are considered to be universal (Neisser,
1994), there are also intercultural variations of the self (Grace & Cramer, 2003;
Markus & Kitayama, 1991). These variations refer to the way individuality is
conceived, that is, the way in which the self develops itself in the context of the
relationships with significant others.
Regarding this, Markus and Kitayama (1991), in their influential cultural
theory of the self, pointed out that one of the most significant variations in what
people in different cultures believe about themselves is related to the extent to
Faculty of Psychology and Education, University of Porto/Portugal, Rua Alfredo Allen,
4200-135, Porto, Portugal, Post-doctoral grant financed by the Fundao para a Cincia e a
Tecnologia (FCT)/Portugal: grant reference: SFRH/BPD/69120/2010; e-mail: lciochina@fpce.up.pt.
Rev. Psih., vol. 59, nr. 3, p. 206216, Bucureti, iulie septembrie 2013
2 Independent-interdependent self 207
which they see themselves as separate from others or as connected with others.
Thus, they advanced two approaches of the self: the independent and the inter-
dependent self.
The core aspect of the independent self is represented by the belief in
individuals uniqueness, autonomy and independence, and in their separation from
others. At the same time, the independent self is defined in terms of internal
attributes, such as personal abilities and attitudes.
The interdependent self is characterized by a strong cohesion and connectedness
of human beings to each other, being defined in terms which refer to belonging to a
certain group and being faithful to the relationships inside the group. Such a
conception of the self entails considering that ones behavior is, to a large extent,
regulated by contextual factors, such as the thoughts, feelings and actions of
significant others.
This distinction between the independent self defined in terms of internal
attributes and the interdependent self regulated by contextual factors was used by a
series of authors (Chiu, Hong, & Dweck, 1997; Heine et al., 2001; Kanagawa,
Cross, & Markus, 2001) in order to explain the static vs. dynamic nature of the self,
aspect which we also included in the present study, as we shall present later on.
It is worth noting that the dichotomy the present study dwells upon
independent vs. interdependent self represents a key variable for the distinction
between members of occidental cultures more individualistic and members of
non-occidental cultures more collectivistic (Utz, 2004).
In this framework of intercultural comparisons, we need to emphasize that in
Hofstedes (1980) pioneer studies, which led him to the construction of one of the
most evoked and used theorizations of IND/COL, Portugal had been included
among the 53 countries investigated by the author, having received an IND index
of 27, which was placing it on the 33rd/ 35th positions, that is, among the countries
less individualistic and more collectivistic. As to Romania, although also a Latin
country, but belonging to Eastern Europe, Hofstede had not included it among the
53 countries which were analysed.
Consequently, it appears relevant to us to compare these two cultural contexts,
also taking into consideration what had been emphasized by Ciochin and Faria
(2006) in other studies conducted in the two mentioned cultures, that is, the fact
that these two countries have undergone a dictatorship regime. The authors notice
the following aspect: Although different in nature (fascism in Portugal and
communism in Romania), we can conjecture that such regimes have led, through
specific ideological, political, cultural and social mechanisms, to the implementation
of a collectivistic mentality (Ciochin & Faria, 2006, p. 178).
In spite of these similarities between Portugal and Romania, if we proceed
from what Hofstede (1980) observed regarding the positive correlation between the
individualism level and a high GNP, the latter being associated with an economy
based on individual interests, our hypothesis is that, considering their actual
208 Laura Ciochin, Lusa Faria 3
political and economical status Portugal being part of the European Union since
1986, while Romania joined the European Union only in 2007 , the individualistic
life model, with its specific functioning norms, has been assimilated by the
Portuguese society in a higher degree than by the Romanian society.
In a previous study, Ciochin and Faria (2011) analysed the influence of
individualism/collectivism on personal conceptions of intelligence (PCI) of Portuguese
and Romanian adolescents, aiming to investigate the association patterns between
IND/COL and the two types of PCI static and dynamic (Dweck, 1999). In doing
so, we considered that the nature of the self independent vs. interdependent
could mediate the relationship between the two dimensions IND/COL and PCI,
but since the measurement of the self was left aside, in the present research we
attended to this particular aspect.
More concretely, we conducted a series of interviews with a view to establishing
the meaning attributed by Portuguese and Romanian university students to the two
types of self. For this purpose we used the semi-directive interview (Ghiglione &
Matalon, 2003).
2. METHOD
2.1. PARTICIPANTS
A total of thirty two 1st and 3rd year university students, 16 Portuguese and
16 Romanian, from various university courses (Educational Sciences, Humanities,
Fine Arts and Economics), of both sexes (50% boys and 50% girls) were interviewed.
The Portuguese and Romanian samples comprised 8 students for each university
year. The age mean of the Portuguese students was 20.3 (SD = 1.40) for the 1st year
and 22.0 (SD = 1.06) for the 3rd year. The age mean of the Romanian students was
19.3 (SD = .60) for the 1st year and 21.6 (SD = .70) for the 3rd year.
2.2. INSTRUMENT
2.3. PROCEDURE
The semi-directive interview was conducted inside the faculties which took
part in the study, in classrooms which allowed the interviewer and the interviewee
a private dialogue. Each interviewee agreed upon the interview being recorded.
The average duration of the interview was 50 minutes.
The number of participants was previously established (16 students in each
cultural context). This was done starting from the practical conclusions of authors
210 Laura Ciochin, Lusa Faria 5
such as Ghiglione and Matalon (2003) who point out that the 20th or the 30th
interview represent the critical points starting from which other interviews will no
longer provide new information.
The 32 interviews were transcribed proceeding from their audio-recording
and then content analysis was conducted. Regarding the codification process, we
started by defining the register and the content units (Bardin, 2011). The theme was
considered to be the register unit and the paragraph, the context unit.
Table no. 1
Frequency distribution of the participants in the categories psychological uniqueness
and physical uniqueness
Category Portuguese context Romanian context
1st year 3rd year 1st year 3rd year
Psychological uniqueness 8 8 8 8
Physical uniqueness 2 2 1 3
1
For all the tables the same subject can appear in more than one category or subcategory.
