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At least 19 recordsLinked to original sources
PubMed1987

The interactional teaching patterns of mothers and fathers with their popular, moderately popular, or unpopular children.

The interactional teaching strategies of mothers and fathers toward their sociometrically determined popular, moderately popular, or unpopular children, and children's responses to them were examined during a structured puzzle task in a laboratory setting. Parents of popular children used more explanations in aiding their children to complete the puzzle task than parents of moderately popular or unpopular children. Mothers were more likely to offer suggestions, use explanations, and ask questions during the puzzle task than fathers. Analysis of children's responses revealed that popular children were more likely to ignore imperatives by their parents compared with unpopular children, while unpopular children showed a tendency to be more cooperative following imperatives by parents than popular children. Finally, popular children were less likely to ignore but were more likely to go off task following suggestions by parents than either unpopular or moderately popular children. The data are discussed with respect to the possible link between parental socialization patterns and children's popularity in the peer group and the need to consider the interaction patterns in both the peer and parent-child systems for intervention purposes.

Adult↗
PubMed1998

Just before Nature: The purposes of science and the purposes of popularization in some english popular science journals of the 1860s.

Popular science journalism flourished in the 1860s in England, with many new journals being projected. The time was ripe, Victorian men of science believed, for an 'organ of science' to provide a means of communication between specialties, and between men of science and the public. New formats were tried as new purposes emerged. Popular science journalism became less recreational and educational. Editorial commentary and reviewing the progress of science became more important. The analysis here emphasizes those aspects of popular science which have been identified by Frank Turner as 'public science' and by Thomas Gieryn as 'boundary-work'. the religious, intellectual, and utilitarian values claimed for science by editors and contributors in their tasks of persuading the public to support science and of distinguishing science from what they often called 'applied science' are discussed. These values are shown to vary among editors and, for the editors examined here, Shirley Hibberd, Henry Slack, James Samuelson, William Crookes, and Henry Lawson, to differ significantly from those of T. H. Huxley, John Tyndall, and Norman Lockyer, on whom much study of the popularization of science in the 1860s has focused.

History, 19th Century↗
PubMed2002

This view of science: Stephen Jay Gould as historian of science and scientific historian, popular scientist and scientific popularizer.

Science historian Ronald Numbers once remarked that the two most influential historians of science of the 20th century were Thomas Kuhn and Stephen Jay Gould. All historians are deeply familiar with Kuhn's work and influence, and most know of the remarkable impact Gould has had on evolutionary theory through both his professional and popular works. But little attention has been paid to the depth, scope, and importance of Gould's rôle as historian and philosopher of science, and his use of popular science exposition to reinforce old knowledge and generate new. This paper presents the results of an extensive quantitative content analysis of Gould's 22 books, 101 book reviews, 479 scientific papers, and 300 Natural History essays, in terms of their subject matter (Evolutionary Theory, History and Philosophy of Science, Natural History, Paleontology/Geology, Social Science/Commentary), and thematic dichotomies (Theory-Data, Time's Arrow-Time's Cycle, Adaptationism- Nonadaptationalism, Punctuationism-Gradualism, Contingency-Necessity). Special emphasis is placed on the interaction between the subjects and themata, how Gould has used the history of science to reinforce his evolutionary theory (and vice versa), and how his philosophy of science has influenced both his evolutionary theory and his historiography. That philosophy can best be summed up in a quotation from Charles Darwin, frequently cited by Gould: 'All observation must be for or against some view if it is to be of any service'. Gould followed Darwin's advice throughout his career, including his extensive writings on the history and philosophy of science.

Biological Evolution↗
PubMed2002

Breast cancer on the world wide web: cross sectional survey of quality of information and popularity of websites.

OBJECTIVES: To determine the characteristics of popular breast cancer related websites and whether more popular sites are of higher quality. DESIGN: The search engine Google was used to generate a list of websites about breast cancer. Google ranks search results by measures of link popularity---the number of links to a site from other sites. The top 200 sites returned in response to the query "breast cancer" were divided into "more popular" and "less popular" subgroups by three different measures of link popularity: Google rank and number of links reported independently by Google and by AltaVista (another search engine). MAIN OUTCOME MEASURES: Type and quality of content. RESULTS: More popular sites according to Google rank were more likely than less popular ones to contain information on ongoing clinical trials (27% v 12%, P=0.01 ), results of trials (12% v 3%, P=0.02), and opportunities for psychosocial adjustment (48% v 23%, P<0.01). These characteristics were also associated with higher number of links as reported by Google and AltaVista. More popular sites by number of linking sites were also more likely to provide updates on other breast cancer research, information on legislation and advocacy, and a message board service. Measures of quality such as display of authorship, attribution or references, currency of information, and disclosure did not differ between groups. CONCLUSIONS: Popularity of websites is associated with type rather than quality of content. Sites that include content correlated with popularity may best meet the public's desire for information about breast cancer.

