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Comportamentos protetores da transmissão do vírus sars-cov-2: estudo por inquérito
No full textDissertação de Mestrado apresentada no ISPA
– Instituto Universitário de Ciências
Psicológicas, Sociais e da Vida, para
obtenção do grau de Mestre na
especialidade de Psicologia Clínica.Introdução: No combate a uma pandemia é crucial a realização de estudos populacionais
que avaliem os comportamentos individuais de prevenção da transmissão do vírus à luz
dos modelos explicativos dos comportamentos. Objetivo: Este trabalho teve como
objetivo principal avaliar, com base no modelo COM-B (capacidade, oportunidade e
motivação), as principais barreiras e facilitadores da adoção ou não dos comportamentos
protetores da transmissão do SARS-CoV-2. Método: Quanto à metodologia, tratou-se de
um estudo transversal. Foi utilizado como instrumento um questionário online, construído
com base no modelo COM-B, através da plataforma Microsoft Forms, aplicado a uma
amostra da população portuguesa recolhida por conveniência. Participaram 353
indivíduos, sendo 261 (74%) do sexo feminino, 89 (25%) do sexo masculino e 3
preferiram não responder a essa questão (1%). A média de idade da amostra foi de 37,75%
anos, com idades entre 18 e 72 anos. Foram realizadas análises descritivas e correlações
bivariadas. Resultados: O comportamento de prevenção ao vírus relatado como mais
difícil de realizar foi o distanciamento social (43,3%) e o comportamento indicado por
um maior número de indivíduos como mais fácil de realizar foi o uso da máscara (56,1%).
O fator do modelo COM-B que atua como barreira para a execução dos comportamentos
de saúde parece ser a Capacidade Psicológica e os principais facilitadores a Capacidade
Física e a Capacidade Psicológica. Conclusão: O conhecimento sobre os determinantes
comportamentais da adoção ou não adoção dos comportamentos de prevenção de
transmissão de vírus é essencial para o desenvolvimento de intervenções de saúde pública
adequadas.Introduction: In the fight against a pandemic, it’s crucial to carry out population studies
that assess individual behaviors to prevent the transmission of the virus in the light of
explanatory models of the behaviors. Objective: The main objective of this work was to
evaluate, based on the COM-B model (capacity, opportunity and motivation), the main
barriers and facilitators of the adoption or not of protective behaviors of SARS-CoV-2
transmission. Method: As for the methodology, it was a cross-sectional study using a
questionnaire. An online questionnaire was used as an instrument, built on the COM-B
model, through the Microsoft Forms platform, applied to a sample of the Portuguese
population collected for convenience. A total of 353 individuals participated in this study,
261 (74%) were female, 89 (25%) were male and 3 preferred not to answer this question
(1%). The mean age of the sample was 37.75% years, aged between 18 and 72 years.
Descriptive analyzes and bivariate correlations were performed. Results: The virus
prevention behavior reported as the most difficult to perform by the participants was
social distancing (43.3%) and the behavior indicated by a greater number of individuals
as easier to perform was the use of the mask (56.1%). The main factor of the COM-B
model that acts as a barrier to the execution of health behaviors seems to be Psychological
Capacity and the main facilitators are Physical Capacity and Psychological Capacity.
Conclusion: Knowledge about the behavioral determinants of adoption or non-adoption
of virus transmission prevention behaviors is essential for the development of appropriate
public health interventions., ,
De mãos dadas com um passado colonial: Um estudo sobre a (Re)construção identitária de três mulheres Cabo-verdianas residentes em Portugal
Get PDFDissertação de Mestrado apresentada no Ispa –
Instituto Universitário de Ciências Psicológicas,
Sociais e da Vida para a obtenção do grau
de Mestre na especialidade de Psicologia Clínica.A Etnopsicanálise apresenta um novo paradigma de investigação que, através
da relação complementar entre a Antropologia e a Psicanálise, procura compreender a
experiência subjectiva do sujeito, retirando-o do lugar oprimido em que se encontra, de
acordo com o seu contexto histórico-social. À luz da abordagem etnopsicanalítica,
proposta por George Devereux, este trabalho procurou compreender os processos de
(re)construção identitária do sujeito migrante, enquanto construção psico-social que se
encontra em constante transformação. Para a realização deste estudo, entrevistaram se três mulheres oriundas de Cabo Verde, a Eduarda (59 anos), a Beatriz (63 anos) e a
Victória (72 anos). As participantes têm como denominador comum o facto de terem
nascido sob o domínio colonial português e terem, entretanto, saído desse contexto,
mudando-se para Portugal. Para aceder à dimensão subjectiva das participantes, foi
utilizado o Método das Narrativas de Associação Livre (FANI – Free Association
Narrative Interview), de Hollway W. e Jefferson T. (2000). De seguida, as entrevistas
foram analisadas de acordo com esta metodologia e, dos grandes temas emergentes,
destacaram-se, sobretudo, questões de cariz identitário. Adicionalmente, foi possível
verificar que, embora apresentem alguns traços comuns, como uma dinâmica interna
que assenta na lógica da relação dominador-dominado, as três participantes retratam
vivências muito distintas no que diz respeito à experiência após a chegada a Portugal.
