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141.
Neha A. John-Henderson Sarah E. Williams Ryan C. Brindle Annie T. Ginty 《British journal of psychology (London, England : 1953)》2018,109(4):694-707
Stress-related sleep disturbances are common, and poor sleep quality can negatively affect health. Previous work indicates that early-life adversity is associated with compromised sleep quality later in life, but it is unknown whether it predicts greater declines in sleep quality during stressful life transitions. We propose and test a conceptual model whereby individuals who reported experiencing greater levels of child maltreatment would experience greater psychological distress during a stressful life transition, which in turn would contribute to greater declines in sleep quality, relative to their quality of sleep before the stressful transition. Controlling for potential confounding variables (e.g., age, gender), structural equation modelling demonstrated that psychological distress experienced during a stressful transition (i.e., beginning life at university) mediated the relationship between childhood emotional neglect and changes in sleep quality. The hypothesized model demonstrated a good overall fit to the data, χ 2 (15) = 17.69, p = .279, CFI = .99, TLI = .97, SRMR = .04, RMSEA = .04 (90% CI <0.001–0.09). Emotional neglect (β = .22) was positively associated with psychological distress which in turn was positively associated with poor sleep quality (β = .31) during a stressful transition. Future research should aim to understand the specific stressors in the university environment that are most challenging to individuals who faced early-life emotional maltreatment. These findings will help inform interventions to facilitate adaptation to a new environment and improve sleep quality for these university students. 相似文献
142.
143.
Ryan J. Ferguson Annie Roy-Charland Joël Dickinson 《Journal of psycholinguistic research》2018,47(4):833-840
Psychometric tests related to vocabulary assessments are, for the most part, restricted in their use by trained professionals and/or are costly. These restrictions limit their use, especially for research purposes. To circumvent these limitations, the Raney Vocabulary Measure was created for assessing vocabulary proficiency, specifically for research purposes. The measure consists of 30 questions where participants were instructed to choose the best definition of each word. The purpose of the study was to examine the utility of the new measure using the highly standardized but protected Wechsler Adult Intelligence Scale. Results from the linear combination of the subscales revealed the significant prediction of the Raney Vocabulary Measure, with the Vocabulary subtest contributing most to the unique variance. These results support that the test examines vocabulary ability. The current results are promising as the test would allow for greater accessibility for researchers who do not have access to restricted psychometric tests. 相似文献
144.
Mark P. Leach Annie H. Liu Wesley J. Johnston 《Journal of Personal Selling & Sales Management》2013,33(3):269-281
Time management, goal setting, goal attainment strategies, prioritization techniques! These are some of the self-regulation skills that today’s sales organizations are attempting to develop in a sales force through self-regulation training. This study empirically investigates self-regulation training and how it can facilitate salesperson performance. Findings suggest that self-regulatory training can enhance salesperson self-regulation capabilities, decrease role ambiguity, and thereby aid sales performance. Furthermore, our findings suggest that the value of self-regulation training may not be uniform across all sales trainees. Specifically, self-regulation training may be more beneficial to salespeople after they have developed a level of mastery over fundamental core selling capabilities. 相似文献
145.
Jalbert, Neath, Bireta, and Surprenant (2011) suggested that past demonstrations of the word length effect, the finding that words with fewer syllables are recalled better
than words with more syllables, included a confound: The short words had more orthographic neighbors than the long words.
The experiments reported here test two predictions that would follow if neighborhood size is a more important factor than
word length. In Experiment 1, we found that concurrent articulation removed the effect of neighborhood size, just as it removes the effect of word length.
Experiment 2 demonstrated that this pattern is also found with nonwords. For Experiment 3, we factorially manipulated length and neighborhood size, and found only effects of the latter. These results are problematic
for any theory of memory that includes decay offset by rehearsal, but they are consistent with accounts that include a redintegrative
stage that is susceptible to disruption by noise. The results also confirm the importance of lexical and linguistic factors
on memory tasks thought to tap short-term memory. 相似文献
146.
