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1.
Selma A. Lewis Jim Johnson Patricia Cohen Marc Garcia Carmen Noemi Velez 《Journal of abnormal child psychology》1988,16(4):459-471
Twenty-six suicide attempters, 9 to 18 years of age, were compared with 725 nonattempters on measures of school achievement, educational goals, socioeconomic status, and depression. As has been found in studies using clinical samples, suicide attempters in our communitybased sample had significantly lower school achievement than nonattempters. The relationship between attempted suicide and low school achievement seemed to be explained by the effects of depression. Lower-SES youth tended to be more likely to attempt suicide than higher-SES youths. However, SES appeared to have little effect on the relationship between attempted suicide and school achievement. Results also suggest that children of mothers with low educational goals for them may be more at risk for attempted suicide than youths whose mothers have higher educational goals for their children.This research was supported by the National Institute of Mental Health, Grant No. MH36971. 相似文献
2.
Marc N. Richelle 《Counselling psychology quarterly》1988,1(2-3):317-320
3.
Marc A. Zimmerman Barbara A. Israel Amy Schulz Barry Checkoway 《American journal of community psychology》1992,20(6):707-727
Developed empowerment theory and replicated previous research on citizen participation and perceived control. Few investigators have designed studies that specifically test empowerment theory. This research further extends a theoretical model of psychological empowerment that includes intrapersonal, interactional, and behavioral components, by studying a large randomly selected urban and suburban community sample and examining race differences. Results suggest that one underlying dimension that combines different measures of perceived control may be interpreted as the intrapersonal component of psychological empowerment, because it distinguishes groups defined by their level of participation in community organizations and activities (behavioral component). The association found between the intrapersonal and behavioral components is consistent with empowerment theory. Interaction effects between race groups and participation suggest that participation may be more strongly associated with the intrapersonal component of psychological empowerment for African Americans than for white individuals. Implications for empowerment theory and intervention design are discussed.
The authors express appreciation to Steven Rosenstone who was the Principal Investigator for the Detroit Area Study from which the data for our study is based. We also thank Deborah A. Salem and the anonymous reviewers for their thoughtful comments on earlier drafts of this paper. 相似文献
4.
Modality specificity of implicit memory for new associations 总被引:3,自引:0,他引:3
D L Schacter P Graf 《Journal of experimental psychology. Learning, memory, and cognition》1989,15(1):3-12
In previous research we demonstrated that newly acquired associations between unrelated word pairs influence the magnitude of priming effects on word-completion tests. This phenomenon of implicit memory for new associations is observed only following semantic study elaboration. The present experiments reveal that implicit memory for new associations, though elaboration dependent, is also modality specific: Associative effects on a visual word-completion test were consistently reduced by study-test modality shifts. In contrast, explicit memory for new associations, as indexed by cued-recall performance, was uninfluenced by modality shifts. The modality effect on completion performance was eliminated when subjects were given brief visual preexposures to, or were required to construct visual images of, word pairs presented in auditory study conditions. The results pose a theoretical puzzle insofar as they indicate that within the domain of implicit memory, access to the products of elaborative processing depends on modality-specific, sensory-perceptual processing. 相似文献
5.
Professor Marc Miller 《Behavioral sciences & the law》1989,7(1):3-24
Guideline sentencing systems, including the new federal guidelines, have not settled on a clear conception of when and how a trial judge should explain sentences. Indeterminate sentencing systems did not have a tradition of written sentencing decisions and recent sentencing reforms do not focus on the trial judge's role. This article suggests the many advantages of written sentencing opinions. Initial experience under the federal sentencing guidelines bolsters the conclusion that written sentencing opinions in appropriate cases—including both sentences “within” guidelines and guideline “departures”—are the next step in the evolving law of sentencing and the best way to recognize trial judges as an essential engine of principled change. 相似文献
6.
Summary Four experiments were conducted to examine processes in identification and selective adaptation of hues in color perception that exactly parallel processes in identification and adaptation of auditory detectors that provide information for phonemic perception. The first experiment demonstrated an effect of adaptation on identification of blue and green when a hue category center was used as the adaptor; this experiment also assessed recovery from adaptation. Adaptation to one hue was found to shift identification to favor the alternative hue, implicating a single detector underlying hue categorization. The second experiment demonstrated similar effects of adaptation between green and yellow. The third experiment compared the magnitudes of shift following adaptation with a category center, a near-boundary hue, and variously graded adaptation series. Adaptation was found to be related to the category representativeness of the adaptor(s). Results of the third experiment also provided support for the view that adaptation, rather than response bias, is responsible for shifts in the position of identification functions following extended stimulus exposure. The fourth experiment explored the neural loci of adaptation by an interocular transfer test. Hue adaptation was found to occur at both central and peripheral loci. In the four main experiments, reaction times to identify hues in unadapted and adapted states were also analyzed and compared. Subsidiary experiments assessed the effects of stimulus luminance on the magnitude of adaptation. General principles of categorical perception and its underlying bases, including the sweep, magnitude, and symmetry of adaptation, are discussed. The principal findings of these studies provide new data on hue perception which strikingly parallel findings in speech perception. 相似文献
7.
This is a report of the completion responses for 40 three-letter word stems (e.g., ABO) produced by 100 undergraduate students at the University of California at San Diego. The report includes a list of the different words that were written as stem completions, their frequency of occurrence as completions, and their frequency of occurrence in English according to published norms. This list of materials is useful for the construction of completion tests for future investigations of direct priming phenomena, and it may provide an important covariate in the analysis of performance on completion tests. Preliminary analyses of the results reveal three primary factors that determine overall performance on a stem-completion test: word frequency, word length, and meanings per word. Analyses of the completions produced for each individual word stem, however, reveal that usually only one of these factors makes a significant contribution to performance. 相似文献
8.
9.
Although current theories of memory emphasize the fact that learning is an active process, there is little consensus on the role of active learning. This paper attempts to provide a more precise characterization of active learning in the acquisition of computer skills. The analysis of verbal protocols suggests that active learning varies on at least two dimensions: schema orientation and learning strategy. Schema orientation refers to the type of information the learner is acquiring and varies from relational information to procedural information. Learning strategy describes how the information is acquired. Some people prefer to be internally driven and form their own plans for learning. Others are externally driven and allow the instructional materials to guide their learning. These differences need to be taken into account in describing learning and in designing instructional materials. 相似文献
10.
Simulations of space use by animals were run to determine the relationship among home range area estimates, variability, and sample size (number of locations). As sample size increased, home range size increased asymptotically, whereas variability decreased among mean home range area estimates generated by multiple simulations for the same sample size. Our results suggest that field workers should ascertain between 100 and 200 locations in order to estimate reliably home range area. In some cases, this suggested guideline is higher than values found in the few published studies in which the relationship between home range area and number of locations is addressed. Sampling differences for small species occupying relatively small home ranges indicate that fewer locations may be sufficient to allow for a reliable estimate of home range. Intraspecific variability in social status (group member, loner, resident, transient), age, sex, reproductive condition, and food resources also have to be considered, as do season, habitat, and differences in sampling and analytical methods. Comparative data still are needed. 相似文献