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Fred McKinney 《The Journal of general psychology》2013,140(1):101-116
A group of measures duplicating the original battery of tests which Halstead used to obtain his four biological intelligence factors were given to a group of subjects with acute lateralized brain lesions. These results were compared to the results of the same battery when administered to subjects with chronic diffuse brain damage. This comparison demonstrated that the factors derived from brain damage testing are affected by (a) the subjects' mental abilities, (b) the sensitivity of the measures to brain damage in general, and (c) the lateralization of the damage. 相似文献
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大学生英语学习过程中认知因素与情感因素对学业成绩的影响 总被引:12,自引:0,他引:12
利用调查问卷法对152名大学生就英语学习中的认知因素(以学习风格和学习策略为核心)和情感因素(以成就动机和学习意愿为核心)对于学习成绩的影响进行了相关研究,继而通过多元回归方法与路径分析技术,探讨了三者之间的因果关系。研究结果表明,学习意愿、成就动机、学习风格与英语成绩之间具有显著性相关,而学习策略与英语成绩之间的相关不显著。学习风格作为中介变量在对学生的英语学习有着重要的影响。学习意愿与成就动机通过学习风格而问接地作用于英语学习绩效。 相似文献
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The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the two groups, while self-report measures of EI and self-esteem did show differences, with the group with learning disabilities ranking lower. The effects remained stable when we controlled for demographics and potential intervening factors. The results suggest that EI may play a protective role in the association between background variables and college attainment in students with SLD. The results may provide a basis for interventions to empower students with SLD in academia. 相似文献
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《Journal Of Applied School Psychology》2013,29(2):161-165
Educational and mental health professionals working with children should be familiar with the emotional aspects of learning problems. While such problems are often given recognition as having a contributory role, the nature of that involvement is not always well understood, and too often those engaged in the assessment and treatment of learning problems give only cursory attention to the possible emotional components. This paper presents a discussion of the emotional aspects of learning problems, outlining the dynamics of emotional involvement as seen in 12 scenarios commonly found with clinic-referred children. Implications for assessment and intervention are also presented. 相似文献
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9~11岁儿童对失败学习情景的情绪反应和情绪表达研究 总被引:6,自引:0,他引:6
本研究对180名9-11岁儿童在失败学习情景下的情绪反应和情绪表达进行了研究。结果表明:(1)儿童在失败学习情景中情绪表达的意愿受年龄影响。(2)儿童在失败学习情景中的情绪表达原因受年龄和观众背景影响。儿童隐藏情绪的原因主要是害怕消极的后果,表达情绪的原因是为了得到积极的结果。(3)儿童在失败学习情景中情绪表达和隐藏的策略受年龄、性别和观众背景的影响。(4)儿童的后继行为受年龄的影响。 相似文献
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Harold D. Carter 《The Journal of psychology》2013,147(1):49-59
Bendig's (1) Pittsburgh Scales of Social Extraversion-Introversion (SEI) and Emotionality (Em) were translated so that they were of appropriate reading difficulty for children as well as for adults. The revised scales correlated highly (both .90) with the Pittsburgh scales, and they had high test-retest reliabilities (.92 and .89). Data from samples representing third grade to college ages were presented for the revised scales. SEI-Em correlations were nonsignificant for most subsamples, indicating that the revised SEI-Em scales are independent. Scale means were stable across ages. The revised scales should be considered as research instruments, since more representative normative data and validity data are still required. The scales should, though, facilitate developmental research in extraversion and emotionality. 相似文献
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Esther S. Locke 《The Journal of psychology》2013,147(1):157-164
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The dynamic turn in the field of psychology of foreign-language learning has inspired researchers to capture the nitty-gritty dynamics of development in inter- or intraindividual variables. Despite the growing number of techniques for analyzing dynamics, there is still a need for techniques that capture how intraindividual dynamics are situated in a changing context. One of the techniques that can contribute to this knowledge is a clustering technique called Kohonen’s Self-Organizing Maps (SOM). In this study, we aimed to explore the intraindividual process of foreign-language enjoyment and foreign-language classroom anxiety in alignment with teachers’ level of emotional support during teacher-student interactions for two dyads. The findings indicated the emergence of recurring patterns of teacher support, and student anxiety and enjoyment. These patterns highlight the self-organizing nature of these teacher-student interactions, the bidirectional nature of this process, and, in general, the notion of teachers and students as dynamic systems. Moreover, the specific nature of the emergent patterns suggests that the traditional positive association between teacher support and student affect may (mostly, but not always) be generalized to real-time and real-life processes. And finally, our results point toward the importance of the student in determining the affective nature of the interactions from moment to moment. 相似文献
