bluuebunny/crossref_metadata_2025_split huggingface dataset:
Positive Health
Authors: Seligman Martin E.P. 
Published: June 2008

I propose a new field: positive health. Positive health describes a state beyond the mere absence of disease and is definable and measurable. Positive health can be operationalised by a combination of excellent status on biological, subjective, and functional measures. By mining existing longitudinal studies, we can test the hypothesis that positive health predicts increased longevity (correcting for quality of life), decreased health costs, better mental health in aging, and better prognosis when illness strikes. Those aspects of positive health which specifically predict these outcomes then become targets for new interventions and refinements of protocol. I propose that the field of positive health has direct parallels to the field of positive psychology, parallels that suggest that a focus on health rather than illness will be cost saving and life saving. Finally, I suggest a different mode of science, the Copenhagen‐Medici model, used to found positive psychology, as an appropriate way of beginning the flagship explorations for positive health.Je propose de créer un nouveau domaine d’investigations: la santé positive. La santé positive désigne une condition définissable et mesurable qui se situe au‐delà de la simple absence de maladie. Elle peut être opérationnalisée par une combinaison de scores excellents sur les dimensions biologiques, subjectives et fonctionnelles. On peut, sur la base des études longitudinales existantes, mettre à l’épreuve l’hypothèse que la santé positive annonce une longévité accrue (ce qui renvoie à la qualité de vie), une réduction des coûts liés à la santé, une meilleure santé mentale lors du vieillissement et un pronostic plus favorable en cas de maladie. Ces facettes de la santé positive qui prédisent spécifiquement de telles conséquences deviennent des objectifs pour de nouvelles interventions et une amélioration du protocole. Je pense que le domaine de la santé positive est en liaison directe avec celui de la psychologie positive, liens qui suggèrent que le fait de se focaliser sur la santé plutôt que sur la maladie réduira les coûts tout en allongeant la vie. J’introduis en dernière analyse un nouveau type de connaissance, le modèle Copenhague‐Médicis, utilisé pour fonder la psychologie positive, comme outil pertinent pour initier des travaux majeurs pour la promotion de la santé positive.
Group Well‐Being: Morale from a Positive Psychology Perspective
Authors: Peterson Christopher , Park Nansook , Sweeney Patrick J. 
Published: June 2008

What makes life most worth living? The simplest summary of findings from the new field of positive psychology is that other people matter. It is within groups that we live, work, love, and play, and groups should therefore be a primary focus of researchers interested in health and well‐being. In the present article, we propose morale as an important indicator of group well‐being. We survey what is known about overall morale across a variety of groups: its meaning, measurement, enabling factors, and putative consequences. We sketch a future research agenda that would examine morale in multidimensional terms at both the individual and group levels and would pay particular attention to the positive outcomes associated with morale.Qu’est‐ce qui fait que la vie vaut le plus la peine d’être vécue? Réduire à leur plus simple expression les résultats de ce nouveau domaine qu’est la psychologie positive revient à mentionner l’importance d’autrui. C’est dans des groupes que nous vivons, travaillons, aimons et jouons, et les groupes devraient donc être une préoccupation première pour les chercheurs concernés par la santé et le bien‐être. Dans cet article, on avance l’idée que le moral est un indicateur majeur du bien‐être des groupes. On recense ce qui est connu sur le moral en général dans divers types de groupes: sa signification, sa mesure, ses antécédents et ses conséquences supposées. On esquisse un futur programme de recherche qui appréhenderait le moral de façon multidimensionnelle aux niveaux à la fois individuel et groupal et accorderait une attention particulière aux retombées positives relevant du moral.
Positive Psychology and the Illness Ideology: Toward a Positive Clinical Psychology
Authors: Maddux James E. 
Published: June 2008