6 Independent-interdependent self 211
Table no. 2
Frequency distribution of the participants in the subcategories personal goals
and professional goals
Category Subcategory Portuguese context Romanian context
1st year 3rd year 1st year 3rd year
Personal 3 5 2 5
Type of goals
Professional 6 4 6 4
In connection with the category own goals vs. others goals, in both cultural
contexts the subcategory situations in which others goals are favoured refers
predominantly (14 Portuguese participants, 6 from the 1st year and 8 from the 3rd year,
and all the 16 Romanian participants) to the situations in which a friend or a
member of the family is being helped out. At the same time, two Portuguese
students from the 1st year, a boy and a girl, mentioned having given up enrolling in
a certain university course just to please the parents who wanted them to enroll in
another one. As for the subcategory persons whose goals are favoured to the
prejudice of personal goals, this includes predominantly the family members
(12 Portuguese students, 5 from the 1st year and 7 from the 3rd year and 12 Romanian
students, 6 from the 1st year and 6 from the 3rd year) and to a lesser extent the
friends (7 Portuguese students, 3 from the 1st year and 4 from the 3rd year and
5 Romanian students, 3 from the 1st year and 2 from the 3rd year).
Despite this generalized altruistic behavior, we also verified that three Portuguese
girls and four Romanian ones assert that, nevertheless, they do not use to leave
aside their own goals so as to favour others goals, whereas boys do not overtly
make such statements. This may be explained by the fact that, at least when it
comes to the group of friends, the comradeship is an attribute that boys valorize to
a great extent since this ensures them the group affiliation.
Concerning the theme independence, the following categories were identified
in both cultural contexts: meaning attributed to independence (with the sub-
categories financial independence, independent actions and decisions and res-
ponsibility) and persons or situations which can limit independence (with the
subcategories parents, friends and other situations). The frequency distribution
of the participants in these subcategories is presented in Table no. 3.
We can notice that in the majority of cases being independent is associated to
having financial independence, especially as concerns the 1st year students who, at
this age, most probably feel more dependent on their parents than the 3rd year
students do. This may be due to the fact that 3rd year students are more susceptible
to have part-time jobs which, to a certain extent, allows them to sustain themselves.
We can also notice that responsibility appears to be encompassed in the
meaning attached to independence, particularly as concerns the Romanian students.
This may be a reminiscence of the social discourse conveyed by the educational
system in this country after the shift from communism to democracy, when teachers
used to draw students attention on the risks of a freedom wrongly understood, that
is students were made aware of the fact that being free and independent also meant
being responsible for ones acts and not hurting the others.
Regarding the category persons or situations which can limit independence it
can be noticed that the parents are considered to be the main limitative factors. On
the second place come the friends who, by means of their opinions, pieces of
advice and personal preferences can condition and limit the participants actions
and decisions.
8 Independent-interdependent self 213
Table no. 3
Frequency distribution of participants in the categories meaning attributed to independence
and persons or situations which can limit independence
Portuguese
Category Subcategory Romanian context
context
1 year 3 year 1st year 3rd year
st rd
Financial independence 8 5 7 5
Meaning of
Independent actions and decisions 5 7 6 7
independence
Responsibility 2 3 5 6
Parents 8 6 8 7
Friends 5 4 3 3
Persons/situations
Studies 4 5 5 6
Others
Politicians 3 1 0 0
Table no. 4
Frequency distribution of the participants in the categories intellectual factors, moral factors
and emotional factors
Category Portuguese context Romanian context
1st year 3rd year 1st year 3rd year
Intellectual factors 4 7 5 7
Moral factors 3 5 4 4
Emotional factors 8 5 7 6
1st year and 7 from the 3rd year). A 1st year Portuguese girl and two 1st year
Romanian girls also talked about the advantage of being able to learn things
together with the other members of the group.
Regarding the disadvantages of belonging to a certain group, all the 1st year
Portuguese students referred to the existence of possible conflicts, whereas their
3rd year counterparts did not mention such an aspect, but rather the limitation of
personal space and time (two boys and two girls), the negative influences of the
group (two boys), the necessity to live up to the image that one has in the in-group
(a girl) and the difficulty of getting to know other people (a girl). As for the
Romanian students, only two girls one from the 1st year and one from the 3rd year
referred to the existence of possible conflicts. Three boys and two girls from the
1st year and four boys and two girls from the 3rd year considered that the biggest
disadvantage of belonging to a group is represented by the subsequent responsibility. A
girl from the 1st year mentioned the limitation of personal time and another one
referred to the necessity to live up to the image one has in the in-group. A boy from
the 1st year did not manage to mention any disadvantage of belonging to a certain
group.
As concerns the theme communication, we established the following categories:
direct communication, indirect communication, advantages/dis-advantages of
the direct communication and advantages/disadvantages of the indirect commu-
nication. In both cultural contexts the direct communication is predominantly used
in informal contexts family and group of friends , whereas the indirect
communication is preferred in more formal contexts or in relation to persons in
whom one does not have too much trust.
Finally, in the matter of the theme social validation of the self vs. improving
the self, we noticed that in both cultural contexts the answers of the participants felt
in the following categories: meaning attributed to the concern for demonstrating
personal qualities to other people and ways of improving oneself. Thus, we noticed
that in both cultural contexts the majority of the participants (14 Portuguese
students 6 from the 1st year and 8 from the 3rd year and 15 Romanian students
7 from the 1st year and 8 from the 3rd year) considered that the concern for
demonstrating personal qualities to other people indicated low self-esteem and
need for attention. However, a 1st year Portuguese boy considered that this type of
attitude shows ambition, while a 1st year Portuguese girl and a 3rd year Portuguese
boy considered that one has to let the others know his or her qualities, but not
exaggeratedly. At the same time, a 3rd year Portuguese boy mentioned that such an
attitude may represent a need for motivation, active motivation to try to achieve
things, opinion shared by a 1st year Romanian boy who considered that if this
ensures ones progress, then it means it helps them, its good for them.
With regard to the category ways of improving oneself it is interesting to
notice that 8 Portuguese students (3 from the 1st year and 5 from the 3rd year)
believed that they could improve themselves by interacting with the others,
10 Independent-interdependent self 215
learning together with the others and by hearing the opinions of other people,
whereas only three Romanian students (1 from the 1st year and 2 from the 3rd year)
referred to such aspects. This may be in line with the results obtained in a previous
study conducted by Ciochin and Faria (2009) on the meaning attributed to
individualism/collectivism by Portuguese and Romanian secondary school students.
These results showed that the Portuguese participants preferred the group work
more than the Romanian ones, highlighting the advantage of learning from and
together with the others.
Finally, another way of improving oneself is considered to be studying
more (10 Portuguese students 6 from the 1st year and 4 from the 3rd year and
14 Romanian students 8 from the 1st year and 6 from the 3rd year), searching for
new experiences (1 Portuguese girl from the 1st year and 1 Portuguese boy from
the 3rd year) and exercising in other languages (1 Romanian boy from the 1st year).
4. CONCLUSIONS
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15. UTZ, S., Self-construal and cooperation: Is the interdependent self more cooperative than the
independent self?, Self and Identity, 3, 2004, p. 177190.
