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271.
What Is Scientific Progress? 总被引:1,自引:0,他引:1
272.
In this article, the authors have 2 aims. First, hierarchical, nonhierarchical, and nonstandard log-linear models are defined. Second, application scenarios are presented for nonhierarchical and nonstandard models, with illustrations of where these scenarios can occur. Parameters can be interpreted in regard to their formal meaning and in regard to their magnitude. The interpretation of the meaning of parameters is the main focus of this article. Design matrices are used to describe the hypotheses tested in models and to illustrate cases in which parameters are interpretable. Also, design matrices are used to show where and how nonstandard models differ from standard hierarchical models. Coding schemes are discussed, in particular, dummy coding and effects coding. Data examples are given with data and models discussed in the literature. 相似文献
273.
Dr Julie Ann Robinson Dylan James Alexander Michael Shane Gradisar 《Australian journal of psychology》2009,61(2):59-68
This study examined the influence of protective factors on psychological distress and sleep among Year 12 students 1 month prior to their externally assessed examinations. The sample included 195 Year 12 students who were to sit for at least one examination. Students completed the Adolescent Resilience Questionnaire, a measure of subjective stress, the Depression Anxiety and Stress Scales – 21, and measures of sleep. A sizeable minority of students reported high levels of subjective stress, severe symptoms of depression, anxiety and stress, and very inadequate sleep. Freedom from negative cognitions was the factor most strongly associated with protection from psychological distress. None of the factors protected against inadequate sleep. Results showed few gender differences. The findings validate popular concern about the wellbeing of Year 12 students. They also confirm that protective factors do not provide equal protection for all individuals against all adverse outcomes. 相似文献
274.
Michelle G. Craske Peter P. Roy-Byrne Greer Sullivan Alexander Bystritsky 《Behaviour research and therapy》2009,47(11):931-937
Anxiety disorders are common, costly and debilitating, and yet often unrecognized or inadequately treated in real world, primary care settings. Our group has been researching ways of delivering evidence-based treatment for anxiety in primary care settings, with special interest to preserving the fidelity of the treatment while at the same time promoting its sustainability once the research is over. In this paper, we describe the programs we have developed and our directions for future research. Our first study evaluated the efficacy of CBT and expert pharmacotherapy recommendations for panic disorder in primary care, using a collaborative care model of service delivery (CCAP). Symptom, disability and mental health functioning measures were superior for the intervention group compared to treatment as usual both in the short term and the long term, although also more costly. In our ongoing CALM study, we have extended our population to include panic disorder, social anxiety disorder, generalized anxiety disorder and posttraumatic disorder, while at the same time utilizing clinicians with limited mental health care experience. In addition to pharmacotherapy management, we developed a computer-assisted CBT that guides both novice clinician and patient, thereby contributing to sustainability once the research is over. We have also incorporated a measurement based approach to treatment planning, using a web-based tracking system of patient status. To date, the computer-assisted CBT program has been shown to be acceptable to clinicians and patients. Clinicians rated the program highly, and patients engaged in the program. Future directions for our research include dissemination and implementation of the CALM program, testing potential alternations to the CALM program, and distance delivery of CALM. 相似文献
275.
Marja van den Heuvel-Panhuizen Alexander Robitzsch Adri Treffers Olaf Köller 《Psychometrika》2009,74(2):351-365
This article discusses large-scale assessment of change in student achievement and takes the study by Hickendorff, Heiser,
Van Putten, and Verhelst (2009) as an example. This study compared the achievement of students in the Netherlands in 1997 and 2004 on written division problems.
Based on this comparison, they claim that there is a performance decline in this subdomain of mathematics, and that there
is a move from applying the digit-based long division algorithm to a less accurate way of working without writing down anything.
In our discussion of this study, we address methodological challenges that come in when investigating long-term trends in
student achievements, such as the need for adequate operationalizations, the influence of the time of measurement and the
necessity of the comparability of assessments, the effect of the assessment format, and the importance of inclusion relevant
covariates in item response models. All these issues matter when assessing change in student achievement. 相似文献
276.
Linda A. Jackson Yong Zhao Edward A. Witt Hiram E. Fitzgerald Alexander von Eye 《Sex roles》2009,60(11-12):859-869
This research examines children’s beliefs about moral behavior in the virtual world and the real world. Participants were 515 children, average age 12 years old. One-third were African American and two-thirds were Caucasian American. Children completed surveys mailed to their homes which included questions about the acceptability of morally questionable virtual behaviors. Findings indicated: (1) gender and race differences in the acceptability of morally questionable behaviors in the virtual world; (2) moral behavior and moral attitudes in the real world predicted the acceptability of morally questionable behaviors in the virtual world; and (3) the frequency of IT use predicted the acceptability of morally questionable behaviors in the virtual world. Implications for children’s IT education are discussed. 相似文献
277.