This article challenges traditional views of the proper subject matter of clinical psychology, the nature of psychological adjustment and maladjustment, and the roles and functions of clinical psychologists. Toward this end, the article discusses clinical psychologists’conceptions of psychological adjustment and maladjustment and of the difference between psychological adjustment and maladjustment. It describes and challenges the illness ideology that has prevailed in clinical psychology for the past century—an ideology that has been socially constructed rather than scientifically constructed. This ideology consists of not only a set of assumptions about the nature of psychological adjustment and the “territory” of clinical psychology but also a language that influences the way clinical psychologists and others think about the field. It then offers a statement of a new mission for and vision of clinical psychology based on the values of positive psychology.Cet article interroge l’approche traditionnelle des questions spécifiques à la psychologie clinique, la nature de l’adaptation et de l’inadaptation psychologiques, et les rôles et fonctions des psychologues cliniciens. A cette fin, on examine les conceptions des cliniciens concernant l’adaptation et l’inadaptation psychologiques, ainsi que la différence entre ces deux notions. On décrit et conteste l’idéologie de la maladie qui a prévalu en psychologie clinique au cours du dernier siècle, une idéologie qui a étéélaborée socialement plutôt que scientifiquement. Cette idéologie renvoie non seulement à une série d’affirmations sur la nature de l’adaptation psychologique et le « territoire » de la psychologie clinique, mais aussi à un langage qui influence la façon dont les psychologues cliniciens (et d’autres aussi) abordent ce domaine. On propose ensuite, à partir des valeurs de la psychologie positive, une vision de la psychologie clinique débouchant pour elle sur une nouvelle mission.
The Role of Social Approach and Avoidance Motives for Subjective Well‐Being and the Successful Transition to Adulthood
Authors: Nikitin Jana , Freund Alexandra M. 
Published: June 2008

Social affiliation appears to be a central human need. Taking a developmental perspective, we discuss whether and how the desire to belong (approach motivation) and the fear of being rejected (avoidance motivation) might be of central importance for understanding success or failure in transitional phases, especially in the transition from adolescence into adulthood. Cognitive, emotional, and behavioral consequences of social motives (approach, avoidance, and their co‐occurrence) are reviewed. We argue that both tendencies need to be taken into account for understanding affiliation motivation and behavior and its significance for life satisfaction and well‐being. A predominant social approach motivation has positive consequences for cognition, behavior, emotion, and well‐being, whereas the opposite pattern holds for a predominant avoidance motivation. Co‐occurrence of both is characterised by ambivalent cognitions and emotions, and unstable behavior. Taking a developmental perspective, however, and considering social development in the transition to adulthood, co‐occurrence might be more beneficial than a predominant avoidance motivation.Il est clair que l’affiliation est un besoin humain fondamental. On se demande, dans une perspective développementale, si et comment le désir d’être accueilli (motivation à l’approche) et la crainte d’être rejeté (motivation à l’évitement) pourraient être d’une importance majeure dans l’explication du succès ou de l’échec des périodes de transition, en particulier lors du passage de l’adolescence à l’âge adulte. On passe en revue les prolongements cognitifs, émotionnels et comportementaux des motivations sociales (approche, évitement et leurs corollaires). On soutient que les deux tendances doivent être prises en compte pour comprendre la motivation à l’affiliation et les comportements qui s’ensuivent, ainsi que leur portée pour le bien‐être et le bonheur de vivre. Etre prioritairement motivé par les contacts sociaux a des retombées positives sur la cognition, le comportement, les émotions et le bien‐être, tandis que le schéma inverse renvoie à une motivation dominante pour l’évitement. La co‐occurrence de ces deux motivations provoque des cognitions et des émotions ambivalentes et un comportement instable. Toutefois, d’un point de vue développemental, et pour ce qui est de la maturation sociale lors du passage vers l’âge adulte, la co‐occurrence pourrait se révéler plus bénéfique que la seule motivation à l’évitement.
Engagement and Emotional Exhaustion in Teachers: Does the School Context Make a Difference?
Authors: Klusmann Uta , Kunter Mareike , Trautwein Ulrich , Lüdtke Oliver , Baumert Jürgen 
Published: June 2008

