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Автор: Grafiati
Опубліковано: 19 жовтня 2024

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Статті в журналах з теми "Psychology (law)"

1

Taylor, Maxwell. "Psychology, Law and Law Enforcement." Irish Journal of Psychology 8, no. 1 (June 1987): 20–30. http://dx.doi.org/10.1080/03033910.1987.10557689.

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2

Martín, Eugenio Garrido. "Psychology and Law." Applied Psychology 43, no. 2 (April 1994): 303–11. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00824.x.

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3

Haward, Lionel. "Psychology and law." Behaviour Research and Therapy 23, no. 4 (1985): 496–97. http://dx.doi.org/10.1016/0005-7967(85)90209-8.

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4

Hans, Valerie P. "Internationalizing Psychology and Law." Contemporary Psychology: A Journal of Reviews 35, no. 9 (September 1990): 859–60. http://dx.doi.org/10.1037/029020.

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5

Thomson, Don. "Psychology, Crime and Law." Australian Psychologist 31, no. 1 (March 1996): 40. http://dx.doi.org/10.1080/00050069608260174.

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6

Sales, Bruce. "Rehabilitation psychology and law." Rehabilitation Psychology 31, no. 1 (1986): 5–11. http://dx.doi.org/10.1037/0090-5550.31.1.5.

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7

van de Vijver, Fons. "Psychology and Law: Introduction." European Journal of Psychological Assessment 11, no. 1 (January 1995): 58. http://dx.doi.org/10.1027/1015-5759.11.1.58.

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8

Sales, Bruce. "Rehabilitation psychology and law." Rehabilitation Psychology 31, no. 1 (1986): 5–11. http://dx.doi.org/10.1037/h0091526.

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9

Zelechoski, Amanda D., Christina L. Riggs Romaine, and Melinda Wolbransky. "Teaching Psychology and Law." Teaching of Psychology 44, no. 3 (May 31, 2017): 222–31. http://dx.doi.org/10.1177/0098628317711316.

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Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions ( N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation.
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10

Schimmel, Solomon. "Psychology and Jewish Law." Shofar: An Interdisciplinary Journal of Jewish Studies 14, no. 2 (1996): 1–10. http://dx.doi.org/10.1353/sho.1996.0098.

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Дисертації з теми "Psychology (law)"

1

Sifferd, Katrina Lee. "Psychology and the criminal law." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412928.

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2

Lavin, Michael. "Understanding limits: Morality, ethics, and law in psychology." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284605.

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Work by Sales and Lavin has suggested that it is possible to improve the moral and ethical thinking of psychologists. In particular, moral and ethical thinking by psychologists could be improved if psychologists learned to use defensible moral metrics. The usefulness of formal training in ethics and morality, with the implicit condemnation of the moral metrics that might be taught in such training, has been challenged by writers such as Justice Holmes. He has alleged that professionals learn how to behave in their professional roles by practicing them. A variety of problems are noted with Holmes' view. Further, psychologists cannot rely on expert advice from Institutional Review Boards or Ethics Committees, even if they wished to do so. Institutional Review Boards, and by implication Ethics Committees, have serious deficiencies. However, psychologists can make considerable progress in their moral and ethical thinking, if they distinguish ethics from morality and also notice the similarities between moral thinking and scientific thinking and theorizing. A controversy over the recovered-memory therapy is employed to illustrate some of these distinctions and similarities. The argument continues by developing two moral metrics. The first begins with ethics and culminates in moral appraisal. The second makes moral appraisal an earlier step than ethical appraisal. With these metrics described, it is then noted that a popular metric in psychology, that of Koocher and Keith-Spiegel, is inadequate. It is then shown that the two moral metrics earlier described are reasonably believed to be adequate. The adequacy of one of them is directly illustrated with an example involving the question of whether persons with serious mental illnesses should be allowed to enter into contracts that would relax the criteria for their involuntary hospitalization and treatment. It is concluded that teachable, intellectually defensible moral metrics are possible, and that their use would improve the moral and ethical thinking of psychologists.
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3

Smith, Robert Lee. "Educational psychology and the law in child care cases." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436425.