REZUMAT
Acest studiu reprezint etapa iniial a unei investigaii mai ample al crei obiectiv este
construirea unui nou instrument de msurare a self-ului independent-interdependent (Markus &
Kitayama, 1991) n Portugalia i Romnia. Au fost realizate 32 de interviuri semi-structurate cu
studeni de anul I i III, 16 portughezi i 16 romni, cu scopul de a explora urmtoarele elemente ale
self-ului independent-interdependent: unicitate vs. interconectivitate, independen vs. dependen/
interdependen, obiective personale vs. obiective colective, comunicare direct vs. comunicare
indirect i self static vs. self dinamic. n ambleme contexte culturale analiza de coninut a evideniat
faptul c unicitatea este neleas n termeni de stil i valori personale, independena este considerat
din punctul de vedere al autonomiei financiare, bieii, n comparaie cu fetele, acord mai mult
importan obiectivelor colective, comunicarea direct este considerat mai eficient dect cea
indirect, iar validarea social a self-ului este vzut ca indicator al unui nivel sczut de autostim.
ROLUL INTERVENIEI EDUCAIONAL-FORMATIVE
PRIN JOC N DEZVOLTAREA COPILULUI
FLORINDA GOLU
Universitatea din Bucureti
Abstract
Our study aims to highlight the role of play based activities training activities in mental
development of preschool children. Thus, we wish to emphasize that, after conducting educational
activities focused on play, there will be a breakthrough in the emotional development of children,
cognitive skills and their social development. The research was conducted on a sample of 58 children,
aged 5 and 7 years, from the preparatory group and large group. The 58 subjects were divided into
two groups as follows: 30 children in the experimental group (three groups of 10 children) and
28 children in the control group. The results weve obtained indicate that there were significant
increases in social skills and emotional abilities after the educational activities based on play. The
cognitive abilities have not made significant progress, although we can see an increase in the results.
The obtained results allow the drawing of practical suggestions aimed to increase the formative
efficiency of preschool education.
Cuvinte-cheie: joc, activiti educative, intervenii formative, stimulare mental, activare social.
Keywords: play, educational activities, formative interventions, mental stimulation, social activation.
1. INTRODUCERE
Universitatea din Bucureti, Facultatea de Psihologie i tiinele Educaiei, os. Panduri nr.
90, sect. 5, Bucureti; e-mail: florindagolu@yahoo.com.
Rev. Psih., vol. 59, nr. 3, p. 217225, Bucureti, iulie septembrie 2013
218 Florinda Golu 2
2. METODOLOGIA CERCETRII
Obiective
n aceast cercetare ne propunem s evideniem rolul pe care l au activitile
bazate pe joc n dezvoltarea psihic a copiilor precolari. Astfel, dorim s
evideniem faptul c, dup efectuarea unor activiti educative centrate pe joc, se va
nregistra un progres n dezvoltarea emoional a copiilor, n dezvoltarea abilitilor
cognitive i n dezvoltarea social.
Ipoteze
Pornind de la obiectivele menionate, ne propunem s analizm urmtoarele
ipoteze:
1. n urma activitilor educative bazate pe joc, se va nregistra un progres al
abilitilor emoionale.
2. Copiii care vor participa la jocurile educative vor progresa n ceea ce
privete abilitile sociale.
3. Abilitile cognitive vor nregistra un progres n urma participrii copiilor
la activitile educative bazate pe joc.
Variabile
Abilitile cognitive, abilitile sociale i abilitile emoionale reprezint
variabile dependente n cadrul celor trei ipoteze. Variabila independent, n cadrul
celor trei ipoteze, este reprezentat de grupul din care fac parte subiecii (grup
experimental sau grup de control). Cei 58 de subieci au fost mprii n cele dou
grupuri dup cum urmeaz: 30 de copii n grupul experimental i 28 de copii n
lotul de control.
Subieci
La aceast cercetare au participat 58 de copii, cu vrsta cuprins ntre 5 i
7 ani, nscrii n grupa mare i grupa mare pregtitoare. Dintre cei 58 de subieci,
28 sunt de gen masculin i 30 sunt de gen feminin. Subiecii din lotul experimental
au fost mprii n trei grupuri de cte 10 copii. Astfel, primul lot este format din
4 biei i 6 fete, lotul al doilea cuprinde 4 biei i 6 fete, iar lotul al treilea
cuprinde 5 biei i 5 fete.
Instrumente
Pentru a evalua dezvoltarea emoional, am utilizat 16 figuri care reprezint
expresii faciale cu diverse triri emoionale (trist, bucuros, timid, entuziast etc.).
Copiii sunt rugai s identifice emoiile reprezentate de figuri, iar rspunsul corect
este notat cu 1 punct, n timp ce rspunsurile greite primesc 0 puncte.
Pentru a evalua abilitile sociale, am compus un chestionar pe care l-am
aplicat prinilor. Chestionarul cuprinde 22 de itemi. Subiecii au rspuns la cei
22 de itemi folosind o scal de tip likert numerotat de la 1 la 5, dup cum
urmeaz: 1 = dezacord total, 2 = dezacord, 3 = neutru, 4 = acord i 5 = acord total.
Acest chestionar a cuprins itemi precum: Atunci cnd merge n parc, copilul se
mprietenete uor cu ceilali copii, Copilului meu i place s se joace singur,
Copilul meu este timid, Copilul meu prefer jocurile solitare etc.
5 Intervenii educaional-formative prin joc la copii 221
3. REZULTATELE CERCETRII
4. CONCLUZII I DISCUII
Aadar, dup cum ne indic rezultatele statistice, putem observa c prima ipotez
se confirm (n urma implementrii programului educativ-formativ cu activiti
bazate pe joc s-a nregistrat un progres al abilitilor emoionale). De asemenea, n
urma aplicrii activitilor educative, grupul experimental a nregistrat un progres
la nivelul abilitilor sociale. n urma aplicrii programului, dei au existat progrese
i la nivelul abilitilor cognitive, acestea nu sunt semnificative statistic i pot fi
datorate i dezvoltrii generale a copiilor.
n toate jocurile intervin i se exerseaz elemente creative, mobilitatea i
flexibilitatea gndirii, capacitatea de imaginare a unor soluii, aplicarea unora n
situaii concrete. Toate laturile vieii psihice, ncepnd cu cele mai simple i
terminnd cu cele mai complexe, se educ, se exerseaz i se perfecioneaz prin
intermediul activitilor ludice.