Focusing on the teaching profession, this study examines the association between school‐specific demands and resources, on the one hand, and engagement and exhaustion, on the other. Individual‐level data obtained from 1,939 secondary teachers as well as school‐level data from their principals and students, based on 198 German schools, were subjected to multilevel analysis. School‐level characteristics accounted for only a small amount of the variance in teachers’ emotional exhaustion. In contrast, teachers’ engagement differed considerably between schools. For the two outcome variables, engagement and exhaustion, specific patterns of predictive effects were observed at the school level: when controlling for individual teacher characteristics, the principal's support in educational matters predicted higher levels of engagement, whereas disciplinary problems in the classroom predicted higher emotional exhaustion. Although school‐level data were associated with engagement and exhaustion, results suggest paying particular attention to individual differences between teachers that might predispose them to develop either more engagement or emotional exhaustion.Axée sur la profession enseignante, cette étude examine le lien entre les exigences et les ressources propres à l’école d’une part, et l’engagement et l’épuisement d’autre part. Des données individuelles obtenues auprès de 1939 enseignants du secondaire ainsi que des données scolaires provenant des proviseurs et élèves de 198 écoles allemandes, ont été soumises à une analyse multi‐niveau. Les données scolaires expliquent seulement une petite partie de la variance relative à l’épuisement émotionnel des enseignants. En revanche, l’engagement des enseignants diffère considérablement selon les écoles. Pour les variables dépendantes, engagement et épuisement, les données scolaires permettent de prédire des types spécifiques d’effets: quand on contrôle les caractéristiques individuelles des enseignants, le soutien du proviseur sur des questions éducatives implique un niveau d’engagement plus important, alors que des problèmes de discipline en classe prédisent un épuisement émotionnel plus grand. Bien que les données scolaires soient liées à l’engagement et à l’épuisement, les résultats suggèrent d’accorder une attention particulière aux différences individuelles entre les enseignants qui peuvent les prédisposer à développer soit plus d’engagement, soit plus d’épuisement émotionnel.
Perceived Teacher Self‐Efficacy as a Predictor of Job Stress and Burnout: Mediation Analyses
Authors: Schwarzer Ralf , Hallum Suhair 
Published: June 2008

Teacher self‐efficacy is studied as a personal resource factor that may protect from the experience of job strain and, thus, make the escalation of burnout less likely. The article examines the relationships between self‐efficacy, job stress, and burnout, focusing on mediation (self‐efficacy → job stress → burnout). Moreover, it questions whether such a mediation, if found, would be dependent on the levels of other variables (moderated mediation). Study I, with two samples of teachers (N= 1,203), examined this putative mechanism cross‐sectionally and found such an effect, in particular for younger teachers and those with low general self‐efficacy. Study II, with 458 teachers, replicated the results longitudinally over a period of one year by employing structural equation models. In a cross‐lagged panel design, low self‐efficacy preceded burnout. Further research should study these mechanisms by interventions that aim at strengthening teacher self‐efficacy as a protective resource factor.L’auto‐efficacité des enseignants est étudiée comme une ressource personnelle pouvant les protéger de l’expérience de la contrainte professionnelle et rendre l’escalade dans le burnout moins probable. Cet article examine les liens entre l’auto‐efficacité, le stress au travail et le burnout, en se focalisant sur la médiation (auto‐efficacité→ stress au travail → burnout). En outre, il questionne la façon dont une telle médiation, si elle est avérée, pourrait être dépendante du niveau des autres variables (médiation modérée). La recherche 1 comprend deux échantillons d’enseignants (N= 1,203). Elle examine ce mécanisme croisé supposé et révèle un tel effet, en particulier pour les enseignants les plus jeunes et ceux ayant une auto‐efficacité générale basse. L’étude 2 effectuée auprès de 458 enseignants confirme ces résultats, obtenus cette fois de façon longitudinale sur une période d’un an en employant des modèles àéquation structurale. Ainsi, une auto‐efficacité basse précède le burnout. Des recherches plus poussées pourraient étudier les mécanismes par lesquels des interventions renforcent ou non l’auto‐efficacité des enseignants comme source de protection.
Differentiation and integration: guiding principles for analyzing cognitive change
Authors: Siegler Robert S. , Chen Zhe 
Published: June 2008

