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Christina Hatgis Michael E. Addis Aaron D. Krasnow Inna Zaslavsky Khazan Karen L. Jacob Sandra Chiancola Dawn Dubois Alice Litter Peter Moran Jeffrey Scherz 《Applied and Preventive Psychology》2001,10(1):37-49
Psychotherapy researchers are increasingly engaged in collaborations with clinical practitioners and mental health administrators. Each party brings its own perspectives, values, and agendas to bear in these encounters. Viable research—practice collaborations depend on understanding and negotiating some of the tensions in these relationships. In this article, we discuss the contexts that prevail for various participants in a psychotherapy dissemination study as well as the values, goals, costs, and benefits related to research participation. This article is a collaboration among the researchers, mental health administrators, therapists, and clients involved in an ongoing treatment dissemination study. Our recommendations for research—practice collaborations are based on our experiences and dialogues over the course of this study. 相似文献
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Prior studies have explained the very poor recall for the features of a coin in terms of visual characteristics. Two experiments compared incidental exposure and intentional study of US coins on recall of their features. In Experiment 1, recall performance for a rarely seen Mercury dime after a 1-min study period was better than that for an unstudied penny, even when the test on the dime was delayed 1 week. In Experiment 2, participants studied the dime for 15, 30, 45, or 60 s. Recall of the dime was greater than that of the unstudied penny even with the shortest study interval. Thus, a high level of recall of a coin's features can be obtained with brief intentional study, and that level can be maintained across a long delay interval. These findings suggest that poor retention of coin features is due to incidental exposure rather than to visual characteristics. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
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This study was designed to examine the reading habits and patterns of White and Asian American adults. It presents an analysis of 115 adult responses to a questionnaire about their reading habits and patterns. Specifically, it was hypothesized that when grouped by demographic variables, participants' responses about their reading habits and patterns would not differ. The t test and chi-square analyses were used to test significance of differences between subjects. Differences were found between the groups for reading habits and for reading patterns. Pearson r values were calculated to determine relationships between participants' reading habits and patterns. Both positive and negative relationships were found. Additionally, through multiple regression analyses, it was determined that gender, race, and education were predictors for participants' reading habits; education and race were predictors for reading patterns. 相似文献
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Sex differences in self-perceptions of intelligence and self-confidence were examined among third through eighth graders. In third grade, differences between the sexes were small and, in the case of perceptions of intelligence, favored the females. By fifth grade, males were more likely to describe themselves as smart and self-confident than were females. These differences persisted into the eighth grade. Further analyses indicated that the sex differences could not be adequately explained by the process of internalizing sex-stereotypes. 相似文献
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