Prin activitatea ludic, copilul descoper capacitile umane observate n
mediul socio-cultural, le asimileaz prin re-creare i interiorizare, transformndu-le
9 Intervenii educaional-formative prin joc la copii 225
BIBLIOGRAFIE
REZUMAT
Studiul nostru i propune s evidenieze rolul pe care l au activitile bazate pe joc activiti
formative n dezvoltarea psihic a copiilor precolari. Astfel, dorim s evideniem faptul c, dup
efectuarea unor activiti educative centrate pe joc, se va nregistra un progres n dezvoltarea
emoional a copiilor, n dezvoltarea abilitilor cognitive i n dezvoltarea lor social. Cercetarea s-a
realizat pe un lot de 58 de copii, cu vrsta cuprins ntre 5 i 7 ani, nscrii n grupa mare i grupa
mare pregtitoare. Cei 58 de subieci au fost mprii n cele dou grupuri dup cum urmeaz: 30 de
copii n grupul experimental (trei grupuri a cte 10 copii) i 28 de copii n lotul de control. Rezultatele
obinute indic faptul c s-au nregistrat creteri semnificative asupra abilitilor sociale i asupra
abilitilor emoionale dup efectuarea unor activiti educative bazate pe joc. La nivelul abilitilor
cognitive nu s-au nregistrat progrese semnificative, dei se poate observa o cretere a rezultatelor
obinute. Rezultatele obinute permit formularea unor sugestii practice viznd redirecionarea
nvmntului precolar pe direcia creterii eficienei lui formative.
PREDICTORI AI RISCULUI SUICIDAR N RNDUL ADOLESCENILOR
VIOREL ROBU
Universitatea Petre Andrei din Iai,
Centrul de Consiliere Educaional i Formare Creativ Ion Holban
Abstract
By integrating empirical evidence from several community studies, this present study aimed at
explore the contribution which personality traits, self-esteem, and attitude towards suicide have in
predicting suicide risk among adolescents. Four hundred and ninety adolescents (326 girls and
154 boys) completed a set of questionnaires that included various measures. In order to explore the
relationships among variables, linear multiple regression analysis was used. Both for whole sample,
as well as for girls and boys attitude towards suicide and neuroticism were positive predictors of
suicide risk. Also, self-esteem negatively predicted suicide risk in whole sample and girls. Of the
three variables, attitude towards suicide had the strongest contribution to the variance in suicide risk.
Cuvinte-cheie: trsturi de personalitate, stim de sine, atitudine fa de suicid, risc suicidar,
adolesceni.
Keywords: personality traits, self-esteem, attitude towards suicide, suicide risk, adolescents.
1. INTRODUCERE
Suicidul este o experien inefabil, prin care trec muli indivizi umani, de
diferite condiii sociale i vrste. Adesea, adolescenii sunt protagonitii gestului
suicidar. Numeroase studii au raportat date de factur epidemiologic, potrivit
crora, n rndul adolescenilor i al tinerilor, rata suicidului s-a triplat, ncepnd cu
mijlocul secolului al XX-lea (Marcelli i Berthaut, 2007; Ruiz Hernndez et al.,
2005; Seroczynski, Jacquez i Cole, 2009). n raport cu numrul cazurilor de suicid
reuit, proporia tentativelor suicidare este mai ridicat n adolescen dect la alte
vrste (Marcelli i Berthaut, 2007).
Universitatea Petre Andrei din Iai, Departamentul de tiine Socio-Umane, Facultatea de
Psihologie i tiinele Educaiei, Centrul de Consiliere Educaional i Formare Creativ Ion
Holban, Strada Ghica Vod, nr. 13, 700400, Iai, Romnia; e-mail: robuviorel_upa@yahoo.com.
Rev. Psih., vol. 59, nr. 3, p. 226237, Bucureti, iulie septembrie 2013
2 Predictori ai riscului suicidar la adolesceni 227
3. METODOLOGIE
1
Raiunea pentru care am calculat doar scorul total la scal al fiecruia dintre participani a
fost de a evita multicoliniaritatea variabilelor independente, referitoare la atitudinea fa de suicid.
Multicoliniaritatea este una dintre condiiile de baz ale aplicrii regresiei liniare multiple i se refer
la absena corelaiilor ridicate ntre oricare dou dintre variabilele independente introduse ntr-un
model de regresie care urmeaz s fie testat (cf. Labr, 2008). Pe de alt parte, ntruct trei dintre
itemii dimensiunii referitoare la atitudinea fa de propriul suicid fceau trimitere la posibilitatea
comiterii n viitor a suicidului de ctre respondent, iar la acest coninut se refer i ultimul item din
scala SBQ-R, prin care am msurat riscul suicidar n rndul adolescenilor, am fi supraestimat
corelaia dintre scorurile totale la chestionarul CCCS-18 i scorurile pe care adolescenii le-ar fi
obinut la scala SBQ-R. Din acest motiv, n operaia de calcul a scorurilor totale la chestionarul
CCCS-18, am eliminat itemii care scorau pentru dimensiunea referitoare la atitudinea fa de propriul
suicid, calculnd media scorurilor doar pentru restul de 14 itemi. Acest artificiu de calcul nu a
schimbat domeniul de variaie posibil a scorurilor la chestionarul CCCS-18.
6 Predictori ai riscului suicidar la adolesceni 231
4. REZULTATE
Analiza diferenelor dintre fete i biei poate contribui la o mai bun nelegere a
particularitilor referitoare la factorii asociai conduitei suicidare. Astfel, tabelul 1
prezint valorile mediilor i ale abaterilor standard pentru variabilele pe care le-am
msurat. Se poate constata c, n rndul adolescenilor investigai, riscul suicidar a
nregistrat tendina de a fi sczut, iar atitudinea fa de suicid a nregistrat tendina
de a fi nefavorabil. Pe de alt parte, fetele au nregistrat un nivel al riscului
suicidar semnificativ mai ridicat dect nivelul nregistrat n rndul bieilor. Totui,
innd cont de reperele pe care Cohen (1992) le sugereaz, n cazul comparrii
mediilor a dou eantioane sau grupuri independente, pentru interpretarea mrimii
efectului (coeficientul d), se poate constata c diferenei dintre fete i biei, n ceea
ce privete nivelul riscului suicidar, i s-a asociat o mrime a efectului modest. n
schimb, la atitudinea fa de suicid, bieii au obinut scoruri semnificativ mai
ridicate dect scorurile fetelor (ns, din nou, valoarea coeficientului d sugereaz o
mrime a efectului modest).
