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In deciding that two items come from the same category, subjects were delayed if the items were presented as a word and a picture, as compared with two words or two pictures. Subjects were not delayed if the items were not to be compared. Hence, the delay appears to occur during the retrieval and comparison of know ledge about the items, not during their perceptual analysis. The results suggest that there are two distinct codes involved in the categorization of words and pictures, rather than a single code. 相似文献
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Preschoolers’ emotion knowledge: Self-regulatory foundations,and predictions of early school success
Susanne Ayers Denham Hideko Hamada Bassett Erin Way Melissa Mincic Katherine Zinsser Kelly Graling 《Cognition & emotion》2013,27(4):667-679
Preschoolers (N=322 in preschool, 100 in kindergarten) were assessed longitudinally to examine the self-regulatory roots of emotion knowledge (labelling and situation) and the contributions of emotion knowledge to early school adjustment (i.e., including social, motivational, and behavioural indices), as well as moderation by age, gender, and risk. Age, gender, and risk differences in emotion knowledge were also examined. Emotion knowledge skills were found to be more advanced in older children and those not at economic risk, and in those with higher levels of self-regulation. Overall, the results support the role of emotion knowledge in early school adjustment and academic success even with gender, age, and risk covaried, especially for boys, older preschoolers, and those at economic risk. 相似文献
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THE RELATIONSHIP OF GENDER AND ETHNICITY TO SELF-SILENCING AND DEPRESSION AMONG COLLEGE STUDENTS 总被引:1,自引:0,他引:1
Linda Vaden Gratch Margaret E. Bassett Sharon L. Attra 《Psychology of women quarterly》1995,19(4):509-515
This study expands on the initial work with the Silencing the Self Scale (STSS; Jack, 1991) by presenting data using a more diverse, nonclinical sample. Included were both men and women ( n = 604) who were African American, Asian, Caucasian, and Hispanic. It was expected that women would be more self-silencing than men, and that there would be ethnic differences. There were three principal findings: (a) men were more self-silencing than were women on the STSS; (b) there was a main effect for ethnicity on the STSS, with Asians expressing the highest levels of self-silencing; and (c) there was a positive correlation between self-silencing and depression for all ethnic/gender groups. 相似文献
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Reliability of proxy response on mental health indices for aged, community-dwelling women 总被引:1,自引:0,他引:1
The correspondence between respondent and proxy response was evaluated on 4 mental health measures (Affect Balance Scale, Center for Epidemiological Studies Depression Scale, Mental Status Questionnaire, and Mini-Mental State Examination) with a sample of 538 respondent-proxy pairs. Results indicated that respondent and proxy responses were strongly associated, particularly for the cognitive measures. This association was found even for respondents classified as depressed or cognitively impaired. Although there was evidence of proxy bias, with proxies underrating affective status and overrating cognitive status, the magnitude of the bias proved small for all scales but the Mental Status Questionnaire. Examination of response comparability by proxy characteristics showed that choice of proxy affected agreement and bias. Implications of these findings for survey research are discussed. 相似文献
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Although the ultimate aim of neuroscientific enquiry is to gain an understanding of the brain and how its workings relate to the mind, the majority of current efforts are largely focused on small questions using increasingly detailed data. However, it might be possible to successfully address the larger question of mind-brain mechanisms if the cumulative findings from these neuroscientific studies are coupled with complementary approaches from physics and philosophy. The brain, we argue, can be understood as a complex system or network, in which mental states emerge from the interaction between multiple physical and functional levels. Achieving further conceptual progress will crucially depend on broad-scale discussions regarding the properties of cognition and the tools that are currently available or must be developed in order to study mind-brain mechanisms. 相似文献
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AbstractIn the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language (i.e., emotion coaching) during shared book reading. Results showed good reliability and validity of the BRACE. Further, teachers’ dialogic reading and emotion coaching behaviors during shared book reading positively predicted child emotion knowledge in Spring (T2), after controlling for children’s initial level of emotion knowledge in Fall (T1). In addition, a significant interaction between teachers’ book reading style and child emotion knowledge at T1 on emotion knowledge at T2 indicated that teachers’ effective book reading style was especially beneficial to children who had lower emotion knowledge at the beginning of the school year. 相似文献