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The present studies demonstrated that children as young as second graders could form prototypical representations from a set of highly similar stimuli. The prototype-plus-transformation model of this performance (Franks & Bransford, 1971) was contrasted with an attribute-frequency model (Neumann, 1974). Results supported the latter model when trigram stimuli were used to test differential predictions from the models.  相似文献   
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Forty-two patients with metastatic renal cell carcinoma who were participating in a Phase II clinical trial were randomly assigned to an expressive writing (EW) or neutral writing (NW) group. Patients in the EW group wrote about their cancer, and patients in the NW group wrote about health behaviors. No statistically significant group differences were found in symptoms of distress, perceived stress, or mood disturbance, except for the Vigor subscale of the Profile of Mood States. However, patients in the EW group reported significantly less sleep disturbance, better sleep quality and sleep duration, and less daytime dysfunction compared with patients in the NW group. The results suggest that EW may have sleep-related health benefits in terminally ill cancer patients.  相似文献   
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This study employed simulations of encounters with suicidal peers to assess the impact of classroom suicide response lessons. Students were asked to anonymously write how they would respond, and how concerned they would be in regard to two vignettes of troubled peers. On the posttest, students who had participated in the classes provided significantly more “tell an adult” responses than those in the control group, whereas no differences existed between the groups on the pretest. On both the pretest and posttest, all students expressed greater concern on the unambiguous vignette (student said that he has been thinking about killing himself) than on the ambiguous vignette (student wrote an essay about final decisions); and, overall, females expressed greater concern than males. These results provide evidence for the efficacy of the classes and the utility of the simulations for assessing their impact.  相似文献   
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The aim of this study was to advance our understanding of the development of aggression in boys and girls by testing a model combining insights from both evolutionary theory and developmental psychology. A sample of 744 children (348 girls) between six and 13 years old was recruited in schools with high deprivation indices. Half of the sample (N = 372; 40.1% girls) had received special educational services for behavioral and/or socio‐emotional problems. Two trajectories for overt aggression and two trajectories for indirect aggression were identified and binomial logistic regressions were used to identify environmental predictors and sex‐specific patterns of these trajectories. Results indicated that peer rejection predicted overt aggression and indirect aggression and that extraversion and male sex predicted overt aggression. The results also showed that interaction between parental practices and some child temperament traits predicted overt aggression (coercion and lack of supervision associated with extraversion or low effortful control) or indirect aggression (coercion and neglect associated with negative affect or low effortful control), and the absence of a father figure predicted high indirect aggression in girls.
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Parents are the main socialization agents in the development of emotion regulation (ER). In this study, we evaluated adolescents’ and their respective parents’ perspectives about their use of two ER strategies (cognitive reappraisal and expressive suppression) in daily life. In addition, we evaluated the within-family associations between adolescents’ and their parents’ use of strategies. We controlled for adolescents’ gender and age and the perceived quality of their relationships with their parents (mothers and fathers). The sample consisted of 33 12- to 18-year-old adolescent–father–mother triads, totaling 99 participants. Parents and adolescents reported their use of ER strategies in response to eight random prompts throughout the day, by means of the experience sampling method for 1 week. Participants provided 4082 reports on their momentary experiences. The data were analyzed using multilevel modeling to account for the hierarchical structure of the repeated daily assessments. The significant association between parents’ and adolescents’ use of ER strategies was specific to mother–adolescent dyads. The significant association between adolescents’ and their mothers’ ER strategies varied as a function of the adolescents’ age and the quality of their relationship with their mothers according to adolescents’ reports, but not as a function of adolescent gender. These findings suggest that mothers have a role in their adolescents’ emotion regulation in a developmental period characterized by autonomy from parental guidance.  相似文献   
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