Tabelul nr. 1
Medii i abateri standard pentru variabilele msurate
Lot total Fete Biei
Variabile t p d
M AS M AS M AS
Risc suicidar 4,55 2,36 4,74 2,45 4,14 2,11 2,74 0,006 0,26
Atitudine
2,38 0,93 2,31 0,86 2,52 1,09 2,08 0,03 0,22
fa de suicid
Stim de sine 31,49 4,75 31,02 4,80 32,45 4,55 3,09 0,002 0,30
Nevrotism 2,82 0,82 3,04 0,80 2,38 0,65 9,48 0,001 0,88
Extraversiune 3,58 0,68 3,56 0,70 3,58 0,66 0,32 0,74 0,03
Deschidere 3,77 0,60 3,78 0,60 3,74 0,60 0,64 0,52 0,07
Agreabilitate 3,99 0,54 4,04 0,51 3,88 0,59 3,09 0,002 0,30
Contiinciozitate 3,71 0,69 3,76 0,67 3,57 0,72 2,86 0,004 0,28
Tabelul nr. 2
Corelaii ntre variabilele msurate (N = 490)
Variabile Risc suicidar Atitudine fa de suicid
Atitudine fa de suicid - 0,32 ***
Stim de sine 0,32 *** 0,06 ***
Nevrotism - 0,31 *** - 0,02 ***
Extraversiune 0,13 *** 0,07 ***
Deschidere - 0,01 *** 0,002 ***
Agreabilitate 0,16 *** 0,29 ***
Contiinciozitate 0,15 *** 0,15 ***
** p < 0,01; *** p < 0,001
5. CONCLUZII I DISCUII
pentru atenia i ajutorul din partea persoanelor apropiate (familie, prieteni). innd
cont de faptul c tentativele suicidare svrite de ctre adolesceni sunt indicatori
puternici ai riscului pentru svrirea, n viitor, a unui nou act suicidar care poate
reui (Marcelli i Berthaut, 2007; Seroczynski, Jacquez i Cole, 2009), rezult c
nelegerea semnificaiilor antecedentelor suicidare pe care adolescenii le au,
precum i a factorilor individuali i situaionali care contribuie la predicia unor
astfel de manifestri reprezint un element-cheie al interveniei preventive n
domeniul sntii mentale a tinerii generaii. n aceast optic, evaluarea riscului
suicidar n populaia de adolesceni, prin screening-uri periodice, reprezint o surs
valoroas prin care pot fi identificai i referii ctre serviciile specializate adolescenii
cu probleme.
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12 Predictori ai riscului suicidar la adolesceni 237
REZUMAT
Integrnd dovezile empirice raportate n mai multe comuniti, prezentul studiu i-a propus
explorarea contribuiei pe care trsturile de personalitate, stima de sine i atitudinea fa de suicid o
au n predicia riscului suicidar n rndul adolescenilor. Patru sute nouzeci de adolesceni (154 de
biei i 326 de fete) au completat un set de chestionare, prin care au fost operaionalizate variabilele.
Pentru explorarea multivariat a datelor, a fost utilizat analiza de regresie multipl liniar. Att
pentru ntregul lot, ct i pentru subloturile difereniate n funcie de genul respondenilor, atitudinea
fa de suicid i nevrotismul au fost predictori pozitivi ai riscului suicidar. De asemenea, pentru
ntregul lot i pentru fete, stima de sine a fost predictor negativ. Dintre cele trei variabile, atitudinea
fa de suicid a avut cea mai important contribuie n explicarea varianei riscului suicidar.
GENDER DIFFERENCES IN VISUAL MEMORY AND NONVERBAL
INDUCTIVE REASONING TASKS A PILOT STUDY ON
UNDERGRADUATE STUDENTS AT PSYCHOLOGY
MIHAELA CHRAIF
University of Bucharest
Abstract
The present research is focused on highlighting the possible gender differences in correct
answers for Inductive Reasoning (FOLO) and Visual Memory Tasks using symbols on a city map
(VISGED) (Vienna Test Systems, 2007). Method: The participants were 96 undergraduate students
aged between 19 and 23 years (Mean= 20.76; S.D.=1.063), 48 female and 48 male, Faculty of
Psychology and Educational Sciences, University of Bucharest. Instruments: 1) Visual Memory Test
(Vienna Test Systems, 2007) S1 short visual screening form; 2) Visual Inductive Reasoning FOLO
(Vienna Test Systems, 2007). Results showed that there are no statistically significant differences in
inductive reasoning correctly solved items and visual memory tasks with symbols on the city map for
the undergraduate students of psychology. An explanation for this fact may be that all subjects (male
and female) have social sciences studies. Further direction may focus either on academically specialization
differences (electronics and mathematics versus social sciences and psychology) or high school
specialization differences (real and humanistic studies) in inductive reasoning and visual memory.
Cuvinte-cheie: raionament inductiv, memorie vizual, sarcin de recunoatere a simbolurilor,
regul specific de relaionare a imaginilor simbol.
Keywords: inductive reasoning, visual memory, symbols recognition task, specific rule in
simbols inductive reasoning.
1. THEORETHICAL FRAMEWORK
Kinshuk, Taiyou & McNab (2006) presented a structural model giving contextual
information about how learners can model inductive reasoning ability in five
different dimensions: domain knowledge, working memory, generalization, hypothesis
generation and analogy. Mastropasqua, Crupi & Tentori (2010) highlighted that the
human inductive reasoning correlates with predicted results in sound Bayesian
method. Alvarez, & Cavanagh, (2004) cited by Eng, Chen & Jiang (2005)
highlighted that the capacity of visual short term memory can be set by the number
of objects and visual information. Angelone, Levin, & Simons, (2003) cited by
Eng, Chen & Jiang (2005) showed the possible correlation between change detection
Rev. Psih., vol. 59, nr. 3, p. 238244, Bucureti, iulie septembrie 2013
2 Gender differences in memory and inductive reasoning 239
and recognition of objects in motion. The same authors Eng, Chen si Jiang (2005)
showed that visual memory can be affected by visual perception of complex
stimulus such as letters, cubes, and curves. Chraif (2013a; b) studied social context
differences in peripheral visual stimuli processing and gender and age differences
in time reaction and abstract figure comparison in previous research done in the
Laboratory of Experimental Psychology, Department of Psychology, University of
Bucharest. Other gender differences studies (Chraif, 2013c) showed statistically
significant differences in mental rotation of geometrical objects.
2.1. OBJECTIVES
1) To highlight the gender differences in nonverbal inductive reasoning tasks
in young students of psychology.
2) To highlight the gender differences in visual memory symbols recognition
in young students at psychology.
