排序方式: 共有90条查询结果,搜索用时 15 毫秒
31.
Delplanque S Chrea C Grandjean D Ferdenzi C Cayeux I Porcherot C Le Calvé B Sander D Scherer KR 《Cognition & emotion》2012,26(5):885-898
The investigation of the semantic space associated with subjective affective experiences or feelings linked to odour perception has recently emerged. Because of the specificity of the emotional effects of odours, the terms derived from traditional models of emotion are unlikely to optimally account for odour-associated feelings. In this study, sets of terms derived from two traditional models, basic emotions and valence by arousal by dominance dimensional emotions, were compared with a recently elaborated olfaction-specific set of terms (Geneva Emotion and Odour Scale; GEOS). Three main criteria were considered: (1) the feeling's intensity reported in response to odours; (2) the inter-rater agreement concerning the reported feelings; and (3) the power to discriminate feelings evoked by various odorous substances. The evidence strongly suggested that the set of terms proposed by GEOS outperformed the terms derived from the two classical models in measuring the subjective affective experience elicited by odours. These results are interpreted with respect to a good correspondence between the functions of olfaction and the meaning conveyed by GEOS terms. 相似文献
32.
Mother–infant interaction improves with a developmental intervention for mother–preterm infant dyads
Rosemary White-Traut Kathleen F. Norr Camille Fabiyi Kristin M. Rankin Zhyouing Li Li Liu 《Infant behavior & development》2013
While premature infants have a high need for positive interactions, both infants and their mothers are challenged by the infant‘s biological immaturity. This randomized clinical trial of 198 premature infants born at 29–34 weeks gestation and their mothers examined the impact of the H-HOPE (Hospital to Home: Optimizing the Infant's Environment) intervention on mother–premature infant interaction patterns at 6-weeks corrected age (CA). Mothers had at least 2 social environmental risk factors such as minority status or less than high school education. Mother–infant dyads were randomly assigned to the H-HOPE intervention group or an attention control group. H-HOPE is an integrated intervention that included (1) twice-daily infant stimulation using the ATVV (auditory, tactile, visual, and vestibular-rocking stimulation) and (2) four maternal participatory guidance sessions plus two telephone calls by a nurse-community advocate team. Mother–infant interaction was assessed at 6-weeks CA using the Nursing Child Assessment Satellite Training–Feeding Scale (NCAST, 76 items) and the Dyadic Mutuality Code (DMC, 6-item contingency scale during a 5-min play session). NCAST and DMC scores for the Control and H-HOPE groups were compared using t-tests, chi-square tests and multivariable analysis. Compared with the Control group (n = 76), the H-HOPE group (n = 66) had higher overall NCAST scores and higher maternal Social-Emotional Growth Fostering Subscale scores. The H-HOPE group also had significantly higher scores for the overall infant subscale and the Infant Clarity of Cues Subscale (p < 0.05). H-HOPE dyads were also more likely to have high responsiveness during play as measured by the DMC (67.6% versus 58.1% of controls). After adjustment for significant maternal and infant characteristics, H-HOPE dyads had marginally higher scores during feeding on overall mother–infant interaction (β = 2.03, p = 0.06) and significantly higher scores on the infant subscale (β = 0.75, p = 0.05) when compared to controls. In the adjusted analysis, H-HOPE dyads had increased odds of high versus low mutual responsiveness during play (OR = 2.37, 95% CI = 0.97, 5.80). Intervening with both mother and infant is a promising approach to help premature infants achieve the social interaction patterns essential for optimal development. 相似文献
33.
Written symbols such as letters have been used extensively in cognitive psychology, whether to understand their contributions to written word recognition or to examine the processes involved in other mental functions. Sometimes, however, researchers want to manipulate letters while removing their associated characteristics. A powerful solution to do so is to use new characters, devised to be highly similar to letters, but without the associated sound or name. Given the growing use of artificial characters in experimental paradigms, the aim of the present study was to make available the Brussels Artificial Character Sets (BACS): two full, strictly controlled, and portable sets of artificial characters for a broad range of experimental situations. 相似文献
34.
People in a positive mood process information in ways that reinforce and maintain this positive mood. The current studies
examine how positive mood influences responses to social comparisons and demonstrates that people in a positive mood interpret
ambiguous information about comparison others in self-benefitting ways. Specifically, four experiments demonstrate that compared
to negative mood or neutral mood participants, participants in a positive mood engage in effortful re-interpretations of ambiguously
similar comparison targets so that they may assimilate to upward comparison targets and contrast from downward comparison
targets. 相似文献
35.
