Attachment--and loss.

Principles of Language Learning and Teaching

The Social Psychology of Groups. J. W Thibaut & H. H. Kelley. New York: alley, 1959. The team of Thibaut and Kelley goes back to 1946 when, after serving in different units of the armed services psychology program, the authors joined the Research Center for Group Dynamics, first at M.LT and then at the University of Michigan. Their continued association eventuated in appointments as fellows at the Center for Advanced Study in the Behavioral Sciences, 19561957. It is during these years that their collaboration resulted in the publication of The Social Psychology of Groups. The book was designed to "bring order and coherence to present-day research in interpersonal relations and group functioning." To accomplish this aim, the authors introduced, defined, and illustrated basic concepts in an effort to explain the simplest of social phenomena, the two-person relationship. These basic principles and concepts were then employed to illuminate larger problems and more complex social relationships and to examine the significance of such concepts as roles, norm, power, group cohesiveness, and status. The lasting legacy of this book is derived from the fact that the concepts and principles discussed therein serve as a foundation for one of the dominant conceptual frameworks in the field of family studies today-the social exchange framework. Specifically, much of our contemporary thinking about the process of interpersonal attraction and about how individuals evaluate their close relationships has been influenced by the theory and concepts introduced in The Social Psychology of Groups. Today, as a result of Thibaut and Kelley, we think of interpersonal attraction as resulting from the unique valence of driving and restraining forces, rewards and costs, subjectively thought to be available from a specific relationship and its competing alternatives. We understand, as well, that relationships are evaluated through complex and subjectively based comparative processes. As a result, when we think about assessing the degree to which individuals are satisfied with their relationships, we take into consideration the fact that individuals differ in terms of the importance they attribute to different aspects of a relationship (e.g., financial security, sexual fulfillment, companionship). We also take into consideration the fact that individuals differ in terms of the levels of rewards and costs that they believe are realistically obtainable and deserved from a relationship. In addition, as a result of Thibaut and Kelley's theoretical focus on the concept of dependence and the interrelationship between attraction and dependence, there has evolved within the field of family studies a deeper appreciation for the complexities and variability found within relationships. Individuals are dependent on their relationships, according to Thibaut and Kelley, when the outcomes derived from the existing relationship exceed those perceived to be available in competing alternatives. Individuals who are highly dependent on their relationships are less likely to act to end their relationships. This dependence and the stability it engenders may or may not be voluntary, depending on the degree to which individuals are attracted to and satisfied with their relationships. When individuals are both attracted to and dependent on their relationships, they can be thought of as voluntarily participating in their relationship. That is, they are likely to commit themselves to the partner and relationship and actively work for its continuance. Thibaut and Kelley termed those relationships characterized by low levels of satisfaction and high levels of dependence "nonvoluntary relationships. …

The Social Psychology of Groups

Individual differences in uses of humor and their relation to psychological well-being: Development of the Humor Styles Questionnaire

EDITORIAL BOARD Robert Davison Aviles, Bradley University Harley E. Baker, California State University–Channel Islands Jean-Guy Blais, Universite de Montreal, Canada Catherine Y. Chang, Georgia State University Robert C. Chope, San Francisco State University Kevin O. Cokley, University of Missouri, Columbia Patricia B. Elmore, Southern Illinois University Shawn Fitzgerald, Kent State University John J. Fremer, Educational Testing Service Vicente Ponsoda Gil, Universidad Autonoma de Madrid, Spain Jo-Ida C. Hansen, University of Minnesota Charles C. Healy, University of California at Los Angeles Robin K. Henson, University of North Texas Flaviu Adrian Hodis, Victoria University of Wellington, New Zealand Janet K. Holt, Northern Illinois University David A. Jepsen, The University of Iowa Gregory Arief D. Liem, National Institute of Education, Nanyang Technological University Wei-Cheng J. Mau, Wichita State University Larry Maucieri, Governors State College Patricia Jo McDivitt, Data Recognition Corporation Peter F. Merenda, University of Rhode Island Matthew J. Miller, University of Maryland Ralph O. Mueller, University of Hartford Jane E. Myers, The University of North Carolina at Greensboro Philip D. Parker, University of Western Sydney Ralph L. Piedmont, Loyola College in Maryland Alex L. Pieterse, University at Albany, SUNY Nicholas J. Ruiz, Winona State University James P. Sampson, Jr., Florida State University William D. Schafer, University of Maryland, College Park William E. Sedlacek, University of Maryland, College Park Marie F. Shoffner, University of Virginia Len Sperry, Florida Atlantic University Kevin Stoltz, University of Mississippi Jody L. Swartz-Kulstad, Seton Hall University Bruce Thompson, Texas A&M University Timothy R. Vansickle, Minnesota Department of Education Steve Vensel, Palm Beach Atlantic University Dan Williamson, Lindsey Wilson College F. Robert Wilson, University of Cincinnati

measurement and evaluation in counseling and Development

The research was aimed at finding the measure of influence of cognitive-individual variables (Need for Structure, Ability to Achieve Cognitive Structure, Self-Esteem, Cognitive Style ‘Category Width’), linguistic variables (Verbal Intelligence, Morphology Score), and demographic variables (Study-year, Grade, Living abroad) on syntactic abilities of students studying English language and culture at the Constantine the Philosopher University in Nitra. Subsequently, we investigated the relation between syntactic ability and chosen variables. We used the following research methods: PNS Scale (Thompson et al., 1992), AACS (Bar-Tal, 1994), RSES (Rosenberg, 1965), C-W (Pettigrew, 1958), I-S-T (Amthauer, 1953, in Halama, Tomková, 2005), and Syntactic Abilities Test (Užáková et al., 2010). Findings showed a negative correlation between syntactic abilities and Morphology Score, between Study-year, Morphology Score and Grade. A positive correlation was observed between syntactic ability and Verbal Intelligence, and a negative correlation between Verbal Intelligence and Need for Structure. The observed variables explain 34% variability of syntactic ability in foreign language.