2.2. HYPOTHESES
3. METHOD
3.1. PARTICIPANTS
The participants were 96 undergraduate students, age between 19 and 23 years
(Mean= 20.76; S.D.= 1.063), 48 female and 48 male, Faculty of Psychology and
Educational Sciences, University of Bucharest.
3.2. INSTRUMENTS
1) Visual Memory Test (Vienna Test Systems, 2007) S1 short visual screening
form. The test is focused on memorizing the position of visual symbols on a drawn
city map and the precision of position recognition at a certain moment.
2) Visual Inductive Reasoning FOLO (Vienna Test Systems, 2007). The test
shows a total of 25 items having different degrees of difficulty. Each item is made
up of a series of six related figures by a specific rule. Test participants must
identify the rule by which the six figures are linked and add two more figures by
using the same rule.
In Figure no. 3 there can be seen an image of six items related through a
series of inductive rules. Participants to the study chose two items that continue the
string after discovering the rule by following an inductive reasoning procedure.
240 Mihaela Chraif 3
Figure no. 2 VISGED: memorizing task, a possible city map with visual symbols,
screening form S1 (Vienna Test Systems, 2007).
Figure no. 3 Visual Inductive Reasoning Test FOLO (Vienna Test Systems, 2007).
4 Gender differences in memory and inductive reasoning 241
3.3. PROCEDURE
To complete the Visual Memory Test (Vienna Test Systems, 2007) S1 short
visual screening form, (see Figure no. 1 and Figure no. 2) and Visual Inductive
Reasoning Test (Vienna Tests System, 2007) the participants were exposed to the
computer screen instruction, to the exercise phase and after, they completed the
tasks.
The dependent variables for the VISGED Visual Memory Test S1 form are
the following: 1) number of solved items (raw score); 2) visual memory performance
(percentiles and T-score). The dependent variables for Visual Inductive Reasoning
Test: the correctly solved items. Raw and standard scores and percentile ranks are
shown in the results protocol. The independent variable is the gender of the parti-
cipants: male and female. The dependent variable is a scale type and the independent
variable is nominal.
4. RESULTS
In order to see what type of statistical test can be applied to test the
hypotheses, Kolmogorov-Smirnov statistical test was applied. The results from the
application of Kolmogorov-Smirnov test highlights that the variables Visual
Inductive Reasoning FOLO (p > 0.05) and Visual Memory task VISGED (p < 0.05)
are normally distributed.
Table no. 1
One-Sample Kolmogorov-Smirnov Test, for variables number of correct items solved correctly
(FOLO) and number of items solved correctly (VISGED) for male participants.
FOLO Visged
N 48 48
Normal Parametersa,b Mean 15.5833 17.0625
Std. Deviation 3.85831 3.66354
Most Extreme Differences Absolute .130 .213
Positive .114 .213
Negative .130 .181
Kolmogorov-Smirnov Z .903 1.478
Asymp. Sig. (2-tailed) .389 .025
a. Test distribution is Normal.
b. Calculated from data.
c. Gender = male
242 Mihaela Chraif 5
Table no. 2
One-Sample Kolmogorov-Smirnov Test, for variables number of correct items solved correctly
(FOLO) and number of items solved correctly (VISGED) for female participants.
FOLO Visged
N 48 48
Normal Parametersa,b Mean 14.1250 16.1042
Std. Deviation 4.36926 2.38113
Most Extreme Differences Absolute .124 .205
Positive .096 .205
Negative .124 .168
Kolmogorov-Smirnov Z .862 1.420
Asymp. Sig. (2-tailed) .447 .035
a. Test distribution is Normal.
b. Calculated from data.
c. Gender = female
The Maan Whitney nonparametric test for independent groups was applied
for hypotheses testing.
Table no. 3
The Mean Rank and Sum of Ranks for variables number of correct items solved correctly (FOLO)
and number of items solved correctly (VISGED)
Gender N Mean Rank Sum of Ranks
FOLO Male 48 53.16 2551.50
Female 48 43.84 2104.50
Total 96
Visged Male 48 50.70 2433.50
Female 48 46.30 2222.50
Total 96
Table no. 4
The Mann-Whitney test values and statistically signification for gender differences
in Inductive Reasoning and Visual Memory Task
FOLO Visged
Mann-Whitney U 928.500 1046.500
Wilcoxon W 2104.500 2222.500
Z 1.646 .788
Asymp. Sig. (2-tailed) .100 .431
a. Grouping Variable: Genul
Analizing the data from Table no. 4, the research hypotheses were not
confirmed (p > 0.05). Hence, there are no gender differences either in Visual
Inductive Reasoning correct answers or in Visual Memory Tasks correctly solved
for young students of psychology.
6 Gender differences in memory and inductive reasoning 243
5. CONCLUSIONS
The research results obtained do not confirm the hypotheses regarding the
gender differences in dependent variables: Visual Inductive Reasoning and Visual
Memory Task (Vienna Test Systems, 2007).
Looking at Table no. 1 and Table no. 2 it can be seen that the data distribution is
normal only for the dependent variable Visual Reasoning Test (Figure no. 3) and it
is not normal for Visual Memory Task (Figure no. 2).
Given the findings of Vogel, Woodman, & Luck (2001) regarding the storage
of features and objects in visual working memory and the other studies cited by
Eng, Chen & Jiang (2005) and the studies made in the Laboratory of Experimental
Psychology George Zapan, Faculty of Psychology, University of Bucharest, the
results show that young people of the same age who are specialized in social
sciences and psychology specifically show no gender differences in solving
inductive reasoning tasks and visual memory test (VISGED), location recognition
of visual symbols on a city map.
A future study should significantly increase the number of participants and
should chose different age groups. Another direction is to study differences in
academic specialization for students of engineering, mathematics, computer science
versus the social sciences and psychology students.
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244 Mihaela Chraif 7
REZUMAT
Abstract
The raise of the depressions incidence in the general population, the lower of the starting age
of these disorders and the risks associated to the depression continue to drive the researchers
attention arround the world. They ellaborate complex theoretical models which analyze different sides
of the depression (taking into consideration the biological and psychosocial factors involved) and
conceive vast studies on various samples of patients suffering from depression. The present article
proposes the methanalytical exploration of case studies for identifying the contemporary reaserch
directions on depression.
Cuvinte-cheie: depresie, suicid, factori psihologici, vulnerabilitate.
Keywords: depression, suicide, psychological factors, vulnerability.
