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The study applied help-seeking models in order to elucidate individuals' motivations underlying listening to radio counseling programs. Listening motivations for two different counseling programs were compared among listeners and callers to the programs. In addition, the study compared the degree of perceived threat to self-esteem associated with seeking help from a psychologist in a clinic as compared to a psychologist on the air, and examined the self-esteem of listeners and callers to these counseling programs.
Results showed that listeners and callers attribute motivations of receiving psychological information and help to the consumers of these programs. Seeking help from a radio psychologist was found to be less threatening than turning to a psychologist in a clinic. Finally, the self-esteem of callers was lower than that of listeners. The results support the utility of psychological help-seeking models for research in the field of media psychology. 相似文献
Results showed that listeners and callers attribute motivations of receiving psychological information and help to the consumers of these programs. Seeking help from a radio psychologist was found to be less threatening than turning to a psychologist in a clinic. Finally, the self-esteem of callers was lower than that of listeners. The results support the utility of psychological help-seeking models for research in the field of media psychology. 相似文献
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Animal Cognition - Based on past experience, food-related-cues can help foragers to predict the presence and the expected quality of food. However, when the food is already visible there is no need... 相似文献
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The developmental trajectory of children's auditory and visual statistical learning abilities: modality‐based differences in the effect of age 下载免费PDF全文
Infants, children and adults are capable of extracting recurring patterns from their environment through statistical learning (SL), an implicit learning mechanism that is considered to have an important role in language acquisition. Research over the past 20 years has shown that SL is present from very early infancy and found in a variety of tasks and across modalities (e.g., auditory, visual), raising questions on the domain generality of SL. However, while SL is well established for infants and adults, only little is known about its developmental trajectory during childhood, leaving two important questions unanswered: (1) Is SL an early‐maturing capacity that is fully developed in infancy, or does it improve with age like other cognitive capacities (e.g., memory)? and (2) Will SL have similar developmental trajectories across modalities? Only few studies have looked at SL across development, with conflicting results: some find age‐related improvements while others do not. Importantly, no study to date has examined auditory SL across childhood, nor compared it to visual SL to see if there are modality‐based differences in the developmental trajectory of SL abilities. We addressed these issues by conducting a large‐scale study of children's performance on matching auditory and visual SL tasks across a wide age range (5–12y). Results show modality‐based differences in the development of SL abilities: while children's learning in the visual domain improved with age, learning in the auditory domain did not change in the tested age range. We examine these findings in light of previous studies and discuss their implications for modality‐based differences in SL and for the role of auditory SL in language acquisition. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=3kg35hoF0pw . 相似文献
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Four experiments are presented that explore situations in which a decision maker has to rely on personal experience in an attempt to minimize delays. Experiment 1 shows that risk-attitude in these timesaving decisions is similar to risk-attitude in money-related decisions from experience: A risky prospect is more attractive than a safer prospect with the same expected value only when it leads to a better outcome most of the time. Experiment 2 highlights a boundary condition: It suggests that a difficulty in ranking the relevant delays moves behavior toward random choice. Experiments 3 and 4 show that when actions must be taken during the delay (thereby helping compare delays), this increases the similarity of timesaving decisions to money-related decisions. In these settings the results reflect an increase in risk aversion with experience. The relationship of the results to the study of non-human time-related decisions, human money-related decisions and human time perception is discussed. 相似文献
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The social context of adolescent suicide attempts: interactive effects of parent, peer, and school social relations 总被引:1,自引:0,他引:1
Kidd S Henrich CC Brookmeyer KA Davidson L King RA Shahar G 《Suicide & life-threatening behavior》2006,36(4):386-395
An ecological developmental model of adolescent suicidality was used to inform a hierarchical logistic regression analysis of longitudinal interactions between parent, peer, and school relations and suicide attempts. Reanalyzing data from the National Longitudinal Study of Adolescent Health, it was found that parent relations were the most consistent protective factor, and among boys with prior suicide attempts, school relations augmented the effects of parent relations when peer relations were low. Results indicated the need to understand suicidal behavior as a component of interactive social processes in the design of clinical interventions. 相似文献
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Shahar G Porcerelli JH Kamoo R Epperson CN Czarkowski KA Magriples U Mayes LC 《Journal of the American Psychoanalytic Association》2010,58(5):953-974
In an attempt to illustrate the relevance of psychoanalytic theory and research to behavior medicine, an empirical investigation was conducted of females treated at a high-risk pregnancy specialty clinic (N = 58). Drawing from psychoanalytic object relations theory, it was hypothesized and confirmed that use of projection as a defense mechanism during pregnancy, superimposed on simplistic object relations, predicted an erosion of patient-provider relationships during the pregnancy/postdelivery period. Findings are interpreted through the perspective of mentalization, pertaining to individuals' ability to understand the mental states of self and others, specifically under significant stress. Implications for psychoanalytically oriented assessment and treatment, and for the rift between psychoanalysis and research, are discussed. 相似文献
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Ravit Golan Duncan 《认知与教导》2013,31(4):271-336
Promoting the ability to reason generatively about novel phenomena and problems students may encounter in their everyday lives is a major goal of science education. This goal proves to be a formidable challenge in domains, such as molecular genetics, for which the accumulated scientific understandings are daunting in both amount and complexity. To develop effective instruction that fosters generative reasoning we need to have a sound understanding of the types of knowledge in the domain that are critical for such reasoning. In this study I examined the ensemble of knowledge, both general and domain-specific, undergraduate students employed in reasoning about problems in genetics. I found that students initially formulate a solution in terms that are not domain specific and that serve as a frame–solution frame–that outlines and constrains a more specific and domain-appropriate explanation. This solution frame is then filled in with two powerful forms of domain-specific knowledge I term: domain-specific heuristics and domain-specific explanatory schemas. These knowledge forms embody understandings of central mechanisms and entities in molecular genetics. By invoking these domain-specific knowledge forms, students were able to reason about a variety of both familiar and novel genetics problems. I present a cognitive model that highlights the role of these powerful conceptual understandings in promoting generative reasoning in genetics. 相似文献