Janet Taylor Spence (1923–2015), a major figure in American psychology, made seminal scientific contributions to the fields of anxiety and gender psychology. In this essay, the authors, both former Spence students, weave a tapestry of her teaching and mentoring by using as the threads Spence’s reflections on her professional life, the authors’ personal experiences with Spence, and findings from the relevant career literature. Three areas of teaching and mentoring are used to illustrate Spence’s distinctive yet highly effective style of mentoring: (a) modeling and insisting on careful thinking, (b) serving as an intentional role model, and (c) assisting in negotiating the hazards of academia. A conceptual explanation is provided for each area, together with specific examples illustrating how Spence employed these strategies. 相似文献
36.
Eric M. Vernberg Michael C. Roberts Anne K. Jacobs Camille J. Randall Bridget K. Biggs Joseph E. Nyre 《Journal of child and family studies》2008,17(2):178-190
We describe changes in adaptive functioning for children enrolled in the Intensive Mental Health Program (IMHP), an innovative
model for serving children with the most severe forms of SED. Most children show marked improvements in multiple indicators
of role performance and symptomatology. Although a high risk, high need group, most children attended school regularly and
lived with a stable caregiver at discharge. 相似文献
37.
Anne K. Jacobs Michael C. Roberts Eric M. Vernberg Joseph E. Nyre Camille J. Randall Richard W. Puddy 《Journal of child and family studies》2008,17(2):219-231
We examined factors related to treatment responders (n = 35) and nonresponders (n = 16) in a group of 51 children admitted to the Intensive Mental Health Program (IMHP). Children’s response to treatment
was coded based on their functioning at intake and discharge using total CAFAS scores. Demographic variables, length of treatment,
number of diagnoses and medications, and history of physical/emotional abuse or neglect did not significantly distinguish
between responders and nonresponders. Nonresponders were more likely to present with a history of suspected or confirmed sexual
abuse, internalizing diagnoses, or comorbid internalizing and externalizing diagnoses. Although the small sample size may
limit interpretations, our findings indicate treatment programs need augmentation when children with serious emotional disturbances
(SED) may be at risk for not responding to interventions. 相似文献
38.
The current study examined the effects of temporary inactivation of the DH on freezing, rearing, ambulating, grooming, and whisking behavior in an explicitly nonspatial contextual fear conditioning paradigm in which olfactory stimuli served as temporally and spatially diffuse contexts. Prior either to training, testing, or both, male Sprague–Dawley rats received bilateral microinfusions of saline or the GABAA agonist muscimol into the DH. Results indicate that temporary inactivation of DH produced both anterograde and retrograde deficits in contextually conditioned freezing, while sparing the acquisition and expression of freezing to a discrete auditory or olfactory CS. These data suggest that there is a decidedly nonspatial component to the role of DH in contextual conditioning, and that olfactory contextual conditioning is a fruitful means of further exploring this function. 相似文献
39.
40.
Stephens NM Fryberg SA Markus HR Johnson CS Covarrubias R 《Journal of personality and social psychology》2012,102(6):1178-1197
American universities increasingly admit first-generation college students whose parents do not have 4-year degrees. Once admitted, these students tend to struggle academically, compared with continuing-generation students--students who have at least 1 parent with a 4-year degree. We propose a cultural mismatch theory that identifies 1 important source of this social class achievement gap. Four studies test the hypothesis that first-generation students underperform because interdependent norms from their mostly working-class backgrounds constitute a mismatch with middle-class independent norms prevalent in universities. First, assessing university cultural norms, surveys of university administrators revealed that American universities focus primarily on norms of independence. Second, identifying the hypothesized cultural mismatch, a longitudinal survey revealed that universities' focus on independence does not match first-generation students' relatively interdependent motives for attending college and that this cultural mismatch is associated with lower grades. Finally, 2 experiments at both private and public universities created a match or mismatch for first-generation students and examined the performance consequences. Together these studies revealed that representing the university culture in terms of independence (i.e., paving one's own paths) rendered academic tasks difficult and, thereby, undermined first-generation students' performance. Conversely, representing the university culture in terms of interdependence (i.e., being part of a community) reduced this sense of difficulty and eliminated the performance gap without adverse consequences for continuing-generation students. These studies address the urgent need to recognize cultural obstacles that contribute to the social class achievement gap and to develop interventions to address them. 相似文献