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21.
Alan B. Zwerdling Geoffrey L. Thorpe 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1987,5(2):108-117
From an initial pool of 96 students, 36 subjects were selected based on Novaco Anger Scale scores to form high-, moderate-, and low-anger groups (n=12). They completed self-report questionnaires and participated in a structured interview designed to elicit cognitive and affective responses to hypothetical situations involving interpersonal conflict. High- and moderate-anger groups scored significantly higher than low-anger subjects on a questionnaire measure of irrational thinking. High-anger subjects scored higher than low-anger subjects on general anxiety, suspiciousness, fear of negative evaluation, hostility, and criticism of themselves and others. Interview ratings showed that there were no group differences in self-reports of anger or ability to cope with conflict, yet raters judged high-anger subjects to display more anger than low-anger subjects in their stated response actions. Estimates of coping ability varied inversely with reports of anger experienced. Generally, results support a relationship between irrational thinking patterns and anger in feeling and action. Implications for treatment are discussed. 相似文献
22.
Alan J. Parkin 《Applied cognitive psychology》1987,1(4):286-287
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Lily M. Kelly William Sonis Jerome Fialkov Alan Kazdin Johnny Matson 《Journal of psychopathology and behavioral assessment》1986,8(1):47-54
The assessment and management of inattentive, hyperactive, and impulsive behavior in a 6-year-old girl who experienced frontal lobe damage are described. A multimodel approach combining medical, educational, and behavioral techniques to assess hyperactive behavior, optimal medication level, and medication and psychotherapeutic effectiveness is described. The results of the study suggest that in similar cases, children and adolescents manifesting these behaviors should be given a trial of stimulant medication in a controlled environment to assess if such therapy is indicated. Additional support is given for the increasing need for detanté and cooperation with health-care professionals. 相似文献
25.
Alan E. Kazdin Karen Esveldt-Dawson 《Journal of psychopathology and behavioral assessment》1986,8(4):289-303
The present study evaluated psychometric features and correlates of the Interview for Antisocial Behavior (IAB), a new measure designed to assess antisocial child behavior. Parents of 264 psychiatric inpatients (ages 6–13 years) completed the measure to evaluate antisocial behavior of their children. The investigation evaluated the relation of IAB scores to clinically derived diagnoses and to aggression and externalizing behaviors, as measured by different raters (parents, teachers), across different settings (home, school, hospital), and with different assessment methods (rating scales, behavioral role-play test). The results indicated that the IAB showed acceptable levels of internal consistency. A priori scores (severity, duration, total antisocial behavior) and factor analytically derived scales (Arguing/Fighting, Covert Antisocial Behaviors, Self-Injury) distinguished children with a DSM III diagnosis of conduct disorder, and scores on the IAB were more consistently related to other measures of aggression and externalizing behavior than to measures of internalizing behavior or overall severity of dysfunction. The implications of the results for use of the measure, particularly in relation to evaluation of the overt-covert dimension of antisocial behavior, are discussed.Completion of this research was facilitated by a Research Scientist Development Award (MH00353) and by grants (MH35408, MH39642) from the National Institute of Mental Health and the Rivendell Foundation. 相似文献
26.
Alan Kennedy 《Current Psychology》1986,5(2):94-104
To what extent does the reader integrate visual information from one fixation to the next and derive a spatially extended
representation of text? Experimental studies of transsaccadic fusion in reading produce conflicting evidence. The results
from work on “stepped-text” presentation, in which words appear in a single physical location, have been used to argue that
readers secure no advantage from the spatially extended page and that reading may proceed without the computation of spatial
coordinates. It is suggested that this conclusion may be inaccurate. A processing decrement is found for materials above a
critical level of complexity when presented in a “stepped” mode. This appears to derive from the reader’s need at times to
reinspect parts of previously presented text. Reinspections of this kind, which appear to characterize the fluent reader,
demand a degree of spatial coding.
Two classical issues in the study of perception come together in the study of reading. First, what segments the continuous
stimulus flux into discrete perceptible objects? The second is, what is the nature of the control system for eye movements?
- Kolers (1983)
This research is supported by a grant from the Economic and Social Research Council. 相似文献
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The present authors address the need for specialized professional training for psychologists who primarily work with the problems of childhood. It is argued that the area of child psychology is an amalgam of selected components of developmental, educational, and clinical psychology, and further that it is sufficiently discrete to warrant specialized training programs for child psychologists. Questions concerning the particular content of such training, and the level at which the training should take place, are raised. Various options regarding the answers to these questions are discussed, and a specific recommendation is presented. 相似文献
30.
Carol E. Ford William E. Pelham Alan O. Ross 《Journal of abnormal child psychology》1984,12(1):127-141
The performance of poor and normal sixth-grade readers was compared on an auditory short-term memory task in two studies. In the first study, the effects of distraction, list length, and speed of stimulus presentation were investigated to test the hypothesis that the performance of the poor readers is affected by deficits in selective attention. Group differences in performance, however, were obtained for both distraction and no-distraction conditions. The second experiment examined the hypothesis that group differences may reflect differences in the use of rehearsal. In the second experiment, half the reading-disabled children and half the controls were provided with rehearsal training prior to completing the same short-term memory task a second time. Rehearsal training resulted in improved performance relative to children who were not trained; however, there was no rehearsal training x reading group interaction. The poor readers continued to show deficits in performance relative to the performance of control children. The results of these two studies suggest that deficits observed for poor readers on short-term memory tasks may reflect processing difficulties in some area that precedes rehearsal and affects performance under both distraction and no-distraction conditions.The authors wish to express their thanks to the Sachem School District and Betty Gould, Nicholas Opinanate, and Guy Barber for their unlimited cooperation, and to John Neale for very helpful discussions of a number of issues in this paper. 相似文献