Electronic Library of Scientific Literature
Electronic Library of Scientific Literature
Volume 39, No 1, 1997
Danuša ANDRÁSYOVÁ, Eva KELLEROVÁ
Institute of Normal and Pathological Physiology, Slovak Academy
of Sciences, Sienkiewiczova 1, 813 71 Bratislava, Slovak Republic
Abstract: The postnatal development of blood pressure (BP) and heart rate (HR) and their reactive changes were studied during the first 5 postnatal days in a group of 159 rooming-in full-term babies and in the control group of 355 normal neonates kept in a neonatal unit. The mean values of systolic BP in rooming-in babies were significantly higher on the 4th day after birth than the control subgroup (69 ± 9 mm Hg vs. 66 ± 9 mm Hg, p < 0.005). No significant difference of mean diastolic BP was found between the two subgroups. The average HR in rooming-in infants did not change significantly over the first 5 postnatal days (121 ± 22 bt/min to 119 ± 22 bt/min), while there was a significant decline of HR in the control subgroup (123 ± 11 bt/min to 118 ± 12 bt/min, p < 0.001). Compared to the control subgroup the rooming-in regime was accompanied by a slower decrease of postnatal HR during the first five days and by lower diastolic orthostatic and systolic prone BP reaction.
Key words: newborn, blood pressure, heart rate, rooming-in
regime, neonatal unit
pp. 3-11
Eva ŠOVÈÍKOVÁ
Institute of Preventive and Clinical Medicine, Limbova 14, 833
01 Bratislava, Slovak Republic
Abstract: Three groups of volunteers, aged 19-24 years,
participated in the experiment. These groups (soldiers, university
male and female students) underwent a basic psychological examination
(perceptory-motor tasks, laterality test, intelligence test, two
versions of interference test: the classic Stroop test and the
"length" version, two personality questionnaires and
coping with a load question). Following a seven-day break all
three groups took a third subtest of both interference tests.
Statistical analysis showed a difference between the two groups
in the performance on the interference subtests - in reading university
students (men and women) scored higher than soldiers (basic education).
In the "length" subtest of card sorting, soldiers were
significantly better than university male students; university
women students were worse than the soldiers but only marginally.
In personality characteristics, stability prevailed significantly
in the group of soldiers, university students of both sexes scored
lower in stability.
The experiment showed that the level of cognitive processes in
terms of mental behavior regulation is more important for performance
behavior than the influence of interhemispheric functional asymmetry
(symmetry).
Key words: interference tests, laterality, cognitive
processes, neuropsychology
pp. 13-25
Petr KNOTEK, Petr BLAHUŠ, Helena KNOTKOVÁ
Center for Pain Management and Research, University Hospital V
Motole, V Ùvalu 84, 150 00 Prague 5, Czech Republic
Department of Kinanthropology, FTVS, Charles University, Prague,
Czech Republic
Institute of Physiology, Academy of Sciences, Prague, Czech Republic
Abstract: The psychological mechanism of chronic pain involves "...a series of mental events that occur between the presentation of a noxious stimulus and the behavioral response" (Jerome, 1993). We suppose seven consecutive subsystems of exposition, transmission and transformation of nociceptive information: Perceptual Field, Nociceptive Processes, Pain Feeling, Cognitive Processing, Affective-Motivation Processes, Responses and Behavior, and Responses and Behavior of Others (Knotek, in press; Knotek, Knotková, in press). N = 67 rheumatic inpatients (M = 49.38, SD = 7.59 years) suffering from pain minimally for one year, were investigated by Paintester (radiant heat stimulator), visual analogue scales for measurement of Pain Intensity, Unpleasantness of Pain, and Suffering, and questionnaires MPQ SF, PBAPI, STAI, STAXI, BDI SF, and Activity 5. Six factors, corresponding with Nociceptive Processes (two factors), Pain Feeling, Cognitive Processing, Affective-Motivation Processes, and Responses and Behavior were extracted by exploratory factor analysis (OBLIMIN). Factors Pain Feeling, Affective-Motivation Processes, and Responses and Behavior explain most of the information of the factor matrix. The hierarchic hypothesis with the G factor (loading mostly affective and social-behavior variables), S1 (Pain and Affective-Motivation Processes) subdivided on S11 (Pain Feeling) and S12 (Affective-Motivation Processes), and other S factors, identical with factors of exploratory analysis, were confirmed by the confirmatory factor analysis (orthogonal solution, GEFA).
Key words: chronic pain, cognitions, affects, behavior,
factor analysis
pp. 27-38
Marek BLATNÝ, Liduška OSECKÁ
Psychological Institute of the Czech Academy of Sciences, Veveøí
97, 602 00 Brno, Czech Republic
Abstract: The presented study is a follow up of our
previous research in which we dealt with the effects of temperament
on the source of global self-assessment and with the relationship
between partial elements of self-assessment and temperament and
interpersonal personality characteristics. The sample in the research
consisted of university students (n = 188, 72 boys and 116 girls)
and high school students (n = 428, 184 boys and 244 girls). To
test the level of personality characteristics Eysenck's personality
questionnaire (EOD) and the Interpersonal Diagnosis Test (ICL)
were used. Rosenberg's Self-Assessment scale was used to study
self-assessment.
Unlike the previous research in which we used correlation and
variance analyses, in this one we tried to clarify the relationship
between self-assessment and temperament and interpersonal personality
characteristics using path analysis. The model of the relationship
between self-assessment and personality characteristics is different
for both genders. In case of boys interpersonal characteristics
are represented to a greater degree.