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4

Frias-Armenta, Martha. "Law, psychology, family relations and child abuse in Mexico." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288957.

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The purpose of this study was to empirically assess the validity of legal assumptions regarding the use of physical punishment by Mexican parents with their children. Three legal assumptions were identified and tested in the studied Mexican legal framework: (1) parents always act in the best interest of their children; (2) non-severe physical punishment is an adequate and nonharmful strategy for rising children; and (3) parents discriminate between moderate/corrective punishment and severe child abuse. One hundred-fifty mothers living in the Northwestern Mexican State of Sonora were interviewed regarding their use of physical punishment with their children, their knowledge of the law regarding their and their children's' rights and duties, their perceptions of their legal obligations in regard to their disciplinary practices with their children, their disciplinary beliefs, their monitoring of their children, the frequency of maltreatment they received from their parents, their levels of depression/anxiety, their antisocial behaviors, and their alcohol consumption levels. In order to validate the legal assumptions, three structural models were specified and tested. The first model tested the assumption that physical punishment is used in the best interest of children. In this model, the perception of a legal prerogative to use physical punishment was found to increase violence against children. In contrast, parental knowledge of child and parental rights and obligations was inversely related to punitive disciplinary beliefs, while such beliefs were positively associated with child punishment and negatively associated with child monitoring. The second model estimated the effect of a history of mothers' vicitimization during childhood on their adult behavior. It was found that being maltreated as a child was associated positively with antisocial behavior and depression/anxiety, which in turn affected positively alcohol consumption and harsh parenting. The third model estimated the covariance between moderate punishment and severe punishment. Results showed that the correlation between them was higher than the factor loadings between each latent construct and their corresponding observed variables. This finding indicates that parents do not discriminate between moderate and severe punishment, invalidating the assumption that parents are aware of limits between what can be considered abuse and disciplinary punishment. The implications of these findings are discussed.
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5

Charbonneau, Amanda K. "The Law and Psychology of Suspicion and Police Decision-Making." Thesis, University of California, Berkeley, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13423893.

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Police officers decide to detain and search civilians under uncertainty and risk, and both false positive and false negative errors can be costly. The courts apply the reasonable suspicion standard of proof to evaluate the constitutionality of nonconsensual stops and searches, placing an ambiguous and subjective assessment of a poorly understood psychological state at the center of laws, policies, and trainings on police-civilian contact. The law and psychology of suspicion may have important effects on the frequency, accuracy, and reporting of policing decisions. Investigating those effects requires an understanding of the policy landscape of police decision-making and the basic psychology of suspicion.

In this dissertation, I explore suspicion as a legal concept and as a psychological experience. I describe the role of the reasonable suspicion standard in judicial evaluations of the constitutionality of police practices, and the implications for the guidelines and trainings that agencies provide to officers. I contend that legal and quantitative analyses of policing practices should incorporate an understanding of the psychology of individual decision-making and the incentives created by the regulatory environment. The constitutional analysis assumes that civilian behavior, situational circumstances, and prior knowledge all affect an officer’s experience of suspicion and subsequent actions. Very little is known, however, about the basic psychology of suspicion and how it might affect judgment and decision-making.

I investigate the psychological properties and covariates of interpersonal suspicion as reported by lay participants in a series of studies, establishing a baseline to which I will compare the effects of training and professional experience in future research. Using latent variable models and automated text analyses, I find that during experiences of interpersonal suspicion of a stranger, people tend to question the stranger’s intentions and experience intuition, attentiveness, and wariness. In these situations, distrust is more closely associated with emotional arousal than interpersonal suspicion. On average, female participants report slightly higher situational interpersonal suspicion relative to male participants, and participants who identify as Black or African American report lower suspicion relative to those who identify as White, Latino, or Hispanic.

