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931.
932.
Corsi's Block-tapping Test has been a clinically useful test of visuospatial memory. Participants (15 men, 15 women) completed an automated and a manual version of the Block-tapping Test, the findings for which suggest that the automated and manual versions gave very similar scores. 相似文献
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Javier Ortuño-Sierra Eduardo Fonseca-Pedrero Rebeca Aritio-Solana Edurne Chocarro de Luis 《European Journal of Developmental Psychology》2016,13(5):529-544
The main purpose of this study was to analyze the psychometric properties and measurement invariance across gender and age of the Student Stress Inventory-Stress Manifestations (SSI-SM) scores in a large sample of adolescents. The sample was comprised by a total of 1108 students (482 were male), with a mean age of 14.61 years (SD = 1.71). The results indicated that the SSI-SM scores presented adequate psychometric properties from both classical test theory and Item Response Theory (IRT). Confirmatory factorial analysis (CFA), showed that both the bifactor model and a three-factor model (emotional, physiological, and behavioural) were adequate. Multi-group CFA showed that the three-factor model had strong measurement invariance across gender and age. Statistically significant differences in gender were found between latent means as well as raw scores of SSI-SM. Ordinal alpha was .78 for Physiological, .90 for the Emotional, and .79 for the Behavioural subscales. Using IRT, the SSI-SM provides more accuracy information at the medium level of the latent trait. SSI-SM subscales were associated with emotional and behavioural problems. These results provided new sources of validity evidence of the SSI-SM scores in adolescents from general population. The SSI-SM appears to be a useful, brief, and easy to administrate self-report instrument for the screening of stress manifestations at school and educational settings. 相似文献
935.
Belén Mesurado María Cristina Richaud Niño José Mateo 《The Journal of psychology》2016,150(3):281-299
This study examined how self-efficacy, eustress, and flow interact with academic engagement. First, it aimed to test a theoretical model that proposes that self-efficacy and eustress promote both flow and engagement and that, in turn, the state of flow promotes academic engagement in undergraduate student. We hypothesized that the theoretical model would be invariant for two countries: the Philippines and Argentina. Secondly, this research aimed to compare the levels of self-efficacy, eustress, study-flow and academic engagement experiences in students from both countries. One hundred seventy-six Filipinos and 171 Argentinean students participated in the study by completing inventories using the Utrecht Student Engagement Scale (Schaufeli, Martínez, et al., 2002), Optimal Experience Survey (Mesurado, 2008), Self-efficacy Scale (O’Sullivan, 2011), and Eustress Scale (O’Sullivan, 2011). Results show that the theoretical model fits the data well in both countries and is invariant across the Philippines and Argentina. Self-efficacy has a positive effect on flow and engagement, whereas eustress has a significant positive relationship with flow but is not directly associated with engagement. However, eustress has an indirect effect, through flow, on student engagement. On the other hand, there are different levels of engagement, flow, self-efficacy, and eustress. Argentinean students scored higher on absorption, dedication, self-efficacy, and flow. Filipino students, meanwhile, scored higher on eustress. 相似文献
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Lupita Estefania Gazzo Castañeda Bruno Richter Markus Knauff 《Thinking & reasoning》2016,22(2):209-220
In defeasible reasoning, initially drawn conclusions can be withdrawn in light of new information. In this paper, we examine how the conclusions drawn from conditionals describing positive or negative situations can be defeated by subsequent negative or positive information, respectively. Participants were confronted with conditionals of the form “If [situation], then I am happy/sad” which were either followed by no additional information or by additional information describing situations of the same or the opposite valence. The participant's task was to decide on a question asking for a possible conclusion (“Am I happy?” vs. “Am I sad?”). We found a negativity bias in defeasible reasoning: negative information defeated positively charged conclusions more strongly than positive information defeated negatively charged conclusions. We discuss our results in relation to the new psychology of reasoning. 相似文献
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Oskar Pineño 《Behavior research methods》2014,46(1):196-205
This article introduces the ArduiPod Box, an open-source device built using two main components (i.e., an iPod Touch and an Arduino microcontroller), developed as a low-cost alternative to the standard operant conditioning chamber, or “Skinner box.” Because of its affordability, the ArduiPod Box provides an opportunity for educational institutions with small budgets seeking to set up animal laboratories for research and instructional purposes. A pilot experiment is also presented, which shows that the ArduiPod Box, in spite of its extraordinary simplicity, can be effectively used to study animal learning and behavior. 相似文献