Habitual emotional state is a predictor of long-term health and life expectancy and successful emotion regulation is necessary
for adaptive functioning. However, people are often unsuccessful in regulating their emotions. We investigated the use of
cognitive reappraisal and expressive suppression in 489 university students in Norway, Australia, and the United States and
how these strategies related to measures of well-being (affect, life satisfaction, and depressed mood). Data was collected
by means of selfadministered questionnaires. The major aims of the study were to begin to explore the prevalence of use of
cognitive reappraisal and expressive suppression across gender, age and culture, possible antecedents of emotion regulation
strategies, and the influence of emotion regulation upon well-being. Results showed that the use of emotion regulation strategies
varied across age, gender and culture. Private self-consciousness (self-reflection and insight) was found to be a central
antecedent for the use of cognitive reappraisal. Use of emotion regulation strategies predicted well-being outcomes, also
after the effect of extraversion and neuroticism had been controlled for. Generally, increased use of cognitive reappraisal
predicted increased levels of positive well-being outcomes, while increased use of expressive suppression predicted increased
levels of negative well-being outcomes.
Much attention has been paid to the pragmatic language function in schizophrenia. This study of Japanese patients with schizophrenia examined the relationship between impaired interpretation of the behaviors of other people in social contexts and the ability to recognize metaphor and irony. We assessed 34 patients with schizophrenia and 34 normal subjects using first- and second-order theory of mind tasks, the Metaphor and Sarcasm Scenario Test, and the Dewey Story Test (which tests the ability to judge others’ social behaviors). We compared the performance between the groups and analyzed correlations between the tasks. All tasks revealed significant deficits in the patients compared with the controls. In the patient group, metaphor comprehension was correlated with the ability to judge normal behaviors, and irony comprehension was correlated with the ability to judge abnormal behaviors, suggesting that deficits of social cognition in schizophrenia include these two types of factors associated with pragmatic language. 相似文献
Attention, Perception, & Psychophysics - Stimulus discriminability is often assessed by comparisons of two successive stimuli: a fixed standard (St) and a varied comparison stimulus (Co).... 相似文献
Attention, Perception, & Psychophysics - Due to a printing error, the factor “2” was missing in the last line of Equation 9. It has now been reinstated. The original article has... 相似文献
Oral narrative retelling is often problematic for children with communicative and neurodevelopmental disorders. However, beyond a suggested role of language level, little is known about the basis of narrative performance. In this study we examine whether oral narrative retelling might be associated not just with language level but also with skills related to nonverbal narrative temporal sequencing. A diagnostically heterogeneous sample of Swedish‐speaking children with a full scale IQ >70 was included in the study (N = 55; age 6–9 years). Narrative retelling skills were measured using the three subscores from the bus story test (BST). Independent predictors included (1) temporal sequencing skills according to a picture arrangement test and (2) a language skills factor consisting of definitional vocabulary and receptive grammar. Regression analyses show that language skills predicted BST Sentence Length and Subordinate Clauses subscores, while both temporal sequencing and language were independently linked with the BST Information subscore. When subdividing the sample based on nonverbal temporal sequencing level, a significant subgroup difference was found only for BST Information. Finally, a principal component analysis shows that temporal sequencing and BST Information loaded on a common factor, separately from the language measures. It is concluded that language level is an important correlate of narrative performance more generally in this diagnostically heterogeneous sample, and that nonverbal temporal sequencing functions are important especially for conveying story information. Theoretical and clinical implications are discussed. 相似文献
In this paper Popper formulates and discusses a new aspect of the theory of mind. This theory is partly based on his earlier developed interactionistic theory. It takes as its point of departure the observation that mind and physical forces have several properties in common, at least the following six: both are (i) located, (ii) unextended, (iii) incorporeal, (iv) capable of acting on bodies, (v) dependent upon body, (vi) capable of being influenced by bodies. Other properties such as intensity and extension in time may be added. It is argued that a fuller understanding of the nature of forces is essential for the analysis of the mind-brain problem. The relative autonomy and indeterministic nature of mind is stressed. Indeterminism is treated in relation to a theorem of Hadamard. The computer theory of mind and the Turing test are criticized. Finally the evolution of mind is discussed. 相似文献
The present study focuses on the following questions: (a) Are students with learning disabilities (LD) and low-achieving students (LA), when controlling for age and gender, less accepted by peers, do they feel more lonely, do they have lower self-esteem, and do they feel more depressed than NLD and NLA students? (b) Does low achievement per se or does selection into special education programs or special class placement of students with LD affect these students' psychological adjustment? Two analyses were conducted to elucidate these questions. Concerning the first question, the analysis was based on a sample of 1,434 4th-, 7th-, and 9th-grade students drawn from regular school classes. It revealed that students with LD compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and felt more lonely. LA students compared with NLD and NLA students were less accepted by peers, had lower self-esteem, and were more depressed. Concerning the second question, the analysis was based on a subsample of 276 LD and LA students. It revealed that, when controlling for age and gender, and holding achievement in reading, writing, arithmetic, and intelligence constant, LD students compared with LA students were less depressed but were less accepted by peers and felt lonelier. Thus, besides the effects of low academic achievement, to be labeled “a student with LD” may have negative effects primarily on peer acceptance and directly and indirectly on feelings of loneliness, particularly in primary school.
We add a limited but useful form of quantification to Coalition Logic, a popular formalism for reasoning about cooperation
in game-like multi-agent systems. The basic constructs of Quantified Coalition Logic (QCL) allow us to express such properties as “every coalition satisfying property P can achieve φ” and “there exists a coalition C satisfying property P such that C can achieve φ”. We give an axiomatisation of QCL, and show that while it is no more expressive than Coalition Logic, it is nevertheless
exponentially more succinct. The complexity of QCL model checking for symbolic and explicit state representations is shown
to be no worse than that of Coalition Logic, and satisfiability for QCL is shown to be no worse than satisfiability for Coalition
Logic. We illustrate the formalism by showing how to succinctly specify such social choice mechanisms as majority voting,
which in Coalition Logic require specifications that are exponentially long in the number of agents. 相似文献