Relative to participants, the people who are targets of situational suspicion are more often described as male, Black, and Latino. On average, participants report a similar degree of suspicion across perceived target gender and racial categories, but there are significant differences among the associated emotions, inferences, and behavioral responses. Participants describing male and Black targets report experiencing greater fear and believing that the target’s behavior was dangerous. Participants describing male targets are more likely to report inferring that the target’s behavior was criminal, relative to participants describing female targets.

The dispositional tendency toward interpersonal suspicion is associated with neuroticism and low agreeableness in two samples of university students, and these findings are insensitive to variations in measurement instruments. In a simulation where university students take on the role of a police officer and report their suspicion in response to either Black or White male targets, I find that aggregate measures of dispositional interpersonal suspicion are uncorrelated with ratings of situational suspicion in response to the stimuli, which do not differ significantly by race of the target. An exploratory analysis suggests that dispositional suspicion, as measured by a single item, is associated with higher ratings of situational suspicion in response to White targets only.

My findings suggest that during experiences of interpersonal suspicion of strangers, people tend to question the stranger’s intentions and experience intuition, attentiveness, and wariness, and that the type of cognitive arousal associated with suspicion may be context-specific. In the concluding discussion, I also identify findings that could be particularly relevant in the legal context, including the salience of intuition in experiences of suspicion and the variation associated with target race in the correlates of suspicion. I aim to advance the current understanding of suspicion and establish a foundation for future research on its role in legal decision-making.

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6

Mullins, Eddie. "The process of the law of attraction and the 3rd law, law of allowing." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mullinse.pdf.

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7

Bullard, González Alfredo, Domingo Rivarola, Crovetto Guillermo Cabieses, and Rozas Freddy Escobar. "Discussion on the contribution of behavioral psychology and neuroscience in Law." IUS ET VERITAS, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/122648.

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The current round table gathers four renowned specialists infields such as Law and Economics, Civil Law, Litigation, and others, inorder to discuss the relevance and impact of the development of behavioral psychology and neuroscience in Law. thus, the guests addressthe criticism directed from the mentioned study fields to the modelof individual rationality that underlies traditional legal institutions.
La presente mesa redonda convoca a cuatro reconocidos especialistas en materias como el Análisis económico del Derecho, Derecho Civil, Derecho Procesal, entre otras, con la finalidad de discutir la relevancia e impacto que tienen los recientes descubrimientos realizados por el desarrollo de la psicología conductual y las neurociencias en el Derecho. De esta forma, los invitados abordan el cuestionamiento que se dirige desde las áreas de estudio referidas hacia el modelo de racionalidad individual que subyace a las instituciones jurídicas clásicas.
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8

Mastro, Puccio Fernando del. "The animic dimension of law: a preliminary approach from analytic psychology." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/116207.

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This paper presents a proposal of interdisciplinary approach between analytic psychology and law. From the basis of Carl G. Jung’s theoretical framework, we argue that the law is animated by psychic contents of archetypical nature, which shape the way in which humans relate with rules and authority and impact how we regulate as a society. The paper introduces myth interpretation as a means to comprehend that animic dimension of law and describes the concepts, techniques and cares that should guide the analysis. An interpretation of the fall of Adam and Eve is conducted as an example of the proposed interdisciplinary approach. The analysis leads us to argue that the psychic tendency to separate the inner self from the outer self, with the relegation of the former, derives in the domination of the masculine over the feminine and in a relationship characterized by distance and fear between humans and the authority. The regulation that arises from that context is one also marked by separation, fear of sanctions and is focused on the external behavior. The image of Jesus is thus presented as compensatory one since it tends to the reunion of the inner with the outer and of the feminine with the masculine, which derives in a regulation substantially different from that of the Old Testament.
En el presente artículo compartimos una propuesta de aproximación interdisciplinaria entre la psicología analítica y el derecho. Partiendo del marco teórico de Carl G. Jung, argumentamos que el derecho está animado por contenidos psíquicos de naturaleza arquetípica que moldean el modo en que el ser humano se vincula con la norma y la autoridad, marcando también anímicamente el modo en que nos regulamos como sociedad. En el trabajo se presenta la interpretación de mitos como herramienta para comprender dicha base anímica y se desarrollan los conceptos, técnicas y cuidados que deben guiar dicho análisis. Se presenta también un ejemplo de interpretación de la historia bíblica de la caída de Adán y Eva, relatada en el capítulo tercero del Génesis. Nuestra interpretación nos lleva a postular que la tendencia a separar la realidad interior de la exterior en el ser humano, con olvido de la primera, lleva a la dominación de lo masculino frente a lo femenino y al establecimiento de una relación de lejanía y temor entre el ser humano y la autoridad, fuente de la norma, lo que conduce a un modelo de regulación también lejana, centrada en el temor a la sanción y enfocada en el exterior de la conducta. Frente a esta lectura, la figura de Jesús será mostrada como compensatoria, en tanto busca la reunión de lo interior con lo exterior y de lo masculino con lo femenino, lo que da lugar a un modo de regulación sustancialmente diferente al del Antiguo Testamento.
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9

