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Proximal stressors are internal processes that are presumed to occur following exposure to distal stressors. [4] Examples of proximal stressors include fear of rejection, rumination on previous experiences with prejudice, and distaste for one's own minority group following a prejudice event.
This model is a multistage one in which certain distal attributes (i.e. dispositional attributes, cognitive abilities, and motives/values) serve as precursors for the development of proximal personal characteristics (i.e. social skills, problem solving skills and expertise knowledge).
Genuine causal relationships and accidents. Causes and effects. Causes and effects from a common cause. One famous example of the importance of this is the Duhem–Quine thesis, which demonstrates that it is impossible to test a hypothesis in isolation, because an empirical test of the hypothesis requires one or more background assumptions. One ...
Perceptions are affected by construal level theory in almost all aspects of psychology. [2] Strong relationships and similarities have been found between different types of psychological distances. These include temporal, spatial, personal, and social distance. [2] When distance on one of these levels increases, the other levels also increase.
In this context, a distinction is made between the distal stimulus (the external, perceived object) and the proximal stimulus (the stimulation of sensory organs). [ 1 ] In perceptual psychology , a stimulus is an energy change (e.g., light or sound) which is registered by the senses (e.g., vision, hearing, taste, etc.) and constitutes the basis ...
The zone of proximal development (ZPD) is a concept in educational psychology that represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise.
For example, in order to override antecedent 2, gain the students’ attention and immediately request something (e.g., a high five), before praising them and providing positive reinforcement. [15] This intervention fits in with the idea of classical conditioning, [ 3 ] as the child is rewarded with positive affirmation when they complete a task.
The four relational models are as follows: Communal sharing (CS) relationships are the most basic form of relationship where some bounded group of people are conceived as equivalent, undifferentiated and interchangeable such that distinct individual identities are disregarded and commonalities are emphasized, with intimate and kinship relations being prototypical examples of CS relationship. [2]