Breast Neoplasms↗
PubMed1998

[Popular perceptions about childhood diarrheas: diversity and unity].

Sickness is defined by culture: each society has its own way of labelling, explaining and treating symptoms. In the case of childhood diarrhea, each population selects some signs and considers them as symptoms, defines a limit between normal and pathologic, arranges symptoms in order to build syndromes that make up a local nosology. Examples from Thailand, China, Algeria, Nicaragua and Burkina Faso show the diversity of popular beliefs about diarrhea. These beliefs depend upon the epidemiological context, but they do not reflect it exactly: thus in Burkina Faso, AIDS has not been integrated in popular beliefs about childhood diarrhea. The examples discussed in this article show how popular beliefs evolve, especially under the influence of biomedicine. Moreover, every individual understands differently the popular nosology according to his (or her) social status and to the level of his (her) knowledge. To the unity of biomedical knowledge responds a great diversity of popular beliefs. In France, contemporary popular beliefs about childhood diarrhea have been seldom studied by social sciences. They seem to be close to biomedical knowledge and share some essential elements with it, but they also show some features--such as the belief that diarrhea is benign when simultaneous to teething--that relate them to popular beliefs which have been described in other cultures. By describing and analysing these popular beliefs, medical anthropology makes it possible to adapt medicine to local knowledges.

Acquired Immunodeficiency Syndrome↗
PubMed2000

Relationship among body image, sex, and popularity of high school students.

Body dissatisfaction and attempts to lose weight are increasingly common among adolescents. Research has identified a number of factors significantly associated with body image, including sex, media, parental relationship, and puberty as well as weight and popularity. It was hypothesized that popular adolescents would have greater body dissatisfaction, more body distortion, and lower body esteem. From a rural high school 116 10th and 12th grade students were surveyed. Two teachers from the school also completed a Body Image Figure scale for each student. Subjects rated each grade member on a 5-point Likert-type scale, indicating how much they liked the classmate. A Social Preference rating (Popularity) was calculated for each subject from these ratings. Each subject also completed a Body Image Figure scale and Body Esteem scale. Body distortion was calculated by comparing the teachers' and a student's responses. Significant sex differences were found for scores on body satisfaction, distortion, and esteem, but none for popularity with distortion and body esteem. A relationship between popularity and body satisfaction was found, with the most popular adolescents reporting the least discrepancy between their ideal body image and their current body image. Popular adolescents are most satisfied with their body type.

Adolescent↗
PubMed2002

Defining popular iconic metaphor.

Popular Iconic Metaphor is added to the cognitive linguistic lexicon of figurative language. Popular Iconic Metaphors employ real or fictional celebrities of popular culture as source domains in figurative discourse. Some borders of Popular Iconic Metaphor are identified, and Elvis Presley is offered as a prototype example of a popular iconic source domain, due to his ubiquity in American popular culture, which affords his figurative usage in ways consistent with decision heuristics in everyday life. Further study of Popular Iconic Metaphors may serve to illuminate how figurative expressions emerge in their localized contexts, structure conduct and experience, and affect mediation of cultural and personal meanings.

Culture↗
PubMed1998

[Popular participation: a matter of perspective].

The idea of popular participation is related to the distribution of public funds by government agencies and the popular classes' needs. Although the history of popular participation dates back to the late 19th century, it was during the 1980s that popular manifestations reached their peak in Brazil. The present context of globalization and neoliberalism have led to changes in the relationships between authorities and civil society, and an impasse has been created in negotiations. This context of impasse has fostered a reflection on the different forces acting within civil society and the various demands raised by them. The author's hypothesis is that the mediators in this process (middle-class and technical professionals), working together in popular participation with the popular classes, experience difficulties in perceiving the latter's interests and evaluations of reality. The popular classes' disbelief in Brazilian politics encourages them to solve their problems by forms of participation different than those practiced historically.