Silkstone, Christine. "Psychopathy in South African criminal case law between 1947 and 1999: an exploration of the relationship between psychology and law." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12009.

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Includes bibliographical references.
This study drew on South African criminal case reports containing judicial pronouncements on psychopathy between 1947 and 1999 to explore the historical relationship between psychology and the law. In criminal law, where mental illness is alleged, the issue of responsibility arises. During the period of the study, there were important legal developments in the criminal law relating to criminal responsibility, including the formulation of a statutory test for capacity in 1977 that did away with the M’Naghten Rules and irresistible impulse principle, ... Diminished responsibility was also entrenched in the criminal law in the same Act. Psychopathy provided an interesting case study as, in terms of legal thinking, a diagnosis may indicate pathology but is not of a degree that it necessarily follows that it would be unreasonable to assign blame in law.
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10

Holtgrave, Vanessa M. "Obsessive-Compulsive Personality Traits in Law Enforcement." Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3673014.

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This research provides original data on the study of obsessive-compulsive personality traits in law enforcement. The study explored prevalence of obsessive-compulsive personality traits (OCPT) in law enforcement (compared to the general population) in association with the occupational need for such characteristics in that profession (orderliness, organized, attentive to detail, display restricted affect, adhere to laws and regulations, and assume leadership roles). While many studies seek to explain police personality, no literature could be found regarding prevalence of OCPT in sworn peace officers. Degree of OCPT was measured by the total mean score on the Five Factor Obsessive-Compulsive Inventory (FFOCI) and compared using a one-tailed independent samples t-test. Differences between two groups across 12 subscales were analyzed retroactively using a MANOVA for qualitative descriptions of each group. Research revealed, with statistically significant results (p<.01), that prevalence of OCPT is significantly higher overall in law enforcement peace officers when compared to non-law enforcement participants. Results from this study contribute meaningfully to police psychology within the field of forensic psychology. Results have the potential to influence supplemental assessment for peace officer candidacy screening.

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Книги з теми "Psychology (law)"

1

Roesch, Ronald, Stephen D. Hart, and James R. P. Ogloff, eds. Psychology and Law. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4891-1.

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2

Belinda, Brooks-Gordon, and Freeman Michael D. A, eds. Law and psychology. Oxford: Oxford University Press, 2006.

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3

1939-, Levine Martin Lyon, ed. Law and psychology. Aldershot: Dartmouth, 1995.

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4

Knapp, Samuel. Pennsylvania law and psychology. Harrisburg, PA: Pennsylvania Psychological Association, 1990.

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5

1971-, Zapf Patricia A., and Hart, Stephen D. (Stephen David), 1962-, eds. Forensic psychology and law. Hoboken, N.J: John Wiley & Sons, 2010.

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6

Kimberly, Barrett, and George William 1954-, eds. Race, culture, psychology, & law. Thousand Oaks, Calif: Sage Publications, 2005.

