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141.
Wilson BJ Petaja HS Stevens AD Mitchell MF Peterson KM 《The Journal of genetic psychology》2011,172(4):376-400
In this study the authors investigated associations among children's observed responses to failure in an analogue entry situation, their attention deployment patterns, and skills and processes associated with self-regulation. Participants were 54 kindergarten and first-grade students who were either aggressive-rejected or low aggressive-popular based on peer nominations. Inhibitory control predicted the tendency to respond to entry failure by stopping and watching the group's activity. Baseline vagal tone and other-directed attention predicted children's tendency to change entry strategies after failure. Parent-rated attention skills moderated the relation between children's attention deployment patterns during the entry task and their responses to entry failure. Children who engaged in more other-directed attention were less likely to turn to solitary play after entry failure but only if they had high or moderate levels of attentional control. Other-directed attention was related to repeating previous entry bids without modification after entry failure but only when children had high levels of attention problems. 相似文献
142.
Anna?L.?BarnettEmail author Sheila?E.?Henderson Beverly?Scheib Joerg?Schulz 《Journal of Adult Development》2011,18(3):114-121
Handwriting difficulties are common in children with developmental coordination disorder (DCD) and frequently continue into
adulthood. In spite of increased computer use, handwriting remains an essential everyday life skill. The Detailed Assessment
of Speed of Handwriting (DASH) provides an objective measure of handwriting performance for students aged 9–16 years. No equivalent
test for adults exists. The aim of this study is to explore developmental trends beyond the age of 16 on the five tasks included
in the DASH and to describe the employment of these data in an extension of the test for 17-to 25-year-olds (DASH 17+). A
case study is included to illustrate its use in the assessment of young adults with DCD. Three hundred and ninety-three students
between the ages of 17 and 25 completed the test. The sample was selected to represent the population of UK students in post-16
education. Statistically significant, but overall modest developmental trends in handwriting performance were found for all
tasks. Depending on the task, the year-on-year average increase in performance followed a linear or non-linear trend. Gender
effects were generally small. DASH 17+ will provide useful information on any individual whose handwriting is causing concern,
including those with, or suspected of having DCD. 相似文献
143.
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145.
Yi-Chuen Chen Beverly L. Fortson Jennifer D. Tiano 《Child & family behavior therapy》2013,35(4):306-319
AbstractLike other cultures, measures to accurately and sensitively assess and treat disruptive behaviors in Taiwanese children are necessary. This research provides normative and psychometric data (i.e., item-total correlations, split-half coefficients, internal consistency, and internal validity) on the Eyberg Child Behavior Inventory (ECBI), including clinical cut-off scores, with a Taiwanese community sample. The results suggest that the ECBI may be helpful in screening for disruptive behaviors in Taiwanese children, which may allow for appropriate prevention and intervention efforts. Although results are comparable to other research, cultural differences do exist, thereby highlighting the importance of cultural considerations in assessing child behavior, irrespective of country of treatment. 相似文献
146.
Institutionalized retardates (N = 54), Public School retardates (N = 65), and a group of normal subjects (N = 112) were compared at several mental age levels on three conservation of weight tasks. The functioning of normal subjects was higher at each mental age level. An analysis of covariance was performed on the number of correct responses on the three tasks, covarying mental age, and not including any normal subjects above 13 years 11 months in mental age (N = 82). Normal subjects conserved significantly more often than either retardate group in the covariance analysis also. 相似文献
147.
148.
Beverly M. Walker 《Journal of constructivist psychology》2013,26(2):99-101
Recent explorations of the relationship between narrative and self, particularly those tied to social constructionism, have served as a valuable corrective to the still prevalent tendency in psychology to divorce the self from its social surround. Yet certain of these explorations, by privileging the social over the individual, have led to a vision of selfhood that is problematic in its own right. Specifically, it is argued that, even though the "tools" employed in the construction of selfhood are social in nature, the configurational acts through which this construction occurs are better conceived in poetic terms, as imaginative labor seeking to give form and meaning to experience. In considering the poetic construction of selfhood, this article attempts to articulate further the relationship between narrative and self, the cultural dimension of personal experience, and the importance of the idea of narrative for expanding the scope of psychological knowledge. 相似文献
149.
Angelique G. Day Cheryl L. Somers Beverly A. Baroni Shantel D. West Laura Sanders Cynthia D. Peterson 《Journal of aggression, maltreatment & trauma》2013,22(10):1086-1105
In response to the high nationwide prevalence of psychological trauma among court-involved youth who have been exposed to abuse and neglect and the associated far-reaching adverse consequences, there are calls to develop a trauma-informed workforce across the various systems (child welfare, juvenile justice, mental health, and education) designed to serve this population. We describe a pilot test of a modified version of the Heart of Teaching and Learning (HTL) curriculum, an intervention designed to increase trauma-informed practices in education settings. This program was implemented in a public charter school that exclusively serves court-involved youth placed in residential treatment. The intervention was associated with decreases in trauma symptoms experienced by youth. Because student perceptions of teachers were high both before and after implementation of the curriculum, no statistically significant changes were observed. The article concludes with a discussion of the ways in which the curriculum can be used to help prepare a national education workforce capable of implementing trauma-informed evidence-based practices in school settings. 相似文献
150.
This is a qualitative investigation of 73 individuals in the Bondage and Discipline, Dominance and Submission, and Sado-Masochism subculture. There is tremendous stigma attached to this subculture, and while the academic community may be increasingly accepting, the general public is not as accepting or knowledgeable. Fear of negative consequences means that many engage in secrecy and concealment strategies as protective measures. Although there is much literature on the possible consequences and the reasons for concealment, there remain gaps. Our findings reveal how many conceal to cover up or to hide what outsiders may consider immoral or otherwise unacceptable behavior. Others conceal as a means to create a distinction for themselves as part of a secret subculture. Whatever their reasons, those in this subculture engage in a variety of strategies to manage their identity and to minimize their vulnerability. 相似文献