Salienta-se, por fim, a presença de fantasmas de um passado colonialista, que
preservam uma identidade que perdura há seculos, evidenciada, ainda hoje, no
quotidiano destas mulheres.ABSTRACT: Ethnopsychoanalysis presents a new research paradigm that, through the
complementary relationship between Anthropology and Psychoanalysis, seeks to
understand the subjective experience of the subject, removing him or her from the
oppressed place in which he or she finds himself, according to his or her historical and
social context. In the light of the ethnopsychoanalytic approach proposed by George
Devereux, this work sought to understand the processes of (re)construction of identity of
the migrant subject, as a psycho-social construction that is in constant transformation.
To conduct this study, three women from Cape Verde were interviewed, Eduarda (aged
59 years), Beatriz (63 yrs) and Victória (72 yrs). The participants have as a common
denominator the fact that they were born under Portuguese colonial rule and later in life,
have left that context, moving to Portugal. To access the subjective dimension of the
participants, the Free Association Narrative Interview (FANI) method, by Hollway W. and
Jefferson T. (2000), was used. Subsequently, the interviews were analysed according to
this methodology, and, among the major emerging themes, identity-issues stood out,
above all. Additionally, it was possible to verify that, although they present some common
traits, such as an internal dynamic that is based on the logic of the dominator-dominated
relationship, the three interviewees portray vastly different life-experiences with regard
to the time after arriving in Portugal. Finally, we highlight the presence of ghosts of a
colonialist past, which preserve an identity that has lasted for centuries, and is
evidenced, even today, in the daily lives of these women
Boat noise impacts Lusitanian toadfish breeding males and reproductive outcome
Get PDFAnthropogenic noise is a growing threat to marine organisms, including fish. Yet very few studies have addressed the
impact of anthropogenic noise on fish reproduction, especially in situ. In this study, we investigated the impacts of boat
noise exposure in the reproductive success of wild Lusitanian toadfish (Halobatrachus didactylus), a species that relies
on advertisement calls for mate attraction, using behavioural, physiological and reproductive endpoints. Two sets of
artificial nests were deployed in the Tagus estuary and exposed to either ambient sound or boat noise during their
breeding season. Toadfish males spontaneously used these nests to breed. We inspected nests for occupation and the
presence of eggs in six spring low tides (in two years) and assessed male vocal activity and stress responses. Boat
noise did not affect nest occupation by males but impacted reproductive success by decreasing the likelihood of receiving eggs, decreasing the number of live eggs and increasing the number of dead eggs, compared to control males. Treatment males also showed depressed vocal activity and slightly higher cortisol levels. The assessment of oxidative stress
and energy metabolism-related biomarkers revealed no oxidative damage in noise exposed males despite having lower
antioxidant responses and pointed towards a decrease in the activity levels of energy metabolism-related biomarkers.
These results suggest that males exposed to boat noise depressed their metabolism and their activity (such as parental
care and mate attraction) to cope with an acoustic stressor, consistent with a freezing defensive response/behaviour.