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7

Roesch, Ronald. Forensic psychology and law. Hoboken, N.J: John Wiley & Sons, 2010.

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8

Granhag, Pär-Anders, Ray Bull, Alla Shaboltas, and Elena Dozortseva, eds. Psychology and Law in Europe. Boca Raton, Fl. : CRC Press, [2017]: CRC Press, 2016. http://dx.doi.org/10.1201/9781315317045.

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9

Bornstein, Brian H., and Monica K. Miller, eds. Advances in Psychology and Law. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11042-0.

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Miller, Monica K., and Brian H. Bornstein, eds. Advances in Psychology and Law. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29406-3.

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Частини книг з теми "Psychology (law)"

1

Köhnken, Gänter, Maria Fiedler, and Charlotte Möhlenbeck. "Psychology and Law." In Blackwell Handbook of Social Psychology: Intraindividual Processes, 547–68. Malden, Massachusetts, USA: Blackwell Publishers Inc., 2007. http://dx.doi.org/10.1002/9780470998519.ch25.

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2

Kapardis, Andreas. "Psychology and Law." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–8. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-007-6730-0_108-1.

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3

Ogloff, James R. P., and David Finkelman. "Psychology and Law." In Psychology and Law, 1–20. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4891-1_1.

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4

Kapardis, Andreas. "Psychology and Law." In Encyclopedia of the Philosophy of Law and Social Philosophy, 2882–89. Dordrecht: Springer Netherlands, 2023. http://dx.doi.org/10.1007/978-94-007-6519-1_108.

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5

Goodman-Delahunty, Jane. "Civil Law." In Psychology and Law, 277–337. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4891-1_8.

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6

Raskin, Jonathan D. "Suicide, Ethics, And Law." In Abnormal Psychology, 498–532. London: Macmillan Education UK, 2019. http://dx.doi.org/10.1057/978-1-137-54717-0_15.

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7

Luong, Alexandra, Justin M. Sprung, and Michael J. Zickar. "Discrimination and employment law." In Personnel Psychology, 18–38. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315731735-2.

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8

Alceste, Fabiana, Aria Amrom, Johanna Hellgren, and Saul M. Kassin. "Social Psychology and Law." In The SAGE Handbook of Applied Social Psychology, 558–82. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526417091.n27.

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9

Devonis, David C. "Law Enforcement." In Exploring Cross-Cultural Psychology, 155–56. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003300380-67.

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10

Nemeth, Charles P. "Forensic Psychiatry and Psychology." In Forensic Law Casebook, 403–47. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.4324/9781003267126-10.

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Тези доповідей конференцій з теми "Psychology (law)"

1

Nemchenko, Hanna Valeriivna, and Kateryna Bondarenko. "The psychology of marketing under martial law." In СУЧАСНІ НАПРЯМИ ЗМІН В УПРАВЛІННІ ОХОРОНОЮ ЗДОРОВ’Я: МОДЕРНІЗАЦІЯ, ЯКІСТЬ, КОМУНІКАЦІЯ, 145–47. Liha-Pres, 2024. http://dx.doi.org/10.36059/978-966-397-406-4-38.

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2

Alexandru-Marian, Dincă. "The psychology of contemporary terrorism." In TOPICAL ISSUES OF SOCIAL SCIENCE UNDER MARTIAL LAW IN UKRAINE. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-428-3-45.

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3

Zhang, Ziqian. "Availability of Heuristic Marketing Psychology." In 7th International Conference on Economy, Management, Law and Education (EMLE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220306.048.

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4

Grigor'eva, L. A. "Socio-psychological conditions for the development of stress resistance of law students." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-22.

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5

Macaraan, Maryrose. "The Law School Experience: Adopting Regulation Strategies." In The Asian Conference on Psychology & the Behavioral Sciences 202. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2187-4743.2021.5.

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6

Pukhalska, O. M., and O. Yu Maneilo. "INNOVATIVE EXPERIMENTAL ACTIVITY IN THE EDUCATION SYSTEM UNDER MARTIAL LAW." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-45.

