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Books on the topic 'Congruence effect'

Author: Grafiati

Published: 10 January 2023

Last updated: 7 July 2024

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O'Neill, Shannon Elizabeth. The effect of a subliminal word prime on immediate recognition of an emotionally congruent target word. Sudbury, Ont: Laurentian University, 2004.

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Schaefer, Tanja B. Children's susceptibility to suggestive information: The effects of question type, type of post-event narrative and schema congruency. Sudbury, Ont: Laurentian University, School of Graduate Studies, 2002.

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Poirot, Jean Louis. Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Zsambok, Caroline E. An investigation of the congruence, typicality, and agreement effects on recall of social-political beliefs. 1989.

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Person-environment interaction: Effects of student-faculty congruence on academic satisfaction and achievement of students. 1992.

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. A Clinician's Guide to Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.001.0001.

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A Clinician’s Guide to Learning Disabilities provides succinct descriptions of the various types of learning disabilities that affect educational achievement, illustrated with numerous case studies. Clear descriptions of educational assessment best practices and score reporting simplify the interpretation of psychoeducational reports. An entire chapter on historical context and legal framework describes obligatory supports for students with learning disabilities in all settings. Chapters on preschool assessment and the transition to post–high-school college and career expand the scope of the book beyond the school years. Clinicians who work in nonschool settings view learning disorders through the lens of DSM-5. They may be surprised at IDEA requirements and how the law works to identify and serve students with learning disabilities. Clinicians may not be aware that DSM-5 is not familiar in the school setting and that their diagnoses and recommendations may not have their intended effect. Through detailed examination of relevant special education requirements and procedures, this text addresses and clarifies the confusion that clinicians and families often experience about the lack of diagnostic congruence and differing terminology between DSM-5 and IDEA. No other book describes learning disorders and the psychoeducational evaluation process for mental health clinicians who work with these children and adolescents. A chapter on referral and collaboration will inform clinicians who seek deeper educational knowledge about their clients to better guide students and their families.

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Koganzon, Rita. Liberal States, Authoritarian Families. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568804.001.0001.

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How can liberals justify adult authority over children? Children are born requiring both subordination to adults and education to equip them for citizenship. These requirements are especially vexing for liberal democracies, for whom the exercise of authority is at odds with the natural liberty and equality of citizens. This difficulty has led some liberal theorists to appeal to the liberal state as a model for familial relations and reject parental authority. My book shows that this effort is misguided, and that early liberals understood parental authority as a necessary protection for children’s own future liberty. It was early modern absolutist theorists—Bodin, Filmer, and Hobbes—who sought congruence between the family and the state, arguing that absolute paternal authority was a salutary education for absolutism’s subjects. But early liberals like Locke and Rousseau opposed congruence. Even as they sought to restrict public authority and limit the formal power of parents, they nonetheless sought to strengthen their private authority over children. They saw that undermining traditional authorities would not issue straightforwardly in freedom but would instead elevate the authority of public opinion to new heights and subject citizens to a new tyranny of opinion. To counteract this threat, they buttressed the pedagogical authority of the family to protect children’s future intellectual liberty and defend liberal citizenship. Their educational writings reveal an important corrective insight for modern liberalism: authority is not only not the enemy of liberty, but actually a necessary prerequisite for it.

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Tzelgov, Joseph, Dana Ganor-Stern, Arava Kallai, and Michal Pinhas. Primitives and Non-primitives of Numerical Representations. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.019.

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Primitives of numerical representation are numbers holistically represented on the mental number line (MNL). Non-primitives are numbers generated from primitives in order to perform specific tasks. Primitives can be automatically retrieved from long-term memory (LTM). Using the size congruency effect in physical comparisons as a marker of automatic retrieval, and its modulation by intrapair numerical distance as an indication of alignment along the MNL, we identify single-digits, but not two-digit numbers, as primitives. By the same criteria, zero is a primitive, but negative numbers are not primitives, which makes zero the smallest numerical primitive. Due to their unique notational structure, fractions are automatically perceived as smaller than 1. While some specific, familiar unit fractions may be primitives, this can be shown only when component bias is eliminated by training participants to denote fractions by unfamiliar figures.

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Su, Rong, and Christopher D. Nye. Interests and Person–Environment Fit. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0008.

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The search for “noncognitive” skills essential for workforce readiness has largely overlooked one important individual difference domain: interests. This chapter reviews evidence for the relationship between interests and job performance, career success, and academic achievement. It also discusses two mechanisms through which interests can predict a range of educational and work outcomes. First, interests serve as a source of intrinsic motivation that drives the direction, effort, and persistence of human behaviors. Specifically, interests contribute to learning and the acquisition of job knowledge, which are direct determinants of academic and job performance. Second, interests capture the relationship, or the fit, between a person and an environment. The degree of person–environment fit in terms of interests, or interest congruence, predicts academic and work outcomes above and beyond individual interest scores alone. In closing, the chapter discusses the implications of using interest assessments for educational and career guidance and for personnel selection.