Together, our study demonstrates that boat noise has severe impacts on reproductive fitness in Lusitanian toadfish. We
argue that, at least fishes that cannot easily avoid noise sources due to their dependence on specific spawning sites,
may incur in significant direct fitness costs due to chronic noise exposure.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
A gestão de conflitos no quadro do Conselho de Cooperação
No full textRelatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, criado por Aviso nº 11548/2020 publicado no Diário da República, 2ª série, nº 153, de 7 de agosto.Este relatório foi realizado no âmbito da Unidade Curricular de Prática Supervisionada em 1º Ciclo do Ensino Básico. Esta decorreu num Estabelecimento de Ensino Público, numa sala de 2º ano, numa turma composta por 20 alunos. A professora titular regia-se pelo Modelo Pedagógico do Movimento da Escola Moderna (MEM). Neste contexto, foi possível investigar o Conselho de Cooperação e o Diário de Turma para perceber como se gerem os conflitos no modelo do MEM.
Assim, foi fundamental realizar uma observação cuidadosa e direta, de forma a entender o papel do professor e dos alunos na gestão de conflitos tendo como base o Diário de Turma discutido no Conselho de Cooperação.
Foi usada uma metodologia qualitativa, em que os instrumentos utilizados para recolha de dados foram observação participante, gravações áudio das ocorrências discutidas em Conselho, posteriormente transcritas para análise das intervenções, evidenciando em cada uma delas o papel do professor e dos alunos através de grelhas de registo criadas para o efeito, tendo em conta as categorias emergentes.
A análise reflexiva dos resultados pretende dar resposta às duas questões inicialmente colocadas, procurando entender que papeis têm o professor e os alunos no decorrer do Conselho com vista à resolução de conflitos.
Este estudo permitiu perceber que a partilha, o respeito, a aceitação, o diálogo, o ouvir o outro e pormo-nos no seu lugar, são aspetos cultivados no dia-a-dia desta turma e são fundamentais no desenvolvimento sociomoral das crianças. Este estudo possibilitou, igualmente, uma importante aprendizagem da profissão.This report was written within the scope of the Supervised Practice in Primary School Teaching Curricular Unit. It took place in a public school, on a 2nd grade classroom, composed by 20 students. The pedagogical model used by the teacher was “Movimento Escola Moderna” – MEM (Modern School Movement). In this context, it was possible to investigate the Cooperation Council and the Class Diary to understand how conflicts are managed in the MEM model.
It was essential to conduct a careful and direct observation, in order to understand the role of the teacher and students on conflict management based on the Class Diary discussed in the Cooperation Council.
A qualitative methodology was used, in which the instruments used for data collection were participant observation, audio recordings of the discussed occurrences in the Council, later transcribed for interventions analysis, highlighting in each of them the role of the teacher and students through recording grids created for this purpose, taking into account the emerging categories.
The reflective analysis of the results aims to answer the two initially questions, trying to understand what roles the teacher and students have on the course of the Council, in order to resolve conflicts.
This study allowed us to realize that sharing, respect, acceptance, dialogue, listening to others and putting ourselves in their shoes are aspects cultivated in the daily bases of this class and are fundamental to the children's social and moral development. This study also allowed for an important learning experience in the profession
A avaliação das crianças em educação de infância: utilização do portefólio de aprendizagem
Get PDFRelatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção do grau de Mestre em Educação Pré-Escolar, criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n. º165, de 28 de agosto de 2017O presente estudo assenta numa reflexão acerca da avaliação das crianças em educação de infância através da utilização do portefólio. A instituição onde o estudo foi desenvolvido caracteriza-se enquanto comunidade de aprendizagem que preconiza uma nova educação, comprometendo-se a renovar o paradigma educacional existente. O trabalho desta instituição tem como sustento as crianças, sempre presentes em tudo o que se faz.
Participaram no estudo os membros da equipa educativa, entre eles educadores de infância, diretores pedagógicos, animadores socioculturais e professores de educação física. Foi utilizada uma abordagem qualitativa com o objetivo geral de analisar as conceções e práticas de trabalho da equipa educativa da instituição na avaliação das aprendizagens das crianças em contexto de educação pré-escolar recorrendo ao portefólio e refletir sobre a consonância relativamente à literatura. Definiram-se ainda três questões de investigação, sendo a primeira “Quais as conceções de avaliação da equipa educativa do contexto de estágio?”, a segunda, “Como, na prática, através da utilização do portefólio, se processa a avaliação formativa das aprendizagens das crianças?” e por último, o que pode ser feito para tornar mais consistente o processo avaliativo das crianças? Qual o seu potencial de melhoria?”.
Os instrumentos de recolha de informação selecionados passaram pela pesquisa e análise de bibliografia de referência, entrevistas, observação e notas de campo.
