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Wyświetlanie 1-2 z 2
Tytuł:
Aristotelian Moral Psychology and the Situationist Challenge
Autorzy:
Croom, Adam M.
Powiązania:
https://bibliotekanauki.pl/articles/430383.pdf
Data publikacji:
2015-06-01
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
Aristotle
character
development
habits
moral psychology
perceptual learning
personality
situationist challenge
virtue ethics
Opis:
For some time now moral psychologists and philosophers have ganged up on Aristotelians, arguing that results from psychological studies on the role of character-based and situation-based influences on human behavior have convincingly shown that situations rather than personal characteristics determine human behavior. In the literature on moral psychology and philosophy this challenge is commonly called the “situationist challenge,” and as Prinz (2009) has previously explained, it has largely been based on results from four salient studies in social psychology, including the studies conducted by Hartshorne and May (1928), Milgram (1963), Isen and Levin (1972), and Darley and Batson (1973). The situationist challenge maintains that each of these studies seriously challenges the plausibility of virtuous personal characteristics by challenging the plausibility of personal characteristics more generally. In this article I undermine the situationist challenge against Aristotelian moral psychology by carefully considering major problems with the conclusions that situationists have drawn from the empirical data, and by further challenging the accuracy of their characterization of the Aristotelian view. In fact I show that when properly understood the Aristotelian view is not only consistent with empirical data from developmental science but can also offer important insights for integrating moral psychology with its biological roots in our natural and social life.
Źródło:
Polish Psychological Bulletin; 2015, 46, 2; 262-277
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The younger, the better? Speech perception development in adolescent vs. adult L3 learners
Autorzy:
Nelson, Christina
Powiązania:
https://bibliotekanauki.pl/articles/1120952.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
multilingualism
age differences
perceptual development
instruct-ed learning
L2/L3phonology
Opis:
Whereas the belief “the younger, the better” regarding foreign language learning seems to hold tenaciously, studies comparing learners of different starting ages attest that in instructed (as opposed to naturalistic) learning contexts, a younger age of onset does not automatically yield better results. However, little is known about how multilingual learners from different age groups develop in their non-native languages over time. The present study thus investigates the understudied domain of perceptual development with seven adolescents aged 12–13 and seven adults aged 19–39 (L1 German, L2 English) over the first year of L3 Polish instruction (tested after one, three, five, and ten months). The sound contrast under scrutiny was /v–w/, which only exists in the learners’ L2 and L3. As expected, in the ABX task, adults performed better than adolescents in both languages at most testing times and generally showed a slight upward trend in both their L2 and L3 learning trajectories. For the adolescents, development was more non-linear. Further, a boosting ‘novelty effect’ was found for the younger learner group: After only a few hours of L3 instruction, they perceived the contrast more consistently and faster than in L2 and at any other testing time, performing within the adults’ range.
Źródło:
Yearbook of the Poznań Linguistic Meeting; 2020, 6, 1; 27-58
2449-7525
Pojawia się w:
Yearbook of the Poznań Linguistic Meeting
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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