A Psicologia Das Cores - Download as PDF File .pdf), Text File .txt) or view presentation slides online. Psicodinâmica das cores em Comunicação. p. 1 / Embed or link this publication. Description. Psicodinâmica das cores em Comunicação - Modesto Farina. Infografico Psicologia Cores. Symon Malts. Loading Preview. Sorry, preview is currently unavailable. You can download the paper by clicking the button above.
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The full text of this article hosted at iucr. Use the link below to share a full-text version of this article with your friends and colleagues. Learn more. Scientific records before that date trace four aspects of this history: Each evidently rests on antecedent color theories.
These regulations define the ethical and legal aspects of human research, which include the presentation and shared reading of an Informed Consent Form TCLE , followed by free and conscientious acceptance to participate in the research. In addition, a questionnaire with closed and open-ended questions was applied in order to characterize the socio-demographic profile of the study participants.
The use of the free associations technique preceded the collection of socio-demographic data, so that the latter did not interfere with the data produced. The data collections consisted in asking the students to speak the first five words or expressions that came to mind when they heard the inducing terms.
The words were recorded in the order they were recalled. As for the data analysis techniques used, a simple descriptive statistical analysis was performed on the data from the questionnaire.
Regarding the free associations, a corpus with all the words was elaborated, divided by participants and in the order they were recalled, and presented in the four-house board 4. In this table, the upper left quadrant, or central core, contains the words that were evoked more frequent than the number set by the researcher, as well as the most readily evoked, which constitute the possible central elements of the representation. In the upper right quadrant or first periphery are the words which were also very frequent, but not so readily evoked, and which may be reinforcing the central core.
In the lower left quadrant, also called the contrast zone, are words that were evoked fewer times than the number set but were promptly evoked. This group may be reinforcing the central core or indicating the presence of a subgroup in the studied group.
And in the lower right quadrant or second periphery were the words less evoked and verbalized later, that is, they were mentioned in the last positions 7 , Continuing the analysis of the data obtained, similarity analysis of the free associations was conducted in a complementary way. This technique is a procedure used within the structural perspective of social representations, in order to check the number of ties or connections between one element of the representation and another.
Its result consists in the construction of a figure called maximum tree or similarity tree. The starting points for the construction of this figure are the highest similarity indices, that is, the strongest connections between words.
This technique does not allow confirming the core elements, but it provides another indication of the elements that are central in the representation. Based on the organization of the data on the four-house board and on the similarity tree, the data were analyzed in light of the assumptions of the CCT.
For the purpose of organizing the data, the minimum frequency of 6 words was defined, excluding words with frequency lower than. However, how people are affected by different color stimuli varies from person to person.
People who are cold prefer warm colors like red and yellow while people who are hot prefer cool colors like blue and green.
These studies have shown that people from the same region regardless of race will have the same color preferences. Also, one region may have different preferences than another region i. However, these studies do not agree on precisely which moods are brought out by which colors. Elliot tested to see if the color of a person's clothing could make them appear more sexually appealing.
He found that, to heterosexual men, women dressed in the color red were significantly more likely to attract romantic attention than women in any other color. The color did not affect heterosexual women's assessment of other women's attractiveness. Other studies have shown a preference for men dressed in red among heterosexual women.
For instance, one study examined color associations and moods using participants from Germany, Mexico, Poland, Russia, and the United States. The researchers did find some consistencies, including the fact that all nations associated red and black with anger. However, only Poles associated purple with both anger and jealousy and only Germans associated jealousy with yellow. Despite cross-cultural differences regarding the 'meanings' of different colors, one study revealed that there were cross-cultural similarities regarding which emotional states people associated with particular colors: for example, the color red was perceived as strong and active.
Different light sources affect how the colors of walls and other objects are seen. Specific hues of colors seen under natural sunlight may vary when seen under the light from an incandescent tungsten light-bulb: lighter colors may appear to be more orange or "brownish" and darker colors may appear even darker.
If light or shadow, or the color of the object, masks an object's true contour outline of a figure it can appear to be shaped differently from reality. In particular, the trajectories of objects under a light source whose intensity varies with space are more difficult to determine than identical objects under a uniform light source.
This could possibly be interpreted as interference between motion and color perception, both of which are more difficult under variable lighting. One of the theories that explain autism states that executive functions related to planning, working memory, impulse control, inhibition, and mental flexibility are typically impaired in people with neurodevelopmental disorders involving frontal lobe deficits.
Concerning the implication of hierarchical structure of executive functions in performing a task, it is possible to describe different phases along its performance as it happens when attempting to solve a problem during Wisconsin Card Sorting Test Cunha, Trentini, Argimon, Oliveira, Werlang et al.
At first, there is an intention, after the detection of a pattern, or an elaboration of the representation of the problem to be solved as well as a plan to solve it.
After that, it is necessary that such a plan is kept in mind during sufficient time in order to guide the thought action. The action is executed, and the mistakes are then evaluated for a probable correction. The inflexibility that negatively interferes with the execution and success of the action can occur at any described phase.
The executive function analysis based on this model allows the detection of where there is a break in the process of problem solving. Executive functions can be understood through a problem-solving framework. When demands and task context change, the cognitive system can adapt, shift attentional focus, select information to guide and choose necessary responses, form plans, and generate new activation to feed back into the system.
If those processes result in well-adapted representations and actions, it is possible to state that those processes succeeded due to flexible cognition or cognitive flexibility. Cognitive flexibility is involved in systems of actions including the use of tools, social interaction, spatial navigation, planning, and creative thinking. In fact, difficulties in cognitive flexibility in autism are related to deficits in the theory of mind, communication skills, and maladaptive behaviors Memari, Ziaee, Shayestehfar, Ghanouni, Mansournia et al.
Varanda did a research to assess ten subjects diagnosed with autism in syntactic awareness, central coherence, non-verbal intelligence, social and communicative development, and patterns of behavior and interests to verify the probable relationship among these variables and to detect probable linguistic profiles related to syntactic awareness. In a first study, it was verified that some abilities such as self-monitoring and self-regulation should be developed or refined in order to allow a better performance in syntactic tasks.
Syntactic awareness is a metalinguistic task and requires resources from the central executive system such as self-monitoring as self-regulation to be accomplished successfully. When assessing profiles of communication and social interactions, Varanda ascertained the presence of failure in social interaction attempts and social response adequacy, indicating a probable primary deficit, which is joint attention deficit.
Difficulties in the fast shifting of attentional focus can contribute to an increase in joint attention failure.
According to Stahl and Pry , the need for attention in these abilities seem to be part of a triad, demanding flexible transition between attention to oneself, to some object or event, and to someone else. Therefore, cognitive flexibility would be directly related to failure in joint attention.
These two studies had the aim to test the previous hypothesis that there would be a relationship between syntactic awareness and central coherence, non-verbal intelligence, social and communicative development, as well as development of behaviors and interests and to test the hypothesis that there would be varied linguistic profiles concerning syntax among subjects with autism. However, only in her third study Varanda, that was based on analyses made on case reports, relying on information given by the parents of the individuals with autism in an interview, it was possible to formulate a hypothesis instead of corroborating hypotheses previously thought as in the other two studies.
The two studies developed in laboratory testing the subjects under controlled conditions together with the complementary findings of the third study offered high ecological validity. Therefore, based on the reports provided by the parents of the individuals with autism, it was possible to infer that cognitive flexibility or the lack of it is present in all the difficulties showed by the subjects not only in communication but also in social interaction and behavioral patterns.
According to this idea, cognitive flexibility cannot be understood as an isolated ability but as a unified account which can be considered a property of the cognitive system.