1. INTRODUCERE
Depresia este una dintre cele mai frecvente tulburri psihice, cu o inciden
cresctoare n rndurile tinerilor i vrstnicilor. Studiile epidemiologice arat c
prevalena maxim a depresiei (supranumit i guturaiul psihiatriei Seligman,
apud Holdevici, 2005) variaz ntre 11% pentru brbai i 22% pentru femei. Pe
lng suferina psihologic marcant pe care o provoac, tulburarea depresiv este
asociat n primul rnd cu pierderea de viei omeneti (un deces evitabil, prin
sinucidere, se produce la circa 2,2% dintre pacieni Fontaine, 2008) iar n al doilea
rnd cu costuri economice importante, cauzate de scderea productivitii muncii
persoanelor depresive i de creterea cheltuielilor cu tratamentele medicale.
Prezentul studiu ofer o analiz a literaturii de specialitate recente consacrate
depresiei, n scopul inventarierii direciilor majore de cercetare din acest domeniu.
Parcurgerea lui poate ajuta la o mai bun nelegere a complexitii tulburrii depresive.
Cele trei direcii majore de cercetare ale tulburrii depresive pe care ne-am
centrat metaanaliza sunt: 1. depresia n rndurile tinerilor i ale vrstnicilor; 2. alterarea
funciilor psihice n tulburarea depresiv i 3. depresia asociat altor tulburri
somatice sau psihiatrice.
Camelia Popa, Institutul de Filosofie i Psihologie Constantin Rdulescu-Motru, Departamentul
de Psihologie, Calea 13 Septembrie 13, sector 5, Bucureti; e-mail: Camelia.Popa@ipsihologie.ro.
Rev. Psih., vol. 59, nr. 3, p. 245253, Bucureti, iulie septembrie 2013
246 Camelia Popa, Andra Bolohan, Georgeta Preda 2
5. CONCLUZII
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REZUMAT
TEFAN VLDUESCU
Universitatea din Craiova
Abstract
The study is transdisciplinary (according to Basarab Nicolescus theory, 2008). It occupies
the interference area of cognitive psychology, psycho-pedagogy, and communication science. It
subscribes to the contemporary onto-epistemological effort to strengthen the legitimacy of concepts
useful as research tools. It starts from opinions, interventions and relevant theories about feedforward.
From their analysis come off first, essential features, functions, operations, types and forms of
feedforward. In addition, it follows: a) that any cognitive process induces a feedforward connection
b) that the role of feedforward as a heuristic tool control characteristic to finalists systems is to
anticipate and intervene correctively and c) that the feedforward is the basis of predictions, prognosis, and
research of alternative future. For further research an extensive application of feedforward in psychology,
pedagogy and communication is expected.
Cuvinte-cheie: conexiune feedforward, principiul feedforward-ului, psihologie cognitiv, tiina
comunicrii.
Keywords: feedforward connection, feedforward principle, cognitive psychology, communication
science.
1. INTRODUCTION
Rev. Psih., vol. 59, nr. 3, p. 254263, Bucureti, iulie septembrie 2013
2 The ontological principle of feedforward 255
occurs after the fact through the monitoring of output and correction of existing
problems (Kreitner, 1982, p. 6). In the Dictionary of 1986, Joseph A. DeVito retained
the concept of feedforward (1) as message pre-information against a message to be
sent, (2) as message assessment of events or (3) as an expectancy about the messages
to come or how sent messages will be received: feedforward is information that is
sent prior to the regular messages telling us something about future messages.
Feedforward messages are predictions we make concerning what will take place.
Perhaps the most important type of feedforward is the information we tell ourselves
about messages we expect to receive or how we expect our own messages to be
received by others (DeVito, 1986, p. 122). According to J. A. DeVito the communi-
cative instance has expectations about receiving messages or how the generated
messages will be received: this is the passive feedforward. There is an active
feedforward too: it includes the teleological design, communication planning. Uma
Narula shows that communication planning involves communication strategies,
media planning (channel planning) and resource management culminating in commu-
nication policies (Narula, 2006, p. 8).
(made for fun or ludic), audio-perceptive, video-perceptive etc. is not the absolute
beginning of cognitive experience. The anticipation strategy involves at least two
operations: the access of short or long time memory and the projection in the new
cognitive act of the main data of the type of act stored in the deposit. The essence
of strategy is the projection, the work of the active and constructive subject. The
concept of anticipation was introduced by the Swiss psychologist and epistemologist
Jean Piaget. Perception (perceptual cognition), as an activity, operates by means
called by J. Piaget infra-logical operations, while intelligence uses logical operations
(Piaget, 1965, p. 96 and p. 132). Perceptual activity is one of the incubation envi-
roments which the intelligence operations, in their genesis, resort to. Among the
operations are listed: comparisons, transpositions (temporal and spatial) and anti-
cipations. These operations should be themselves perceptive acts.
The first of the Romanian psychologists to comment on the phenomenon of
feedforward and who questions the prospective orientation and the operations to
be executed in intentional behavior is Professor Mihai Golu (Golu, 1975, p. 295).
He states: the anticipatory feedback plays a key role, exploring profoundly the adjust-
ment space, providing the necessary reverse information about the features of the
new sequences to be covered and the space-time coordinates of the action (Golu,
1975, p 295). The anticipatory orientation is designated as anticipatory feedback. It is
essential, however, that the phenomenon of feedforward is noticed. This term
appears later with P. Popescu-Neveanu too, linked to positive feedback: positive
feedback means self-excitement, self-maintenance, achieving accommodation by
overcoming, on the basis of anticipation and planning (recently have been intro-
duced as being more significant the terms of feedbefore and feedforward)
(Popescu-Neveanu, 1978, p. 266). In 1975, Japanese Yoneji Masuda evaluated
feedforward as law (feedforwards law) and explained its operation for economic
systems, by stating that it applies in any system capable of command and control
(Masuda, 1975, p. 2136). Communication, society, organizations, institutions, groups
and individuals live in feedforward networks, complex and interconnected.
Mielu Zlate defines anticipation as a kind of pre-inference, an aspect of a
perceptive scheme, involving others through immediate involvement that changes
the perception (Zlate, 1999, p. 140). Set of operations or pre-inference, in anti-
cipating the fact is this: it changes the cognitive act and the concrete project.
Later, the concept was taken over by neurology, physiology, transistor techno-
logy with field effect, genetic, neural networks, nuclear energetic, physics, chemistry,
optics, computational neuro-science and so on, observing that it resonates in all
systems capable to process information and that we can speak of true feedforward
architectures. J. A. Taylor uses feedforward devices to control the blood pressure
(Taylor, 1995, p. 289298). Michael L. Power and Jay Schulkin assert that appetite,
the preference for certain foods or injecting insulin reveal as feedforward actions:
Anticipatory, feedforward systems are vital to regulatory physiology. Physiology
is not merely reactive (Power, Schulkin, 2009, p. 225).
