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present. Inquiry: “Now expand and include awareness of sensations, emotions, images, impulses, words, memories, metaphorical representations, or whatever may arise on its own.” Experiment with asking a mindful

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-self evaluations (CSE; Judge, Erez, Bono, & Thoresen, 2002 ). PARTheory ( Rohner, 1986 ; Rohner & Khaleque, 2010 ; Rohner et al., 2012 ; Rohner & Rohner, 1980 ) claims that parental acceptance and rejection (PAR) during childhood affects mental representations

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representations of the functions (of puzzle-solving and truth-finding) carried by the networks. For example, some journals function to reproduce the specialty of analytical chemistry, while others reproduce sociology. Note that specialized knowledge is

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smaller student samples are expected to deliver more robust results than other representations of the population. Despite the advantages discussed, surprisingly few research projects used case-based narratives in entrepreneurial innovation research and few

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. , Vansteenkiste , M. , Luyten , P. , Duriez , B. , & Goossens , L. ( 2005 ). Maladaptive perfectionistic self-representations

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capacity to reduce negative affect during or after exposure to failure, threats, or demands and to maintain or even improve access to the self (i.e., implicit representations of own wishes, goals, and preferences). In contrast, failure-related state

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. R. , & Sceery , A. ( 1988 ). Attachment in late adolescence: Working models, affect regulation, and representations of self and others . Child Development, 59 ( 1 ), 135 – 146 . doi: 10.2307/1130395 10

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Journal of Behavioral Addictions
Authors: Amparo del Pino-Gutiérrez, Susana Jiménez-Murcia, Fernando Fernández-Aranda, Zaida Agüera, Roser Granero, Anders Hakansson, Ana B. Fagundo, Ferran Bolao, Ana Valdepérez, Gemma Mestre-Bach, Trevor Steward, Eva Penelo, Laura Moragas, Neus Aymamí, Mónica Gómez-Peña, Assumpta Rigol-Cuadras, Virginia Martín-Romera, and José M. Menchón

. , Rijsdijk , F. , Harris , J. , & Mataix-Cols , D. ( 2014 ). The structure of genetic and environmental risk factors for dimensional representations of

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). Several studies indicate that sleep-related benefits of memory consolidation are restricted to skill-learning paradigms that require attention, intentional learning ( Wilhelm et al., 2011 ), explicit (verbally accessible) representations of the sequence

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particular, Kubanyiova’s ( 2009 ) work on developing the concept of possible language teacher self is worth noting here, which is understood as “ language teachers’ cognitive representations of their ideal, ought-to and feared selves in relation to their

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