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Cha, Seong-Min. "Myanmar Telecommunications Market & Law Issues." In 5th International Workshop on Psychology and Counseling Security, Reliability and Safety 2016. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.6.05.

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8

"Research on Supplementary Responsibility in China's Tort Liability Law." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.109.

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9

Astapova, Ya V. "Inclusive-resource centers of Kharkiv region in the conditions of martial law." In PRIORITY SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Baltija Publishing, 2023. http://dx.doi.org/10.30525/978-9934-26-366-8-11.

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10

Gren, Lucas. "A Fourth Explanation to Brooks' Law - The Aspect of Group Developmental Psychology." In 2017 IEEE/ACM 10th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE). IEEE, 2017. http://dx.doi.org/10.1109/chase.2017.16.

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Звіти організацій з теми "Psychology (law)"

1

Basu, Karna, and Shailendra Singh Bisht. The economics and psychology of long term savings and pensions: a randomised experiment among low-income entrepreneurs in Maharashtra, India. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2161.

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2

Daniellou, François, Marcel Simard, and Ivan Boissières. Les facteurs humains et organisationnels de la sécurité industrielle: un état de l’art. Fondation pour une culture de sécurité industrielle, March 2010. http://dx.doi.org/10.57071/820qjv.

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Анотація:
Ce document propose une synthèse des connaissances sur les facteurs humains et organisationnels de la sécurité industrielle (FHOS). Il s’attache à intégrer les facteurs humains et organisationnels dans les politiques et pratiques de sécurité industrielle. Ce qui nécessite de pouvoir s’appuyer sur des connaissances nouvelles ouvrant aux sciences humaines et sociales (ergonomie, psychologie, sociologie, etc.), tout en faisant le lien avec des problématiques opérationnelles concrètes.
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3

Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech platforms also present promising opportunities for learning acceleration. These approaches mark a paradigm shift towards holistic, student-centered learning solutions that aim to enhance educational outcomes and bridge learning gaps.
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4

Concina, Laura. Attitude face au risque & Sciences économiques. Fondation pour une culture de sécurité industrielle, May 2014. http://dx.doi.org/10.57071/337arf.

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Ce document initie des lecteurs non-économistes aux théories de l'économie classique et comportementale du risque et de l'incertitude. Il décrit des résultats généralement acceptés en sciences économiques qui sont déterminants dans la prise de décision en conditions de risque ou d'incertitude et dans des situations où il est question de pertes et de gains. Pour illustrer ce sujet, sont présentés une sélection de résultats théoriques, entremêlés d'exemples de la vie quotidienne ainsi que des travaux de recherche en sciences économiques et en psychologie sur la perception du risque.
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5

Rheinberger, Christoph, and Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, June 2016. http://dx.doi.org/10.57071/882rpq.

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In light of climate change and other existential threats, policy commentators sometimes suggest that society should be more concerned about catastrophes. This document reflects on what is, or should be, society’s attitude toward such low-probability, high-impact events. The question underlying this analysis is how society considers (1) a major accident that leads to a large number of deaths; (2) a large number of small accidents that each kill one person, where the two situations lead to the same total number of deaths. We first explain how catastrophic risk can be conceived of as a spread in the distribution of losses, or a “more risky” distribution of risks. We then review studies from decision sciences, psychology, and behavioral economics that elicit people’s attitudes toward various social risks. This literature review finds more evidence against than in favor of catastrophe aversion. We address a number of possible behavioral explanations for these observations, then turn to social choice theory to examine how various social welfare functions handle catastrophic risk. We explain why catastrophe aversion may be in conflict with equity concerns and other-regarding preferences. Finally, we discuss current approaches to evaluate and regulate catastrophic risk, with a discussion of how it could be integrated into a benefit-cost analysis framework.
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6

Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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7

Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson. ACAMH, September 2021. http://dx.doi.org/10.13056/acamh.16841.

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Анотація:
In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).
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