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Lee, Daniel H., and Adam K. Anderson. Form and Function of Facial Expressive Origins. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190613501.003.0010.

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Facial expressions are an important source of social communication. But we do not know why they appear the way they do and how they arose. Here we discuss evidence supporting Darwin’s theory that our expressions originated for sensory egocentric function for the expresser, which were then co-opted as signals for allocentric social function. We show that facial expressions of fear and disgust have distinct opposing sensory effects that serve each emotion’s theorized function, regulating the intake of nasal and visual information. Then, we show how such egocentrically adaptive expressive forms may have been socially co-opted for allocentric function, transmitting basic gaze signals and complex mental states adaptively congruent for the receiver as the expresser. Together, the evidence connects the appearance of our expressions from their evolutionary origins to their modern-day communicative role, providing a functional perspective for organizing and understanding expression forms.

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Oyserman, Daphna. Pathways to Success Through Identity-Based Motivation. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780195341461.001.0001.

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Everyone can imagine their future self, even very young children, and this future self is usually positive and education-linked. To make progress toward an aspired future or away from a feared future requires people to plan and take action. Unfortunately, most people often start too late and commit minimal effort to ineffective strategies that lead their attention elsewhere. As a result, their high hopes and earnest resolutions often fall short. In Pathways to Success Through Identity-Based Motivation Daphna Oyserman focuses on situational constraints and affordances that trigger or impede taking action. Focusing on when the future-self matters and how to reduce the shortfall between the self that one aspires to become and the outcomes that one actually attains, Oyserman introduces the reader to the core theoretical framework of identity-based motivation (IBM) theory. IBM theory is the prediction that people prefer to act in identity-congruent ways but that the identity-to-behavior link is opaque for a number of reasons (the future feels far away, difficulty of working on goals is misinterpreted, and strategies for attaining goals do not feel identity-congruent). Oyserman's book goes on to also include the stakes and how the importance of education comes into play as it improves the lives of the individual, their family, and their society. The framework of IBM theory and how to achieve it is broken down into three parts: how to translate identity-based motivation into a practical intervention, an outline of the intervention, and empirical evidence that it works. In addition, the book also includes an implementation manual and fidelity measures for educators utilizing this book to intervene for the improvement of academic outcomes.

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Bevan, Dana Jennett. Transgender Health and Medicine. ABC-CLIO, LLC, 2019. http://dx.doi.org/10.5040/9798216027188.

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This text starts with the history of transgender science and provides current, evidence-based information on theories and treatment procedures, concluding with projections of future scientific developments. A transgender person is one whose congruent gender behavior (e.g., masculine, feminine, genderqueer) does not match the culturally assigned gender category based on their sex at birth. For example, a transgender person may behave and present as a woman despite being born with male genitalia.This book provides background on transgender history, needs, assessment, and procedures; side effects of procedures; and outcomes that all providers need to understand to treat transgender patients and relate to their particular expectations. The current etiquette basis for establishing an effective provider-patient relationship is highlighted. Pathological terms are no longer acceptable and new non-pathological terms are rapidly replacing them, because being transgender is now recognized as a natural part of diversity rather than a disease or disorder. Also included here are new theories of causation and treatment approaches for providers.The book additionally outlines current and earlier schools of thought and provides an integrated theory of transgender causation that includes genetic, epigenetic, cultural, and early learning/emergence factors and highlights research needs and expected future research topics.

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Cory Jr., Gerald A., and Russell Gardner Jr., eds. The Evolutionary Neuroethology of Paul MacLean. Greenwood Publishing Group, Inc., 2002. http://dx.doi.org/10.5040/9798400648717.

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In the mid-20th century, integrative efforts began concerning the brain and its social and humanistic functions. These efforts were led by Paul D. MacLean's integrative research and thought. As the century ended, however, such efforts were lost in the surge of new effort in brain and genome research. Nobel Prizes were awarded on biochemical and cellular findings relevant to psychiatry. Findings on these levels seemed to provide ultimate answers. By contrast, Cory, Gardner, and their contributors provide a more comprehensive view by extending MacLean's findings and integrative theory. Supported by new findings and extended by critical analyses of current work, the collection provides foundations for more integrative efforts that the editors and contributors believe will prevail increasingly in coming decades. Looked at from another vantage point, therapeutic, social, economic, and politial sciences have proceeded wtihout operating theories congruent with, or based on, brain functions. Across-species perspectives have been lacking. This collection redresses this problem and leads the way toward more comprehensive 21st century research on the one hand, and practical applications on the other. Multiple approaches extend from modeling efforts to across-species comparisons, to the basic science of psychiatry to theoretical explanations of political and economic systems. But most important, these essays abolish the Berlin wall that currently separates the brain from its social functions. A major guide for scholars, students, and researchers involved in the neurobehavioral sciences, for psychologists, psychiatrists, and others involved with human clinical sciences, and for social scientists concerned with the impact of the nervous system and its function.

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