Theories of Attention-Deficit/Hyperactivity Disorder (ADHD) implicate dysfunctional regulation mechanisms that have been conceptually
grouped into “top-down” control and “bottom-up” affective/reactive processes. This dual-process account can be invoked in
relation to temperament or personality traits and may clarify how traits relate to ADHD. Two samples were examined to illuminate
developmental effects. The younger sample was 179 youngsters aged 7 to 12 years (113 boys; 107 with ADHD). The older sample
was 184 adolescents (109 boys; 87 with ADHD) aged 13 to 18 years. Structural equation models included parent-rated traits,
teacher-rated ADHD symptoms, and laboratory-obtained executive functions. A control or “top-down” factor included cognitive
control and conscientiousness/effortful control. A second factor labeled affective or “bottom-up” included neuroticism/negative
emotionality, agreeableness, and reactive control. In the younger sample, these two factors were differentially and specifically
related to inattention and hyperactivity, respectively. However, in the older sample, the first factor was related to inattention
and hyperactivity, whereas the second factor was related to hyperactivity. Personality traits appear to map onto ADHD symptoms
in a meaningful manner consistent with a dual-process model of temperament and ADHD.
This research was supported by NIH National Institute of Mental Health Grant R01-MH63146, MH59105, and MH70542 to Joel Nigg.
Martel was supported by NIH F31 MH075533. We are indebted to the families and staff who made this study possible. 相似文献
278.
Mark Creamer Meaghan L. ODonnell Isla Carboon Virginia Lewis Konstancja Densley Alexander McFarlane Derrick Silove Richard A. Bryant 《Journal of research in personality》2009,43(4):613-617
Hope is a higher-order cognitive construct that encompasses the belief in one’s ability to accomplish personal goals. Hope has been conceptualised as consisting of two constructs – Pathways (the individual’s perceived means available to achieve goals) and Agency (belief in ones ability to succeed in using the identified Pathways). This study aimed to validate a measure of hope, the Dispositional Hope Scale (DHS: [Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigman, S. T., et al. (1991). The will and the ways: Development and validation of an individual differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585]) in a large sample of traumatic injury survivors (N = 1025). The findings support the psychometric properties of the scale, as well as the two-factor structure of Agency and Pathways, in this population. This study provides support for the use of the DHS as a measure of hope in traumatised populations. 相似文献
279.
Steinunn Gestsdottir Selva Lewin-Bizan Alexander von Eye Jacqueline V. Lerner Richard M. Lerner 《Journal of applied developmental psychology》2009,30(5):585
Intentional self-regulation is a core facet of human functioning, involving people's modulation of their thoughts, attention, emotions, and behaviors to react to environmental demands and to influence their own development. Using data from Grades 8, 9, and 10 of the 4-H Study of Positive Youth Development (PYD), the structure of intentional self-regulation, as indexed by a measure of selection (S), optimization (O), and compensation (C), or SOC, was assessed. Within-and-across-time links between SOC scores and indicators of PYD, and risk/problem behaviors were ascertained. A tripartite structure of intentional self-regulation was identified across all three grades, and SOC scores at all times positively covaried with PYD and negatively with risk/problem behaviors. Findings were strongest for overall SOC scores and for the components of “O” and “C.” We discuss the implications of these findings for youth development programs. 相似文献
280.
Alexander A. Petrov 《Psychonomic bulletin & review》2009,16(6):1011-1025
The standard practice of reducing every same-different data set to two numbers (hits and false alarms) is wasteful, because the response pattern to all four stimulus pairs carries information about the decision rule adopted by the observer. We describe eight rules organized in three families: differencing, covert classification, and likelihood ratio. We prove that each family produces a characteristic pattern of (in)equalities among the response probabilities. We propose two simple qualitative tests. Is the performance on stimulus pairs AA and BB statistically indistinguishable? If not, differencing and likelihood-ratio strategies can be rejected. Is the performance on pairs AB and BA indistinguishable? If not, covert classification can be rejected. We present algorithms for fitting two covert-classification models and illustrate the new methodology in a perceptual learning experiment on visual motion-direction discrimination. The standard assumption of symmetric decision criteria was violated. 相似文献