Abstract Differentiation and integration played large roles within classic developmental theories but have been relegated to obscurity within contemporary theories. However, they may have a useful role to play in modern theories as well, if conceptualized as guiding principles for analyzing change rather than as real‐time mechanisms. In the present study, we used this perspective to examine which rules children use, the order in which the rules emerge, and the effectiveness of instruction on water displacement problems. We found that children used systematic rules to solve such problems, and that the rules progress from undifferentiated to differentiated forms and toward increasingly accurate integration of the differentiated variables. Asking children to explain both why correct answers were correct and why incorrect answers were incorrect proved more effective than only requesting explanations of correct answers, which was more effective than just receiving feedback on the correctness of answers. Requests for explanations appeared to operate through helping children notice potential explanatory variables, formulate more advanced rules, and generalize the rules to novel problems.
Acquisition of mental state language in Spanish children: a longitudinal study of the relationship between the production of mental verbs and linguistic development
Authors: Pascual Belén , Aguado Gerardo , Sotillo María , Masdeu Jose C. 
Published: June 2008

AbstractThe development of language indicating the emergence of thinking about the thoughts of self and others has been scarcely studied in Spanish‐speaking children. For this reason, we studied the development of mental state language and various indicators of language development in 25 Spanish‐speaking children assessed at 3, 3, 4, 4, and 5 years of age. We coded and categorized the 40,250 utterances children produced during the five time points, 1202 (3.01%) of which had mental terms. In this sample, mental state language in Spanish children developed with a similar timeline and patterns as described in English‐speaking children. However, several findings were novel for studies of mental state language. The general indexes of syntactic development did not correlate with the production of mental terms. The Index of Lexical Diversity was associated with the frequency of references to verbs of desire. The results of regression analyses suggest that not only the development of subordinate sentences with complement is associated with genuine mental references to desires and beliefs, but the development of lexical skills as well.
Lying in the name of the collective good: a developmental study
Authors: Fu Genyue , Evans Angela D. , Wang Lingfeng , Lee Kang 
Published: June 2008

Abstract The present study examined the developmental origin of ‘blue lies’, a pervasive form of lying in the adult world that is told purportedly to benefit a collective. Seven, 9‐, and 11‐year‐old Chinese children were surreptitiously placed in a real‐life situation where they decided whether to lie to conceal their group's cheating behavior. Children were also assessed in terms of their willingness in hypothetical situations to endorse lying or truth‐telling that benefits a collective but at the same time harms an individual. Results showed that as age increased, children became more inclined to endorse lying in the name of the collective good, and to tell lies for their group themselves. Furthermore, children's endorsement about blue lies in hypothetical situations predicted their actual lying behavior.
Conflicting cues in a dynamic search task are reflected in children's eye movements and search errors
Authors: Haddad Jeffrey M. , Kloos Heidi , Keen Rachel 
Published: June 2008