Brazil↗
PubMed2001

The task of explaining sight: Helmholtz's writings on vision as a test case for models of science popularization.

Studies of Helmholtz's popular lectures on science have concentrated on reconstructing his vision of the scientific enterprise, of its nature, its benefits, and its "civilizing power." This paper offers a different perspective by focusing on Helmholtz's attempts to expose his own scientific work to a wider public. Drawing on recent discussions about how to study science popularization, it analyzes how he made his work on sensory physiology accessible to various audiences. It is argued that the exposition of the theory of vision comprises a complex, multilayered transformation of epistemic messages, which includes the recasting of arguments, recontextualizations, shifting emphasis, and significant changes in style. The popular writings on vision were directed to several different audiences, and, as such, manifest a delicate balance between conflicting agendas. An analysis of the texts indicates that neither the traditional two-step model of science popularization nor the more recent attempt to regard popularization as an "expository continuum" provides appropriate historiographical frameworks to study the popularization of scientific knowledge.

Germany↗
PubMed1990

Perceptual robustness of the nonrelationship between psychopathology and popular responses on the Hand Test and the Rorschach.

A Hand Test Popular response is developed using 106 normal subjects and Rorschach's traditional "one-in-three" criterion. Six popular responses were derived. Neither the newly established Hand Test Popular response nor the Rorschach Popular discriminated psychosis from nonpsychosis, but as expected, Rorschach chi + % and Rorschach WSum6 were significant, and the Hand Test Bizarre (BIZ) score approached significance. Both the Rorschach Popular and the newly developed Hand Test Popular await further elucidation.

Humans↗
PubMed1986

Longitudinal analysis of adolescent girls' aspirations at school and perceptions of popularity.

The purpose of this longitudinal study was to examine changes in adolescent girls' aspirations at school and perceptions of popularity as they matured, and to determine if there were any differences between participants and nonparticipants on interschool teams. One hundred forty girls completed a questionnaire each year for five years from Grades 6 to 10 (ages 11 to 15), answering the following questions: What would you most like to do at school? Which of the following make you most popular among your friends? and How many interschool teams have you been on? For aspirations at school the overwhelming first choice of the total sample was making good grades; participants ranked being good at sports second; nonparticipants ranked being popular second. For the total sample, being popular increased slightly in importance, while sports decreased slightly over the five years. As for perceptions of popularity, grades were most important in Grades 6 and 10, while looks were ranked first during junior high school. Interschool participants ranked grades and sports first or second, while nonparticipants chose looks as most important for achieving popularity.

Achievement↗
PubMed1991

Popular and aggressive boys' initial social interaction patterns in cooperative and competitive settings.

Thirty-two third- and fourth-grade popular and aggressive boys were observed individually attempting to enter a game being played by a mixed-status unfamiliar-peer dyad in both competitive and cooperative game settings. Consistent with previous findings, popular entry children were accepted more readily into the game situation than were aggressive children. Popular children tended to approach the situations using more prosocial questions while their aggressive peers tended to use demands. More differences in entry strategies were noted in the competitive than in the cooperative game setting. While most entry children directed their first entry bid toward the aggressive game host, they reported having liked the popular game host best when the game was finished. Additionally, the quality of game interactions was observed to become more positive following a popular child's entry, while becoming more negative following an aggressive child's entry. The results are discussed in terms of leadership roles and implications for both assessment and intervention settings and strategies.

Aggression↗
PubMed2000

Heterogeneity of popular boys: antisocial and prosocial configurations.

This study examined subtypes of popular 4th-6th grade boys (N = 452). Popular-prosocial (model) and popular-antisocial (tough) configurations were identified by means of teacher ratings and compared with peer and self-assessments and social centrality measures. Peers perceived model boys as cool, athletic, leaders, cooperative, studious, not shy, and nonaggressive. Peers perceived tough boys as cool, athletic, and antisocial. Model boys saw themselves as nonaggressive and academically competent. Tough boys saw themselves as popular, aggressive, and physically competent. Tough boys were disproportionately African American, particularly when African Americans were a minority in their classrooms. Model and tough boys were overrepresented at nuclear social centrality levels. These findings suggest that highly aggressive boys can be among the most popular and socially connected children in elementary classrooms.

Black or African American↗