258 tefan Vlduescu 5
As well as feedback, feedforward is part of the control unit of any system with
the capacity of knowledge, command, control, self-organization, self-regulation
and self-training.
Within a lucid or diffuse consciousness, the cognitive subject and the smart
organizations are seen as entities through a network of connections. These entities
could never survive otherwise (Vlduescu, 2011). Their essence is relationship.
Feedforward is the concept that designates the internal unit of teleological management
of the relational, functional, structural and substantial developments in a system.
Systems are driven by one or more purposes. Thinking (cognition), knowledge and
relationships within feedforward is teleological. Their management takes over the
teleological nature. Structuring itself as an aggregate focused on a purpose, the
feedforward device is the cognitive trace of thinking. It enhances the current
system efficiency by exploiting the past and planning-sabotaging the future. Self-
consciousness of the system is part of the history as feedforward device, as
thinking before, as anticipation, prediction, estimation. Systems with resolution
capabilities are based on designing on technological steps of taking shape in the
general frame of their abilities. Thus, the feedforward device proves to be the most
important process developed by the system to its own improvement, restructuring
and remodeling in relation to anticipating a future. In the final analysis, control of
operation efficiency of an entity system, its management, command, means knowing
the elements, its functions and rules of conduct of the whole assembly: aspect of
the communication system can not be detached from its intrinsic nature, finalist,
teleological insured structured through block diagrams(Popescu-Neveanu, 1978,
p. 266).
The sovereign consciousness of the orexic present is linked through feedback
to the past and through feedforward to the future (Vlduescu, 2003). Feedforward
undertaking aimed at achieving this goal in the future is called project-estimation-
prognosis. The feedforward device is essential for understanding biological,
6 The ontological principle of feedforward 259
The systems have two levers control: feedback and feedforward. Feedback is
a mechanism for monitoring and control of retrospectively type and feedfoward is
of the anticipatory type, proactive. Lars Skyttner asserts that feedforward is
anticipatory control action, intended to produce a predicted, desired state in the
future (Skyttner, 2005, p. 81). Feedforward control acts in the system and it refers
to ongoing processes. As Harold Koontz and Heinz Weihrich argue, it implies
monitoring inputs with a view to detecting future deviations of results (Koontz,
Weihrich, 2000, p. 397).
As well as feedback, feedforward: a) is a tool for monitoring and control, and
b) is a non-material element, that is intangible.
Feedforwards subject is double: a) to anticipate some developments
b) prevention of problems, risks and vulnerabilities by addressing premises, signs,
signals, before effects occur and so they may not appear. It consists in monitoring
the process to ensure achieving set target, to eliminate possible problems that could
affect the functions and operation of the system (before they occur), prevention of
risks and vulnerabilities that affect the achievement of goal.
Feedforward is a fundamental strategy to predict the dynamics of the system
and intervene in order to expected developments to be supported and undesired
developments to be inhibited. Through this mechanism it is interfered with the
elements-variables of the system so that the system functioning to be the one
designed. Feedforward type evaluation means to assess the possible consequences
and their prevention through proactive measures. Therefore, it is noted as The
ability to sense impending problems and to take prior corrective action (Lucey,
2005, p. 195) any type of cognition and particularly in informational intelligence
type cognitions.
8. FEEDFORWARDS OPERATIONS
relation to the environment, the system should achieve its objectives. On the other
hand, consists in making a decision in the optimization of system parameters
adjustment, reforming, restructuring the system so that goals should be achieved in
the future. In this operation an alternative future is created for which the decisions
are taken. The fourth operation is the implementation of the decision, so that goals
are achieved by the design level (Vlduescu, 2012).
10. CONCLUSION
BIBLIOGRAFY
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10 The ontological principle of feedforward 263
REZUMAT
Studiul are caracter transdisciplinar (conform teoriei lui Basarab Nicolescu, 2008). Se situeaz pe
zona de interferen a psihologiei cognitive cu psihopedagogia i tiina comunicrii. Se circumscrie
efortului onto-epistemologic contemporan de ntrire a legitimitii unor concepte utile ca instrumente
de cercetare. Pornete de la opiniile, interveniile i teoriile relevante despre feedforward. Din analiza
acestora se desprind, mai nti, trsturile eseniale, funciile, operaiile, tipurile i formele de feed-
forward. n plus, rezult: a) c orice proces cognitiv subntinde o conexiune feedforward; b) c rolul
feedforward-ului, ca instrument euristic de reglaj caracteristic sistemelor finaliste, este de a anticipa i
a interveni corectiv i c) c feedforward-ul st la baza previziunilor, prognozelor, a cercetrilor de
viitor alternativ. Pentru cercetrile ulterioare se preconizeaz o aplicare extensiv a feedforward-ului
n psihologie, psihopedagogie i comunicare.
CRITIC I BIBLIOGRAFIE
Rev. Psih., vol. 59, nr. 3, p. 265267, Bucureti, iulie septembrie 2013
266 Critic i bibliografie 2
Partea a doua, poate cea mai incitant, prezint abateri celebre de la etica
cercetrii psihologice: influena ereditii asupra inteligenei sau problematica natur
versus cultur (Cyril Burt), experimentul Micul Albert (J. Watson) referitor la
nvarea prin condiionare a fricii, experimentul lui Johnson Wendell privind cauzele
balbismului (Studiu Monstru), experimentul lui Muzafer Sherif (Petera tlharilor)
cu privire la reducerea conflictului intergrupal prin inducerea ostilitii i experimentul
lui Stanley Milgram referitor la obediena fa de autoritate.
n partea a treia gsim dou studii alese pentru a evidenia bunele practici i
normele tiinifice recomandabile spre utilizarea n cercetrile din psihologia colar,
prevenirea comportamentului antisocial al elevilor prin stimularea competenei
socio-emoionale, analiza i sistematizarea principalelor cauze ale nerespectrii eticii
cercetrii n psihologie.
n final, nu pot dect s v recomand s parcurgei aceast carte care reprezint
un eveniment editorial de excepie, n care rigoarea tiinific se mpletete
armonios cu stilul accesibil, chiar plcut, n care este scris cartea. Cartea este deosebit
de folositoare psihologilor cu drept de liber practic, studenilor, fiind i o mare
surs de inspiraie pentru cei care desfoar activiti n acest domeniu. Suntem
siguri c lucrarea se va bucura de o bun primire din partea specialitilor i a unor
cercuri largi de cititori.
Georgeta Preda
Camelia Popa