Os resultados demonstraram que existia um trabalho por parte da instituição coerente com o que a literatura preconiza ao nível da avaliação, onde se destaca a utilização do portfólio, de várias técnicas de recolha de informação, das Orientações Curriculares para a Educação Pré-Escolar (OCEPE) enquanto referencial que sustenta o olhar do adulto e a avaliação das crianças e da elaboração de uma narrativa descritiva individualizada que demonstra efetivamente o percurso de aprendizagem e o desenvolvimento de cada uma. Ainda assim constatou-se que existiam alguns aspetos a melhorar sendo por isso sugeridas no final do trabalho algumas alterações, nomeadamente relativamente à planificação da avaliação e aos elementos envolvidos na mesma.The present study is based on a reflection on the assessment of children in early childhood education through the use of the portfolio.
The institution where the study was developed is characterized as a learning community that advocates a new education, committing to renew the existing educational paradigm. The work of this institution is supported by the children, who are always present in everything that is done.
The members of the educational team participated in the study, including kindergarten teachers, pedagogical directors and sociocultural animators.
A qualitative approach was used with the general objective of analyzing the conceptions and work practices of the institution's educational team in the assessment of children's learning in the context of pre-school education using the portfolio and reflecting on the consonance with the literature. Three research questions were also defined, the first being “What are the conceptions of evaluation of the educational team in the internship context?”, the second, “How, in practice, through the use of the portfolio, the formative assessment of learning is processed of the children?” and finally, what can be done to make the children's assessment process more consistent? What is your potential for improvement?”.
The selected information collection instruments went through research and analysis of reference bibliography, interviews, observation and field notes.
The results showed that there was work on the part of the institution consistent with what the literature recommends in terms of evaluation, where the use of the portfolio, of various techniques for collecting information, of the Curriculum Guidelines for Pre-School Education (OCEPE) as a reference stands out. that supports the adult's view and the assessment of children and the elaboration of an individualized descriptive narrative that effectively demonstrates the learning path and development of each one. Even so, it was found that there were some aspects to be improved and, therefore, some changes were suggested at the end of the work, namely regarding the planning of the evaluation and the elements involved in it
Interaction between vasotocin and gonadal hormones in the regulation of reproductive behavior in a cichlid fish
Get PDFVasotocin (VT) has been associated with the regulation of diferent aspects of social behavior (e.g., mating and aggression).
Given the fact that androgens are also known to regulate reproductive behavior, we hypothesized that VT and androgens
could be interacting, rather than acting independently, in the regulation of reproductive behavior. In the present study, we
aimed to understand the efect of VT and its interaction with gonadal hormones (putatively androgens) on diferent aspects
of reproductive behavior of a polygynous and territorial cichlid fsh, the Mozambique tilapia (Oreochromis mossambicus).
Using a within-subject design, we treated territorial males, that were previously castrated or sham-operated, with diferent
dosages of VT as well as with a V1A receptor antagonist (Manning compound) and subsequently analyzed their behavior
towards females and towards an intruder male. Our results showed that VT afected the behavior of territorial males towards
females but not towards males. Specifcally, VT-treated males interacted less with females (i.e., spent less time touching
the transparent partition that allowed visual contact with females) and were less aggressive towards females than salinetreated males. Moreover, in sham-operated males, blocking V1A receptors increased the frequency of bites towards females
in comparison to saline-treated males, but not in castrated males. This result suggests that VT down-regulates aggressiveness towards females through the action of V1A receptors in the gonads (putatively decreasing androgen secretion), and
that androgens up-regulate this behavior. In summary, our results suggest that VT may modulate social behavior, through
an interaction with gonadal hormones.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
Impact of body and orofacial appearance on life satisfaction among Brazilian adults
Get PDFAims
1. to elaborate a general model of physical appearance taking into account body image (BI)
and orofacial appearance (OA) components; and 2. to evaluate the impact of BI and OA on
life satisfaction among Brazilian adults.
Methods
This is a cross-sectional observational study. The cognitive, behavioral, affective, and satisfaction/
dissatisfaction aspects of BI, the satisfaction and psychosocial impact of OA, and life
satisfaction were evaluated by self-reported psychometric scales. Principal Component
Analysis and Parallel Analysis were performed. Structural equation models were elaborated
to estimate the impact of BI and OA on life satisfaction. The fit of the models was verified
and the significance of the path estimates (β) was evaluated using z-tests (α = 5%).