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The present study investigated the influence of sex, handedness, level in second langua ge (L2) and Faculty choice on the performance of phonological, syntactical and semantic tasks in L2. Level in L2 and sex were the most affecting factors. Subjects who achieved higher scores on L2 tasks had strong second language aptitude skills since they were those who had obtained a professional degree in the second language. Females performed better than males in syntax and semantics which is explained by the general female superiority on verbal tasks based on differences in hemispheric specialization for language functions between the sexes. Handedness and Faculty choice on the part of the participants had an impact on our results but only when combined with other factors. 相似文献
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This research examines the role of emotional intelligence (EI) on the adoption and maintenance of a healthy weight. We implemented an intervention over a 6‐week period demonstrating that EI can be learned to promote the use of cognitive health knowledge in the adoption and maintenance of a healthy weight. Results suggest that improving EI reduces the negative impact of low EI on positive health outcomes, and promotes quality decision making related to health (i.e., reduced calorie intake). 相似文献
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儿童情绪伪装能力的发展和影响因素 总被引:2,自引:0,他引:2
情绪伪装体现了情绪的社会性和适应功能,是情绪的一种调节策略。该文综述了有关儿童情绪伪装的研究,分析了影响情绪伪装的家庭、同伴、文化等外部因素和言语能力、性别角色、气质特点等内部因素,探讨了儿童情绪伪装研究的未来方向 相似文献
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论情绪智力与非智力因素的关系 总被引:3,自引:0,他引:3
在最近的教学中,学生常问到一个同样问题:“情绪智力是非智力因素吗?”查阅现有的一些心理学资料,却没见系统确切的论述。因此,本文大胆做一尝试,以期抛砖引玉。 相似文献
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Craig A. Mason Derek A. Chapman Keith G. Scott 《American journal of community psychology》1999,27(3):357-381
Epidemiological methodology is used to examine the relationship between early childhood risk factors and future identification as having a Severe Emotional Disturbance or as having an Emotional Handicap (SED/EH) at age 13. Data were obtained from 1979/1980 Florida birth records that were electronically linked with 1992/1993 Florida school records. An epidemiological perspective was chosen due to its ability to model both individual and community-level risk. In regards to increasing an individual's risk of SED/EH, two factors, gender (being male) and low maternal education (mother not completing high school at the time of the child's birth), were found to have particularly strong effects. When examining effects of these risk factors upon overall rates of SED/EH in the community, maternal education and marital status (being unmarried at the time of the child's birth) were associated with a large proportion of the cases. Health/biological markers were moderately associated with SED/EH on the individual level, but were related to a relatively small percentage of cases in the population. In addition, effects varied based upon ethnic/cultural heritage. Researchers are encouraged to consider using an epidemiological perspective and its potential utility in the field of community psychology and public policy is discussed. 相似文献
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There may be important similarities between chronic emotional pain and chronic physical pain. Both forms of chronic pain may promote negative beliefs about the self and the future. Chronic emotional pain and chronic physical pain both serve to disrupt patients’ focus from their actions and goals. Techniques used for the treatment of physical pain may be translated into the treatment of emotional pain. Four core strategies are reviewed including: (1) reducing catastrophic interpretations, (2) increasing tolerance by promoting acceptance, (3) cultivating positive expectations, and (4) remaining flexible in movements and attitudes. Patients can learn to tolerate limitations while pursuing their goals. Clinicians can help patients to reduce emotional pain by making a series of small changes in their thoughts and behavior. 相似文献