Key words: self-assessment, temperament, interpersonal
personality characteristics
pp. 39-44
Jasminka BOBIÆ, Lukrecija PAVIÆEVIÆ, Mirko
DRENOVAC
Institute for Medical Research and Occupational Health, 2 Ksaverska
cesta, 10000 Zagreb, Croatia
Centre for Strategic Research, Ministry of Defence, 10000 Zagreb,
Croatia
Abstract: This study was designed to assess some psychological consequences of war imprisonment. The study comprised two hundred and twenty ex-prisoners of war (ex-POWs). Their average age was 34.8 years, and they had been imprisoned from one to 10 months. Scores on Digit Span, Word Fluency Test, Benton Visual Retention Test and Complex Reactionmeter Drenovac were compared with symptom clusters based on DSM-IV diagnostic criteria for Posttraumatic stress disorder (PTSD). The obtained results show that 4.5% fulfilled the criteria for full PTSD, while 28% were without any PTSD symptom cluster. The rest of the sample had some combinations of PTSD symptom clusters (Partial PTSD). Furthermore, age and the existence of any PTSD symptom cluster contributed significantly to the decreased test results of Digit Span, Benton test and Complex Reactionmeter, which indicates decreased speed and flexibility.
Key words: prisoners of war, PTSD, psychological testing
pp. 45-51
Rastislava KOTEKOVÁ
Department of Psychology, P.J. Šafárik University,
Moyzesova 50, 04 001 Košice, Slovak Republic
Abstract: We concentrated on the differentiating influence
of culture (as the most general socialization input into the forming
of personality) and socio-economic level in a socialization atmosphere
of a family, the effect of which we studied on the background
of social and performance competences. The sample consisted of
205 children, 11-12 years old, from ethnically mixed classes at
basic schools in the vicinity of Košice. The children came
from four types of families (Slovak, Romany, higher and lower
socio-economic levels).
Analyzing the empirical data which included socio-psychological
and relationship characteristics of internal processes, we found
statistically significant differences in performance as well as
social competences of children from Romany and Slovak families
with differentiating influence of the socio-economic level. The
highest score was achieved consistently by Slovak children from
families of higher socio-economic level. Using factor analysis
we determined 3 factors: I. explicit, accepted efficiency; II.
extrovert adjustment; III. stability, general, balanced organization.
Key words: family, socialization, socio-economic level,
culture
pp. 53-57
Zora RABOTEG-ŠARIÆ, Majda RIJAVEC, Marija OLUJIÆ
Institute for Applied Social Research, Maruliæev trg 19,
p.p. 277, 10000 Zagreb, Croatia
Faculty of Education, University of Zagreb, Croatia
Abstract: In order to examine people's explanations
of the causes of rapes committed in war and peacetime a short
questionnaire was designed. 1060 subjects, male and female, participated
in the study. Participants were high school students, university
students and employees.
Significant differences in causal attributions of sexual violence
in war and peacetime were found. While in a `peace situation'
subjects report 13 different categories of attributions, this
number amounts to 24 in a `war situation.' Most of the reported
attributions of sexual violence in peacetime concentrate around
rapists' illness, madness, psychological disturbance or some mild
form of a personality disorder. The answers for war situation
are less stereotypic, reflecting not only dispositional but also
situational attributions. The first three most frequently stated
content categories are those that attribute the causes of sexual
violence during wartime to anarchy, to specific war circumstances
which are a `good opportunity for violence' and to expressions
of extreme emotional states such as anger, hatred and retaliation.
Significant gender differences were found on several content categories
both in peace and in war situations. In explaining the causes
of rape subjects stated more attributions of rape in war than
in peacetime. In addition to that, women generally reported more
causes of rape in peacetime than men. Lay explanations of rape
are discussed in the framework of social cognition and attribution
theories and in accordance with the social context in which they
occur.
Key words: sexual violence, rape, war, peace
pp. 59-77
Imrich RUISEL
Institute of Experimental Psychology, Slovak Academy of Sciences,
Dúbravská cesta 9, 813 64 Bratislava, Slovak Republic
Abstract: Current approaches to the research of intelligence are analyzed emphasizing psychometric and performance aspects. The author stresses the complementary role of reflexics of intelligence. Information sources of reflexics with respect to the forming of personal intelligence are discussed. Theoretical deliberations are complemented by research verified empiric knowledge. The conclusion stresses the necessity to overcome the concept of intelligence as an isolated entity operating in abstract and artificial conditions.
Key words: intelligence, reflexics, implicit theories,
coping
pp. 79-82
Margita MESÁROŠOVÁ
Department of Psychology, Philosophical Faculty of the P.J. Šafárik
University, Moyzesova 50, 040 00 Košice, Slovak Republic
Abstract: The author reports on the effectiveness of
her own language program and other programs of which she is a
co-author (Mesárošová, Orosová, 1995;
Mesárošová, Žiaková, 1996). These
programs were designed for Romany children entering first grade.
The mutual influence of social adaptation in school and language
development in Romany children is apparent.
The basis for such a language development program lies in recognizing
that language ability - understanding spoken language, ability
to name objects, verbal fluency, verbalization of thought operations
- can be developed without knowing the written language.
The author's programs proved to be effective in developing all
the above mentioned language abilities. Of the common developmental
principals and methods, the principal of language stimulation
in a unitary communication and social context, the principal of
gradual manipulation with objects and their symbolic representation
have proven as effective - in other words, methods based on verbal
communication activity accompanying nonverbal activities (role
playing, picture description). Differences in the effectiveness
of the programs occurred with respect to the social environment
and interaction of the educational effect of the school and family
environment. Gender had no effect on these differences. The duration
of the program played no significant role.
Key words: Romanies, language development
pp. 83-86