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Domain Specific (domain + specific)
Selected AbstractsGender differences in self-estimated intelligence and their relation to gender-role orientationEUROPEAN JOURNAL OF PERSONALITY, Issue 5 2002Beatrice Rammstedt Previous research has demonstrated that gender differences in self-estimated intelligence are domain specific: Males estimate their mathematical, logical and spatial abilities significantly higher than females. It has been frequently hypothesized that these differences are moderated by the individual's degree of gender-role orientation. However, studies investigating the effect of gender-role orientation on self-estimated intelligence revealed highly inconsistent results. In the present study, 267 participants estimated their own abilities in 11 intelligence domains and completed the Bem Sex Role Inventory (BSRI). Factor analysis of the 11 intelligence domains yielded four interpretable factors. Gender differences were identified for the mathematical,logical and the artistic intelligence factor. Additional analyses revealed a moderating effect of gender-role orientation on gender differences in factor scores. Thus, the present study provided direct evidence for the notion that in male, but not in female individuals, self-estimates of specific aspects of intelligence are markedly influenced by gender-role orientation. Copyright © 2002 John Wiley & Sons, Ltd. [source] Does Unrealistic Optimism Change Following a Negative Experience?,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 6 2001Frank P. Mkenna One important counteracting force that may decrease the effects of unrealistic optimism is personal experience with threat. To examine this hypothesis, several groups were examined who had been exposed to varying degrees of threat. It was found that only those who had been exposed to the most severe threat (being hospitalized after a road accident) showed differential comparative risk estimates from those who had experienced no threat. Differences between these two groups were also found for their self-reported risk behavior. The generality of the debiasing effect was assessed by examining risk perceptions in other domains. It was found that the effect was domain specific. [source] Annotation: Deconstructing the attention deficit in fragile X syndrome: a developmental neuropsychological approachTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 6 2004K.M. Cornish Background:, Fragile X syndrome is one of the world's leading hereditary causes of developmental delay in males. The past decade has witnessed an explosion of research that has begun to unravel the condition at its various levels: from the genetic and brain levels to the cognitive level, and then to the environmental and behavioural levels. Our aim in this review is to attempt to integrate some of the extensive body of knowledge to move the research a step closer to understanding how the dynamics of atypical development can influence the specific cognitive and behavioural end-states frequently observed in children and adolescents with fragile X syndrome. Methods:, We conducted a review of the current neuropsychological and neuropsychiatric approaches that have attempted to delineate the pattern of ,spared' and ,impaired' functions associated with the phenotype. Results:, The profile of findings suggests that fragile X syndrome should not be viewed merely as a catalogue of spared and impaired cognitive functions or modules. Instead, there appears to be a process of almost gradual modularisation whereby cognitive mechanisms become domain specific as a function of development itself (Karmiloff-Smith, 1992). The results of a decade of intense research point towards an early weakness in one or more components of executive control rather than single, static higher-level deficits (e.g., spatial cognition, speech processing). This weakness affects both the development of more complex functions and current performance. Conclusions:, The prevailing tendency to interpret developmental disorders in terms of fixed damage to distinct modular functions needs to be reconsidered. We offer this review as an example of an alternative approach, attempting to identify an initial deficit and its consequences for the course of development. Through better definition of the cognitive and behavioural phenotype, in combination with current progress in brain imaging techniques and molecular studies, the next decade should continue to hold exciting promise for fragile X syndrome and other neurodevelopmental disorders. [source] Child Development and Evolutionary PsychologyCHILD DEVELOPMENT, Issue 6 2000David F. Bjorklund Evolutionary developmental psychology involves the expression of evolved, epigenetic programs, as described by the developmental systems approach, over the course of ontogeny. There have been different selection pressures on organisms at different times in ontogeny, and some characteristics of infants and children were selected in evolution to serve an adaptive function at that time in their life history rather than to prepare individuals for later adulthood. Examples of such adaptive functions of immaturity are provided from infancy, play, and cognitive development. Most evolved psychological mechanisms are proposed to be domain specific in nature and have been identified for various aspects of children's cognitive and social development, most notably for the acquisition of language and for theory of mind. Differences in the quality and quantity of parental investment affect children's development and influence their subsequent reproductive and childcare strategies. Some sex differences observed in childhood, particularly as expressed during play, are seen as antecedents and preparations for adult sex differences. Because evolved mechanisms were adaptive to ancestral environments, they are not always adaptive for contemporary people, and this mismatch of evolved mechanisms with modern environments is seen in children's maladjustment to some aspects of formal schooling. We argue that an evolutionary perspective can be valuable for developing a better understanding of human ontogeny in contemporary society and that a developmental perspective is important for a better understanding of evolutionary psychology. [source] Developing evidence-based librarianship: practical steps for implementation,HEALTH INFORMATION & LIBRARIES JOURNAL, Issue 2 2002Ellen Crumley Evidence-based librarianship (EBL) is a relatively new concept for librarians. This paper lays out a practical framework for the implementation of EBL. A new way of thinking about research in librarianship is introduced using the well-built question process and the assignment of librarian research questions to one of six domains specific to librarianship. As a profession, librarianship tends to reflect more qualitative, social sciences/humanities in its research methods and study types which tend to be less rigorous and more prone to bias. Randomised controlled trials (RCT) do not have to be placed at the top of an evidence ,hierarchy' for librarianship. Instead, a more encompassing model reflecting librarianship as a whole and the kind of research likely to be done by librarians is proposed. ,Evidence' from a number of disciplines including health sciences, business and education can be utilized by librarians and applied to their practice. However, access to and availability of librarianship literature needs to be further studied. While using other disciplines (e.g. EBHC) as a model for EBL has been explored in the literature, the authors develop models unique to librarianship. While research has always been a minor focus in the profession, moving research into practice is becoming more important and librarians need to consider the issues surrounding research in order to move EBL forward. [source] | ||||||||||