Institution
University of Haifa
Education•Haifa, Israel•
About: University of Haifa is a education organization based out in Haifa, Israel. It is known for research contribution in the topics: Population & Poison control. The organization has 7558 authors who have published 27141 publications receiving 711629 citations. The organization is also known as: Haifa University & Universiṭat Ḥefah.
Papers published on a yearly basis
Papers
More filters
••
TL;DR: In this paper, the authors predict that stimuli with positive valence facilitate behavior for either approaching the stimulus (object as reference point) or for bringing the stimulus closer (self as a reference point), while stimuli with negative valence encourage behavior for withdrawing from the stimulus or pushing the stimulus away.
180 citations
••
TL;DR: Classroom observations suggested that index cases concentrated more poorly and showed more forms of withdrawal behavior than controls; moreover, they had a lower social status, as viewed by their peers.
Abstract: The study children were given two group-administered tests: the Raven's Matrices and an arithmetic achievement test. In addition they were observed in their classrooms, and also ranked by their classmates in terms of standard sociometric measures. The index children tended to perform somewhat more poorly on the arithmetic and Raven's Matrices tests than the controls. Classroom observations suggested that index cases concentrated more poorly and showed more forms of withdrawal behavior than controls; moreover, they had a lower social status, as viewed by their peers. The relationship of these findings to prior work is discussed, as is the importance of gathering naturalistic observational data.
180 citations
••
TL;DR: The data suggest that the perception of challenge/control in one' s work may be an important factor in preventing work burnout in the three professions tested in the Study, with the latter mediating support effects on burnout.
Abstract: The purpose of this study is twofold: (1) to compare stress appraisals, coping strategies, social resources, and burnout at work between social workers, psychologists and nurses; and (2) to assess the effectiveness of appraisals and support in reducing burnout and enhancing effective coping strategies. Questionnaires containing assessments of work stress appraisals, coping strategies used to deal with problems at work, and social support at work, as well as burnout measures of exhaustion, depersonalization, and accomplishment were completed by 249 female professionals (age range 25-61). No differences were observed between the three professions on most psychological measures, except for the depersonalization outcome of burnout, which was significantly lower among psychologists than among nurses or social workers. High challenge/control appraisal of the job was directly related to all burnout outcomes, contributing to less exhaustion and depersonalization and to more personal accomplishment. The challenge/control appraisal was also negatively associated with emotion-focused coping. By comparison, the stress/load appraisal contributed to more exhaustion at work, while emotion-focused coping contributed to higher depersonalization. Social support was associated with higher challenge/control appraisal, with the latter mediating support effects on burnout. These data suggest that the perception of challenge/control in one's work may be an important factor in preventing work burnout in the three professions tested in the study.
180 citations
••
TL;DR: This article pointed out that learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for transfer, which is the reverse side of negative transfer.
Abstract: Schachter (1974) drew attention to the importance, in error analysis, of examining not only the L2 forms actually produced by the learners of a foreign language in their attempts to express themselves in L2, but also the L2 forms they seem consistently to avoid using. She also noted the close interrelation between such avoidance phenomena and the Contrastive Analysis approach to L2 teaching and learning: avoidance is the reverse side of negative transfer, since learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for transfer. Of course, as Kleinmann (1977) has pointed out, “avoidance” implies that the structure in question is known to (i.e., can be passively recognized by) the learners, but not freely used by them; failure to use a structure or word that is unknown to the learners is an indication merely of ignorance, not of learning difficulty. Now a prime constructive purpose of error analysis is (or should be) to identify the sources of a learner's difficulties, as a necessary preliminary to helping him or her overcome them. Hence the importance of genuine avoidance phenomena that, when properly identified, can throw light on what would otherwise remain hidden recesses of uncertainty in the learner's mind. Levenston (1971) has convincingly argued, with numerous illustrations, that avoidance (“under-representation” in his terminology) of various English “clause (or group) structures” by Hebrew-speaking learners of English can be explained by the lack of Hebrew “translation-equivalents” for the English structures in question and the learners' consequent choice of less appropriate but more L1-equivalent structures. However, since Levenston was concerned not with avoidance phenomena as such, but rather with the evidence they provide of L1 interference with L2 learning and their stylistic effect on the learner's L2, he took the phenomena in question as established facts (on the basis, presumably, of his own teaching experience), without attempting to examine their frequency and extent.
180 citations
••
TL;DR: A single intranasal administration of oxytocin, as opposed to the placebo, improved the subjects' ability to recognize fear, but not other emotions, suggesting a specific role for oxytoc in fear recognition, which could be relevant for clinical disorders that manifest deficits in processing emotional facial expressions, particularly fear.
180 citations
Authors
Showing all 7747 results
Name | H-index | Papers | Citations |
---|---|---|---|
Markku Laakso | 162 | 945 | 142292 |
M.-Marsel Mesulam | 150 | 558 | 90772 |
Michael Levin | 111 | 986 | 45667 |
Peter Schmidt | 105 | 638 | 61822 |
Eviatar Nevo | 95 | 848 | 40066 |
Uri Alon | 91 | 442 | 54822 |
Dan Roth | 85 | 523 | 28166 |
Simon G. Potts | 82 | 249 | 31557 |
Russell G. Foster | 79 | 318 | 23206 |
Leo Radom | 79 | 604 | 34075 |
Stevan E. Hobfoll | 74 | 271 | 35870 |
Larry Davidson | 69 | 459 | 20177 |
Alan R. Templeton | 67 | 249 | 28320 |
Uri Gneezy | 65 | 211 | 29671 |
Benny Pinkas | 64 | 156 | 21122 |