Abstract Three‐year‐olds were given a search task with conflicting cues about the target's location. A ball rolled behind a transparent screen and stopped behind one of four opaque doors mounted into the screen. A wall that protruded above one door provided a visible cue of blockage in the ball's path, while the transparent screen allowed visual tracking of the ball's progress to its last disappearance. On some trials these cues agreed and on others they conflicted. One group saw the ball appear to pass through the wall, violating its solidity, and another group saw the ball stop early, behind a door before the visual wall. Children's eye movements were recorded with an Applied Science Laboratories eye tracker during these real object events. On congruent trials, children tended to track the ball to the visible barrier and select that door. During conflict trials, children's eye movements and reaching errors reflected the type of conflict they experienced. Our data support Scholl and Leslie's (1999) hypotheses that spatio‐temporal and contact mechanical knowledge are based on two separate, distinct mechanisms.
Do children with autism ‘switch off’ to speech sounds? An investigation using event‐related potentials
Authors: Whitehouse Andrew J.O. , Bishop Dorothy V.M. 
Published: June 2008

Abstract Autism is a disorder characterized by a core impairment in social behaviour. A prominent component of this social deficit is poor orienting to speech. It is unclear whether this deficit involves an impairment in allocating attention to speech sounds, or a sensory impairment in processing phonetic information. In this study, event‐related potentials of 15 children with high functioning autism (mean nonverbal IQ = 109.87) and 15 typically developing children (mean nonverbal IQ = 115.73) were recorded in response to sounds in two oddball conditions. Participants heard two stimulus types: vowels and complex tones. In each condition, repetitive ‘standard’ sounds (condition 1: vowel; condition 2: complex tone) were replaced by a within stimulus‐type ‘deviant’ sound and a between stimulus‐type ‘novel’ sound. Participants’ level of attention was also varied between conditions. Children with autism had significantly diminished obligatory components in response to the repetitive speech sound, but not to the repetitive nonspeech sound. This difference disappeared when participants were required to allocate attention to the sound stream. Furthermore, the children with autism showed reduced orienting to novel tones presented in a sequence of speech sounds, but not to novel speech sounds presented in a sequence of tones. These findings indicate that high functioning children with autism can allocate attention to novel speech sounds. However, they use top‐down inhibition to attenuate responses to repeated streams of speech. This suggests that problems with speech processing in this population involve efferent pathways.
Move it! Visual feedback enhances validity of preferential looking as a measure of individual differences in vocabulary in toddlers
Authors: Killing Sarah E.A. , Bishop Dorothy V.M. 
Published: June 2008

Abstract Forty toddlers aged 20 to 24 months were presented with 32 pairs of images with the auditory stimulus Look followed by the name of the target image (e.g. Look . . . tree) in an intermodal preferential looking (IPL) paradigm. The same series of 16 items was presented first with one image as target and then with the other member of the pair as target. Half the children were given feedback, in the form of movement of the target image at the end of the trial, while the other half were presented with static images. IPL performance was quantified in terms of number of words showing at least 15% increase in proportion of looking time in the post‐naming interval. Looking preference for the named item was correlated with parental report of vocabulary, this effect being stronger for those receiving feedback. The correlation with parental report of vocabulary comprehension was .65 for those receiving feedback, but only .37 for those with no feedback. It is concluded that the preferential looking task, which has been widely used in group studies, has the potential to act as a reliable index of comprehension level in individual children, especially when movement feedback is used to maintain attention.
The referential communication skills of children with imaginary companions
Authors: Roby Anna C. , Kidd Evan 
Published: June 2008

AbstractThe present study investigated the referential communication skills of children with imaginary companions (ICs). Twenty‐two children with ICs aged between 4 and 6 years were compared to 22 children without ICs (NICs). The children were matched for age, gender, birth order, number of siblings, and parental education. All children completed the Test of Referential Communication (Camaioni, Ercolani & Lloyd, 1995). The results showed that the children with ICs performed better than the children without ICs on the speaker component of the task. In particular, the IC children were better able to identify a specific referent to their interlocutor than were the NIC children. Furthermore, the IC children described less redundant features of the target picture than did the NIC children. The children did not differ in the listening comprehension component of the task. Overall, the results suggest that the IC children had a better understanding of their interlocutor's information requirements in conversation. The role of pretend play in the development of communicative competence is discussed in light of these results.