Results
A total of 1,940 individuals participated in the study (age: mean = 24.8, standard deviation =
5.7 years; females = 70.1%). In the male sample, three physical appearance factors were
retained (OA, cognitive and behavioral components of BI, and affective and satisfaction/dissatisfaction
components of BI). In the female sample, two factors were retained (OA and all
components of BI). All factors had significant impact on life satisfaction (β = |0.26|-|0.48|,
p<0.001) in both samples. Individuals dissatisfied with BI and OA had lower levels of life satisfaction.
For men, the affective and satisfaction components of BI had a greater impact on
life satisfaction (β = 0.48, p<0.001) than the other factors (β =] -0.30;-0.25[, p<0.001). For
women, both BI and OA had a similar impact (BI: β = -0.30, p<0.001; OA: β = -0.32,
p<0.001). Conclusion
BI and OA formed distinct clusters in the physical appearance evaluation. Physical appearance
was perceived differently by men and women, fostering discussion about the sociocultural
construction of the body. BI and OA had a significant impact on life satisfaction and
should be considered in assessment and treatment protocols.info:eu-repo/semantics/publishedVersio
A saúde ocupacional dos profissionais do pré-hospitalar na COVID-19 : contributo do coping e regulação emocional no burnout, trauma e crescimento pós-traumático
Get PDFAbstract: The COVID-19 pandemic places unique challenges to medical rescuers’ occupational health. Thus, it is crucial to assess its direct and indirect impacts on key psychological outcomes and adaptation strategies. This study aims to analyse the impact of this pandemic on medical rescuers’ coping and emotion regulation strategies, and their levels of work-related psychological outcomes, such as burnout, trauma and post-traumatic growth. Additionally, it aims to analyse the contribution of coping and emotion regulation strategies, employed to manage the COVID-19 pandemic, on burnout, trauma and post-traumatic growth. A sample of 111 medical rescuers answered the Brief Cope, Emotion Regulation Questionnaire, Oldenburg Burnout Inventory, Impact of Event Scale-Revised and Post-Traumatic Growth Inventory. Medical rescuers resorted moderately to coping and emotion regulation strategies, since the beginning of COVID-19. They presented moderate burnout and post-traumatic growth and low trauma. Coping presented a higher weight on burnout, trauma and post-traumatic growth, than emotion regulation. Expressive suppression and dysfunctional coping predicted burnout and trauma, and problem and emotion-focused coping predicted post-traumatic growth. Dysfunctional coping mediated and, thus, exacerbated the effect of expressive suppression on burnout and on trauma. Practitioners should pay closer attention to professionals with higher burnout and trauma. Occupational practices should focus on reducing dysfunctional coping and expressive suppression and promoting problem-focused coping.Resumo: A pandemia COVID-19 coloca desafios únicos à saúde ocupacional dos profissionais do pré-hospitalar. Assim, é fundamental avaliar o seu impacto psicológico, para sintomatologia direta ou indiretamente relacionada com a COVID-19. Pretende-se analisar o impacto desta pandemia nos outcomes psicológicos laborais, como burnout, trauma e crescimento pós-traumático, e nas estratégias de coping e regulação emocional. Pretende-se também analisar o contributo do coping e regulação emocional para estes outcomes. Uma amostra de 111 profissionais de emergência médica pré-hospitalar responderam ao Brief Cope, Emotion Regulation Questionnaire, Oldenburg Burnout Inventory, Impact of Event Scale-Revised e Post-Traumatic Growth Inventory. Os profissionais recorreram moderadamente a estratégias de coping e regulação emocional, desde o início da pandemia. Reportaram moderado burnout e crescimento pós-traumático e baixo trauma. O coping apresentou maior peso para
os outcomes. A supressão emocional e o coping disfuncional contribuíram para o burnout e trauma, e coping problema e emoção contribuíram para o crescimento pós-traumático. O coping disfuncional mediou e exarcebou o efeito da supressão emocional no burnout e trauma. Assim, poderá ser dada especial atenção a profissionais com elevado burnout e trauma e as práticas poderão ser focadas na redução do coping disfuncional e supressão emocional, bem como na promoção do coping problema.info:eu-repo/semantics/publishedVersio
Diferenciação pedagógica : práticas no Jardim de Infância
Get PDFRelatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção do grau de Mestre em Educação Pré-Escolar, criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n. º165, de 28 de agosto de 2017O presente relatório apresenta um estudo em torno das práticas de diferenciação pedagógica mobilizadas em contexto de educação de infância, proveniente do interesse pela temática, ao considerá-la uma condição necessária e estruturante do quotidiano pedagógico, a fim de se promover uma educação justa e de qualidade.
