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1

Arguing to Persuade and Arguing to Explore in Preschoolers' Narrative Discourse

100%
Rytel J.
Psychology of Language and Communication
|
2009
|
vol. 13
|
issue 1
21-38
EN
The paper focuses on argumentation occurring in the process of co-constructing narrative text at the preschool age in the two types of situations: one where disagreernent between the discourse participants occurs, and another where none of the discourse participants has opposed the speaker's position, in undisputed, non-conflict situations. The data come from a study of 162 children between ages four and seven. The children participated in the study as co-narrators (two children in the role of co-narrators), who constructed a text for a peer listener (a third child in the role of a listener). The analyzed material consisted of 93 narrative texts. The findings show that the argumentation refers to both dimensions of children's narration activity: the content introduced by discourse participants, i.e., the semantic dimension of the constructed text, and the process of constructing the text, i.e., the interactive dimension (who, when and how introduces any given information). However, in conflict situations the argumentation more often concerns the interactive dimension. On the other hand, in non-conflict situations, the argumentation more often concerns the semantic dimension of the discourse. Moreover, when the argumentation refers to the rules of interaction in the discourse, it is mostly characterized by a simple structure and is constructed individually. When the argumentation refers to the content which is introduced in the discourse, in the non conflict situations it is still mostly characterized by asimple and individually created structure, but in comparison to the conflict situations it is more often constructed jointly and results in the more compound structures. The analyses of argumentation in the two types of situation - conflict and non conflict ones - reveal that convincing, as the main goal of argumentation, can be realized in narrative discourse in different ways.
2

Różnice w poziomie agresywności polskich kobiet i mężczyzn w różnym wieku

100%
Rytel J.
Studia Psychologica
|
2011
|
issue 11/1
65-80
EN
This paper aims at exploring differences in levels of aggression of men and women in different age groups (10 to 79 years). Additionally, it provides information on psychometric characteristics of Buss-Perry Aggression Questionnaire (Amity version) by age. Sexual selection theory proposes that sex difference in physical aggression are due to greater male than female competition for reproduction which leads males to use more risky strategies. In line with the theory, the largest divergence between men’s and women’s physical aggression was observed in the age group 16-22. The differences were smaller in both younger and older age groups. The results seem to support the theory of sexual selection, but their validity should be further confirmed on larger samples, in particular, with a bigger share of older individuals (above 55 years old).
3

Wielowymiarowa analiza wariancji - MANOVA

63%
Aranowska E., Rytel J.
Psychologia Społeczna
|
2010
|
vol. 5
|
issue 2-3(14)
117-141
EN
The paper describes a model of the multivariate analysis of variance (MANOVA). First, we outline differences between this method and the univariate analysis of variance (ANOVA). We present basic repeated measures designs and point to the research designs that provide data which can be analyzed only with the MANOYA models. We describe formal structure of the MANOVA model and provide its basic definitions. We show how these definitions are related to terms of ANOVA. Development of the ANOVA logic into the MANOYA model is shown in relation to a discussion on independence between expected values of variables and their bivariate correlations (more precisely - means of variables and Pearson product-moment correlation coefficients). We explain how the assumptions, null hypotheses and test statistics of MANOVA have been developed from the ANOVA model. We point to the inconclusiveness of the formal MANOYA solution (lack of the one, established, test statistic) and show these test statistics which appeared most often in the statistical software in the last twenty years. We illustrate formalities of the model with one fictional example of a simple one-way MANOVA. Ali test statistics introduced in this paper were calculated by hand and compared with SPSS output. Moreover, an example of application of multivariate analysis of variance in psychological research was portrayed, using a study on evaluation of managers' performance. In this example, we emphasize reasons why it is necessary to complement MANOVA with another method: discriminant analysis.
4

Struktura czynnikowa kwestionariusza agresji Bussa i Perry’ego (BPQA) w populacji polskiej

63%
Aranowska E., Rytel J.
Studia Psychologica
|
2012
|
issue 12/2
135-151
EN
Aggression can be evaluated in a variety of ways. Among the self-reported measures, the Buss-Durkee Hostility Inventory (Buss, Durkee, 1957) has been one of the most popular questionnaire. On the basis of this previous work, Buss and Perry proposed a psychometrically improved and updated measure of aggression: The Aggression Questionnaire (Buss, Perry, 1992). The Buss-Perry Aggression Ques-tionnaire (BPQA) has quickly become the gold-standard for the measurement of aggression. The original version of the BPAQ contains 29 items and is designed to assess four dispositional components of aggression: Physical Aggression, Verbal Aggression, Anger, and Hostility. However, the BPAQ scale has been extensively validated, the validation focused, mainly, on samples of college students. In this study, exploratory and confirmatory models were evaluated among a sample of 3990 Polish participants (aged from 10 to 79 years). A 5-factor structure resulted in the exploratory analysis and 5-factor structure showed acceptable fits in confirmatory analyses. Implications and limitations of these solutions are discussed.
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