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61.
This study investigated the effects of a dependent group-oriented contingency on the supportive and non-supportive fair play behaviors of 6th grade students engaged in volleyball games as part of their physical education instruction. Six students, one male and one female per class, from three classes, identified as demonstrating low incidences of supportive behaviors during volleyball games, were participants in this study. A multiple baseline across classes design was used to examine the data. During baseline few incidences of non-supportive behaviors occurred among all six students. However, the participants seldom displayed supportive behaviors during games (i.e., encouraged each other). Following the introduction of the dependent group contingency, supportive behaviors for all participants increased. Follow-up data, collected in an alternative setting, indicated variable maintenance. The results are discussed in the context of group contingencies and social behaviors in sports. 相似文献
62.
Arnold JE Kam CL Tanenhaus MK 《Journal of experimental psychology. Learning, memory, and cognition》2007,33(5):914-930
Eye-tracking and gating experiments examined reference comprehension with fluent (Click on the red. . .) and disfluent (Click on [pause] thee uh red . . .) instructions while listeners viewed displays with 2 familiar (e.g., ice cream cones) and 2 unfamiliar objects (e.g., squiggly shapes). Disfluent instructions made unfamiliar objects more expected, which influenced listeners' on-line hypotheses from the onset of the color word. The unfamiliarity bias was sharply reduced by instructions that the speaker had object agnosia, and thus difficulty naming familiar objects (Experiment 2), but was not affected by intermittent sources of speaker distraction (beeps and construction noises; Experiments 3). The authors conclude that listeners can make situation-specific inferences about likely sources of disfluency, but there are some limitations to these attributions. 相似文献
63.
This article is a revised version of an invited plenary address given at the 39th Annual Conference of the American Association of Suicidology. The authors, a psychiatrist and a writer survivor, outline and summarize the different ways in which professionals and survivors come to an understanding of suicide. They explain how each group often exists independently and separate from the other--by cognitive and emotional dissonance, by private language, by psychological defenses and miscommunication--and call for dialog. They argue that both perspectives are essential to advance the science of suicidology and to give hope and meaning to those bereaved by suicide. 相似文献
64.
Jung Eun Kang Michael K. Lindell Carla S. Prater 《Journal of applied social psychology》2007,37(4):887-903
This study compared respondents' hurricane evacuation expectations with their actual behavior 2 years later during Hurricane Lili. Respondents were found to have accurate expectations about their information sources, evacuation transportation modes, number of vehicles taken, and evacuation shelter types. They also had generally accurate expectations about the time it would take them to implement some, but not all, evacuation preparation tasks. These results extend contemporary attitude–behavior models by demonstrating a significant degree of correspondence between behavioral expectations and much later behavior under quite stressful conditions and suggest emergency planners can use many, but not all, aspects of coastal residents' evacuation expectations as a satisfactory basis for evacuation planning. 相似文献
65.
Lagos CM 《The Spanish journal of psychology》2007,10(1):189-198
This paper presents a comparison of two psychoanalytic models of how human beings learn to use their mental capacities to know meaningfully about the world. The first, Fonagy's model of mentalization, is concerned with the development of a self capable of reflecting upon its own and others' mental states, based on feelings, thoughts, intentions, and desires. The other, Bion's model of thinking, is about the way thoughts are dealt with by babies, facilitating the construction of a thinking apparatus within a framework of primitive ways of communication between mother and baby. The theories are compared along three axes: (a) an axis of the theoretical and philosophical backgrounds of the models; (b) an axis of the kind of evidence that supports them; and (c) the third axis of the technical implications of the ideas of each model. It is concluded that, although the models belong to different theoretical and epistemological traditions and are supported by different sorts of evidence, they may be located along the same developmental line using an intersubjective framework that maintains tension between the intersubjective and the intrapsychic domains of the mind. 相似文献
66.
Franziska Perels Miriam Merget‐Kullmann Milena Wende Bernhard Schmitz Carla Buchbinder 《The British journal of educational psychology》2009,79(2):311-327
Background In the context of lifelong learning, self‐regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self‐regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. Aim This study tested the effects of self‐regulation training for kindergarten teachers concerning their own self‐regulation and methods to foster self‐regulation in children at preschool age whom they were teaching. Sample In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. Method The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. Results and conclusions The results obtained by means of analyses of variance show that the self‐regulation of the kindergarten teachers as well as the self‐regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self‐regulated learning of preschool children by a training programme for kindergarten teachers. 相似文献
67.
People gesture a great deal when speaking, and research has shown that listeners can interpret the information contained in gesture. The current research examines whether learners can also use co‐speech gesture to inform language learning. Specifically, we examine whether listeners can use information contained in an iconic gesture to assign meaning to a novel verb form. Two experiments demonstrate that adults and 2‐, 3‐, and 4‐year‐old children can infer the meaning of novel intransitive verbs from gestures when no other source of information is present. The findings support the idea that gesture might be a source of input available to language learners. 相似文献
68.
Carla L. Harenski Sang Hee Kim Stephan Hamann 《Cognitive, affective & behavioral neuroscience》2009,9(1):1-15
Functional neuroimaging has identified brain regions associated with voluntary regulation of emotion, including the prefrontal
cortex and amygdala. The neural mechanisms underlying individual differences in emotion regulation have not been extensively
studied. We investigated the neural correlates of neuroticism and psychopathic personality traits in the context of an emotion
regulation task. Results showed that amygdala activity elicited by unpleasant pictures was positively correlated with neuroticism
and negatively correlated with a specific psychopathic trait related to emotional underreactivity. During active attempts
to decrease emotional responses to unpleasant pictures, superior and ventrolateral prefrontal activity was positively correlated
with psychopathy, but not with neuroticism. In contrast, dorsolateral prefrontal activity was positively correlated with neuroticism,
but not with psychopathy. Psychopathy was also negatively correlated with medial prefrontal activity in response to pictures
depicting moral violations, suggesting reduced emotional responses to moral stimuli in individuals with high levels of psychopathic
traits. These results demonstrate dissociable influences of different personality traits on neural activity associated with
responses to emotional stimuli and on the recruitment of regulation-related brain activity during the active down-regulation
of responses to negative emotional stimuli. These results have implications for the etiology of trait-based psychopathology
involving emotional dysregulation. 相似文献
69.
Gonçalves MM Machado C 《Integrative psychological & behavioral science》2007,41(3-4):262-71; discussion 326-34
70.