O estudo foi desenvolvido numa sala de Jardim de Infância com um grupo de vinte e uma criança com idades heterogéneas (2-6 anos).
Procurou-se com o estudo conhecer as conceções e práticas de diferenciação pedagógica da educadora cooperante, e as dificuldades que sente na mobilização das mesmas. Foram definidos três grupos de análise: (1) Conceções de diferenciação pedagógica; (2) Práticas de diferenciação pedagógica; (3) Dificuldades na mobilização de práticas de diferenciação pedagógica.
O estudo é de cariz qualitativo e recorreu-se a técnicas e instrumentos como a observação, que resultou em notas de campo, consulta documental e entrevista à educadora cooperante, como reflexo da necessidade de interpretar e refletir em torno dos comportamentos dos sujeitos envolvidos na investigação.
Os resultados obtidos evidenciam que é possível os educadores de infância mobilizarem práticas de diferenciação pedagógica através: do respeito pela individualidade das crianças; da valorização da diferença; do envolvimento das crianças nas decisões do quotidiano pedagógico; da partilha de responsabilidades entre adultos-crianças e entre crianças; do trabalho coletivo; da mobilização das crianças enquanto recurso; da reflexão e do diálogo da equipa educativa de sala com as crianças e com as famílias. Assim, a aplicabilidade da diferenciação pedagógica não depende de nenhum contexto em específico, da idade das crianças ou mesmo do número de crianças que o grupo inclui, mas sim do valor que o docente atribui à diferenciação pedagógica, e os esforços que faz no sentido de a mobilizar.The following report presents a study around the pedagogical differentiation practices mobilized in the context of early childhood education, arising from the interest in the theme, as I consider it a necessary and structuring condition of the pedagogical reality, to promote a fair and quality education.
The study was developed in a kindergarten room with a group of twenty-one children of heterogeneous ages (2-6 years old).
The study aimed to understand and reflect on the pedagogical differentiation practices mobilized by a kindergarten teacher. Three groups of analysis were defined: (1) Conceptions of pedagogical differentiation; (2) Pedagogical differentiation practices; (3) Difficulties in mobilizing pedagogical differentiation practices.
This study is qualitative and uses techniques and instruments such as observation, which resulted in field notes, document consultation, and interviews with the cooperating teacher, as a reflection of the need to interpret and reflect on the behaviors of the subjects involved in the research.
The results obtained show that kindergarten teachers can mobilize pedagogical differentiation practices through: respect for children's; the appreciation of difference; the involvement of children in everyday pedagogical decisions; the sharing of responsibilities between adults-children and between children; of collective work; the mobilization of children as a resource; reflection and dialogue of the classroom educational team with children and families. Thus, the applicability of pedagogical differentiation does not depend on any specific context, on the age of the children or even on the number of children that the group includes, but on the value that the teacher attributes to pedagogical differentiation, and the efforts made to to mobilize
The effect of facial occlusion on facial impressions of trustworthiness and dominance
Get PDFRecognizing the role that facial appearance plays in guiding social interactions, here we investigated how occlusions of the bottom-face region affect facial impressions of trustworthiness and dominance. Previous studies suggesting that different facial features impact inferences on these traits sustain the hypothesis that wearing a face mask will differently affect each trait inference. And specifically, that trustworthiness impressions will be more disrupted by this type of face occlusion than dominance impressions. In two studies, we addressed this possibility by occluding the bottom face region of faces that were previously shown to convey different levels of dominance and trustworthiness, and tested differences in the ability to discriminate between these trait levels across occlusion conditions. In Study 1 faces were occluded by a mask, and in Study 2 by a square image. In both studies, results showed that although facial occlusions generally reduced participants’ confidence on their trait judgments, the ability to discriminate facial trustworthiness was more strongly affected than the ability to discriminate facial dominance. Practical and theoretical implications of these findings are discussed.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio