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Psychologia Rozwojowa

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np. 10.4467/16890027AP.16.022.6009
np. Uniwersytet Jagielloński

Tom 19, Numer 4

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2014 Następne

Data publikacji: 11.03.2015

Licencja: Żadna

Redakcja

Redaktor zeszytu Dorota Czyżowska

Zawartość numeru

Janna M. Glozman

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 9 - 14

https://doi.org/10.4467/20843879PR.14.021.2960
The paper discusses the differences between remediating education and general education and its main tasks and principles based on the cultural-historical theory by L.S. Vygotsky. Basic functional systems formed during remediation are analyzed. Individual, group and dyadic methods of remediation are described with regard to their potential for mediating child’s activity.
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Natalia Gawron, Katarzyna Jednoróg, Katarzyna Maria Bogdanowicz, Katarzyna Wiejak, Grażyna Krasowicz-Kupis

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 15 - 30

https://doi.org/10.4467/20843879PR.14.022.2961
Learning to read depends on the development of a number of cognitive functions. Along with poor phonology skills, many dyslexic children show difficulties in several specific nonverbal abilities. Their identification during preschool or early primary school should enhance efficient prediction of dyslexia. The article presents research evidence on the deficits of dyslexic children in coherent motion detection, automatisation, attention shifting, visual attention span, and anchoring. Exemplar tasks for their assessment are described.
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Magdalena Jančina, Dorota Kubicka

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 31 - 48

https://doi.org/10.4467/20843879PR.14.023.2962

The aim of this article is to compare different conceptions of psychological development in which the development is managed by an individual itself. It is a collection of views on the development of the life of a human being from the point of view of different psychological trends. Terms such as self-realization, self-actualization and self-creation are considered. On the basis of the conception of self-creation by Zbigniew Pietrasiński, a model of selected but crucial personal conditions for self-creation process is discussed. It includes such dimensions as: autonomy as self-determination, self-consciousness, transgression, long-term goals and lifetime creativity.

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Anna Izabela Brzezińska, Konrad Piotrowski, Tomasz Czub

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 51 - 71

https://doi.org/10.4467/20843879PR.14.024.2963
The aim of the study was to analyze differences in respect of identity processing styles, shame and guilt proneness, and difficulties in emotion regulation among individuals in late adolescence with different identity statuses. The participants were 971 students from different types of vocational schools, including: (1) basic vocational schools (n = 271), technical secondary schools (n = 447), and specialized secondary schools (n = 253). Analysis of the results showed that the distribution of six empirically distinguished (on the basis of cluster analysis) identity statuses among the students from the three investigated types of schools varied. Identity statuses also differentiated the results of other investigated variables. Individuals with identity achievement and foreclosure used more adaptive identity styles, had a lower level of shame proneness and a lower level of difficulties in emotion regulation than individuals with diffused diffusion and carefree diffusion statuses. The results have been analyzed from the perspective of cognitive and emotional determinants of identity formation. Limitations of the study and suggestions for further research have also been presented.
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Małgorzata Rękosiewicz

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 73 - 85

https://doi.org/10.4467/20843879PR.14.025.2964
The article presents the results of research on relationship between life orientation and types of social participation (based on theoretical framework by Reinders, 2006) and age and educational context. The participants were 1675 individuals in early adolescence (n = 513), late adolescence (n = 594) and emerging adulthood (n = 568) attending six types of schools: gymnasium, high school, technical school, basic vocational school, university, and post-secondary school. Social Participation Questionnaire (SPQ) by Brzezińska, Hejmanowska and Rękosiewicz (Rękosiewicz, 2013b) has been used. Research results confirmed the increase of transitive orientation and the decrease of moratorium orientation and hence – a change in the frequency of occurrence of different types of social participation with age. Detailed analysis revealed significant differences between participants of the same age but attending other types of schools.
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Renata Sikora, Elżbieta Greszta

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 87 - 98

https://doi.org/10.4467/20843879PR.14.026.2965
The main aim of the study was to analyse the strategies of coping used by adolescents in the age group of 13–16 years and the links between the strategies and the perceived depression. The strategies were studied with the reference to adolescentsʼ age and sex. The perceived depression was measured with self-description method. According to the results, younger adolescents (13–14 years) more often used the “ignore the problem” strategy compared to older youngsters (15–16 years). Strategies: “worry” and “seek the professional help” were more often used in the group of older adolescents. Girls used more various forms of social support and worried more often than boys. They also referred to relaxing strategies such as drawing, painting or reading books. Boys more often seek professional help. Surprisingly, the strategy of concentrating on pleasure activities protected adolescents from depression.
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Sprawozdania i recenzje

Maria Kielar-Turska

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 101 - 111

Prezentacja autora Stefana Szumana i jego książki Osobowość i charakter. Wydawnictwo Naukowe PWN. Biblioteka Klasyków Psychologii. Warszawa 2014

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Magdalena Kosno

Psychologia Rozwojowa, Tom 19, Numer 4, 2014, s. 113 - 115

Sprawozdanie z Europejskiej Regionalnej Konferencji IACEP „Cognitive and executive functioning: Concepts, measurement and educational implications” („Poznawcze i zarządzające funkcjonowanie.: Koncepcje, pomiar i edukacyjne implikacje”), Budapeszt, 19‒20 czerwca 2014

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