Jalbert A Neath I Bireta TJ Surprenant AM 《Journal of experimental psychology. Learning, memory, and cognition》2011,37(2):338-353
The word length effect, the finding that lists of short words are better recalled than lists of long words, has been termed one of the benchmark findings that any theory of immediate memory must account for. Indeed, the effect led directly to the development of working memory and the phonological loop, and it is viewed as the best remaining evidence for time-based decay. However, previous studies investigating this effect have confounded length with orthographic neighborhood size. In the present study, Experiments 1A and 1B revealed typical effects of length when short and long words were equated on all relevant dimensions previously identified in the literature except for neighborhood size. In Experiment 2, consonant-vowel-consonant (CVC) words with a large orthographic neighborhood were better recalled than were CVC words with a small orthographic neighborhood. In Experiments 3 and 4, using two different sets of stimuli, we showed that when short (1-syllable) and long (3-syllable) items were equated for neighborhood size, the word length effect disappeared. Experiment 5 replicated this with spoken recall. We suggest that the word length effect may be better explained by the differences in linguistic and lexical properties of short and long words rather than by length per se. These results add to the growing literature showing problems for theories of memory that include decay offset by rehearsal as a central feature. 相似文献
147.
Surprenant AM Brown MA Jalbert A Neath I Bireta TJ Tehan G 《The American journal of psychology》2011,124(1):75-86
The word length effect, the finding that words that have fewer syllables are recalled better than otherwise comparable words that have more syllables, is one of the benchmark effects that must be accounted for in any model of serial recall, and simulation models of immediate memory rely heavily on the finding. However, previous research has shown that the effect disappears when participants are asked to recall the items in strict backward order. The present 2 experiments replicate and extend that finding by manipulating the participant's foreknowledge of recall direction (Experiment 1) and by giving the participant repeated practice with one direction by blocking recall direction (Experiment 2). In both experiments, a word length effect obtained with forward but not backward recall. The results are problematic for all models that currently have an a priori explanation for word length effects. The finding can be accounted for but is not predicted by Scale-Independent Memory, Perception, and Learning (SIMPLE), a model in which item and order information are differentially attended to in the 2 recall directions. 相似文献
148.
Cavaleri MA Olin SS Kim A Hoagwood KE Burns BJ 《Clinical child and family psychology review》2011,14(4):399-412
We conducted a review of empirically based prevention programs to identify prevalence and types of family support services
within these programs. A total of 238 articles published between 1990 and 2011 that included a family support component were
identified; 37 met criteria for inclusion. Following the Institute of Medicine’s typology, prevention programs were categorized
as universal, selective, or indicated; programs containing more than one prevention level were characterized as multi-level.
Family support types included those led by a mental health professional, led by a peer, or team-led. Among the 37 prevention
programs reviewed, 27% (n = 10) were universal, 41% (n = 15) were selective, 16% (n = 6) were indicated, and 16% (n = 6) were multi-level. The predominant model of family support was professionally led (95%, n = 35). Two (n = 5%) provided team-led services. None were purely peer-led. In terms of content of family support services, all (100%, n = 37) provided instruction/skill build. Information and education was provided by 70% (n = 26), followed by emotional support (n = 11, 30%) and instrumental or concrete assistance (n = 11, 30%). Only 14% (n = 5) provided assistance with advocacy. The distribution of models and content of services in prevention studies differ from
family support within treatment studies. As family support is likely to be an enduring component of the child and family mental
health service continuum, comparative effectiveness studies are needed to inform future development. 相似文献
149.
The literature on repetition processing reveals an intriguing paradox between the particular salience of repetitions, which makes them easy to learn, and a tendency to avoid them when generating sequences. The aim of this experiment was to study the extent to which children can learn to produce these avoided behaviours by means of an artificial grammar paradigm using generation tests with implicit or explicit instructions. The analysis of the control group's performance confirmed the presence of a spontaneous tendency to avoid generating repetitions. A comparison with chance revealed that the children learned to produce repetitions in the explicit test but not in the implicit test. However, a comparison with the control group showed that learning nonetheless occurred in the experimental group with the implicit test. The discussion focused on this antirepetition behavioural bias and how it interacted with the type of information processes elicited by the tests selected for assessing implicit learning effects. 相似文献
150.