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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. [ 1 ] [ 23 ] Most research on this topic focuses on either sexual minorities or African Americans, and it is unclear whether the proximal stress processes are ...
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 ...
This would account for the study's distinction between individual and collective danger — with the former being more proximal and the latter more distal. Unlike TMT, CP does not view national, political and religious coalitions as imagined communities that represent primarily cultural worldviews (distal defenses).
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 ...
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).
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.
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.
Such designs would thus occur in schools, homes, day-care centers, and other environments in which proximal processes are most likely to occur. The bioecological model also proposes that the most scientifically rich studies would include more than one distinct but theoretically related proximal process in the same design. [8]