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Cognitive-individual, linguistic and demographic variables, and syntactic abilities in foreign language

The paper focuses on the relation between the dimension of the cognitive style "ana- lytical-intuitive", assessed with the Cognitive Style Index (CSI) instrument, and decision-making in the Iowa Gambling Task (IGT). Our study is built on the hypothesis of somatic markers and on the study of the role of emotions in the process of decision-making in the experimental game (Iowa Gambling Task). Our research studied the relationship of cognitive style and performance (and the dynamics of change) in the experimental task on a sample of 108 participants. They were administered the electronic form of IGT and the CSI questionnaire measuring the preference for cognitive style "analytical versus intuitive". No significant difference was found in the total IGT score between intuitive and analytical participants. However, a significant difference in the character of choice selection of both groups was found. The intuitive participants chose more "safer" decks that bring less variability in potential losses. In conclusions, we have questioned the concept of "beneficial" and "unfavorable" decks. In the test version used in our research, we replaced these names with the concept of "safe" and "risky" decks. The reason is that the choice of the so-called "beneficial" decks is not the best strategy in terms of total wins. Research results suggest the effect of intuition on decision-making in terms of avoiding risky choices.

Dimension of the cognitive style "analytical- intuitive" and the successful problem solving in the "igt" experimental situation

The impact of cognitive styles preference and of achievement motivation on the intensity of selected barrier perception in on-line learning was tested on 234 university level student sample. The results of the research don’t indicate statistically significant correlations between the achievement motivation and on-line learning barriers perception. The results also show very low correlation between the analytic-intuitive and category width cognitive styles and on-line learning barrier perceptions. The results indicate that students perceive limited opportunities to communicate face to face with classmates and the teacher as a barrier to on-line education. Students also perceived the typically text based study materials and on-line activities as potential barriers to on-line learning.

Online Learning Barriers

In this study, we examined the relations between math anxiety, trait anxiety, and one’s perceived problem solving ability on a sample of 128 university students. Participants completed a revised version of the Fennema-Sherman Mathematics Anxiety Scale, The State-Trait Anxiety Inventory, and the shortened version of Problem Solving Inventory. The results showed a moderate negative relationship between trait anxiety and individual’s perceptions regarding his/ her problem solving abilities. More specifically, we found that trait anxiety was negatively related to perceived self-confidence to solve problems and ability to self-control the emotions and behavior associated with the process of problem solving. However, it was not significantly associated with the tendency to avoid/approach problems. Finally, the perceived problem solving ability did not mediate the relationship between trait anxiety and math anxiety. Besides examining the effect of particular personality traits, we highlight the importance of further investigating the role of age and environmental and contextual factors, as well as the frequency and intensity of threatening math situations an individual faces in his/her life in regard to math anxiety.

/pdf/do-emotions-matter-the-relationship-between-math-anxiety-477f37wclh.pdf

Do Emotions Matter? The Relationship Between Math Anxiety, Trait Anxiety, and Problem Solving Ability

Economic recession is often associated with economic stress, it significantly influences one’s mental health and decision making about one’s finances. The aim of the study was to investigate the role of dispositional optimism as a psychological resource in coping with economic hardship. In addition, we were interested in how this disposition affects one’s financial behavior. Participants of the research (n=204) completed self-report measures about dispositional optimism (LOPS–Levy, 1985), their economic hardship (EHQ-Lempers, Clark-Lempers & Simons, 1989) and how their economic situation affects their feelings (FTS–Marjanovic, Greenglass, Fiksenbaum & Bell, 2013). Subsequently, they evaluated the risk level of five different stocks, predicted their price development in the next time period and chose three most preferred stocks in which they would like to invest. The results show a strong significant positive relationship between economic hardship and the feelings of threat in the pessimist population (r=.57; p<.01). Although the average score of economic hardship was similar to pessimists, in the group of optimists the relationship was not demonstrated. Optimists were significantly less threatened by their economic situation than pessimists. In addition, optimists more often predicted more favorable price development for stocks and preferred more risky stocks providing higher yield compared to pessimists. Although the results of the study support the idea that dispositional optimism could be the psychological resource in the times of economic hardship, it may also lead to biased reasoning and more risky decision making about one’s investments.

http://www.openscienceonline.com/author/download?paperId=1477&stateId=8000&fileType=3

Ivan Sarmány-Schuller

Papers

Cognitive-individual, linguistic and demographic variables, and syntactic abilities in foreign language

Dimension of the cognitive style "analytical- intuitive" and the successful problem solving in the "igt" experimental situation

Online Learning Barriers

Do Emotions Matter? The Relationship Between Math Anxiety, Trait Anxiety, and Problem Solving Ability

Coping with Economic Hardship: A Broader Look on the Role of Dispositional Optimism