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311.
Hipólito Merino Fátima Ferreiro Carmen Senra 《Journal of psychopathology and behavioral assessment》2014,36(1):136-142
The present study explored the pathways whereby cognitive variables (worry, rumination) may explain the relation between neuroticism and emotional symptoms in a community sample of adults (N?=?499). All participants completed a battery of questionnaires including measures of neuroticism, worry, rumination, anxiety and depression. Multiple mediation and moderated mediation analyses were used. Worry was a common pathway explaining the effect of neuroticism on both anxiety and depressive symptoms. The brooding subtype of rumination significantly mediated the relation between neuroticism and anxiety symptoms, but the reflection subtype did not have a mediating effect. Although worry by itself mediated the association between neuroticism and anxiety symptoms, it required a certain level of brooding to exert its mediating effect on the relation between neuroticism and depressive symptoms. The results are discussed in light of previous research and recent developments in treatment. Clinical implications and suggestions for future research are also discussed. 相似文献
312.
Akina Umemoto Carmen N. Lukie Kimberly A. Kerns Ulrich Müller Clay B. Holroyd 《Cognitive, affective & behavioral neuroscience》2014,14(2):698-714
Decades of research have examined the neurocognitive mechanisms of cognitive control, but the motivational factors underlying task selection and performance remain to be elucidated. We recently proposed that anterior cingulate cortex (ACC) utilizes reward prediction error signals carried by the midbrain dopamine system to learn the value of tasks according to the principles of hierarchical reinforcement learning. According to this position, disruption of the ACC–dopamine interface can disrupt the selection and execution of extended, task-related behaviors. To investigate this issue, we recorded the event-related brain potential (ERP) from children with attention deficit hyperactivity disorder (ADHD), which is strongly associated with ACC–dopamine dysfunction, and from typically developing children while they navigated a simple “virtual T-maze” to find rewards. Depending on the condition, the feedback stimuli on each trial indicated that the children earned or failed to earn either money or points. We found that the reward positivity, an ERP component proposed to index the impact of dopamine-related reward signals on ACC, was significantly larger with money feedback than with points feedback for the children with ADHD, but not for the typically developing children. These results suggest that disruption of the ACC–dopamine interface may underlie the impairments in motivational control observed in childhood ADHD. 相似文献
313.
Jiménez-Iglesias Antonia García-Moya Irene Moreno Carmen 《Journal of child and family studies》2022,31(10):2903-2909
Journal of Child and Family Studies - Adolescents’ information management is a fundamental topic for research on adolescence, with numerous studies using Kerr and Stattin’s (2000;... 相似文献
314.
A Community‐Responsive Adaptation to Reach and Engage Latino Families Affected by Maternal Depression
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Carmen R. Valdez Alyssa Ramirez Stege Elizabeth Martinez Stephanie D'Costa Thomas Chavez 《Family process》2018,57(2):539-556
As family researchers and practitioners seek to improve the quality and accessibility of mental health services for immigrant families, they have turned to culturally adapted interventions. Although many advancements have been made in adapting interventions for such families, we have yet to understand how the adaptation can ensure that the intervention is reaching families identified to be in greatest need within a local system of care and community. We argue that reaching, engaging, and understanding the needs of families entails a collaborative approach with multiple community partners to ensure that adaptations to intervention content and delivery are responsive to the sociocultural trajectory of families within a community. We describe a cultural adaptation framework that is responsive to the unique opportunities and challenges of identifying and recruiting vulnerable families through community partnerships, and of addressing the needs of families by incorporating multiple community perspectives. Specifically, we apply these principles to the cultural adaptation of an intervention originally developed for low‐income African American and White families facing maternal depression. The new intervention, Fortalezas Familiares (Family Strengths), was targeted to Latino immigrant families whose mothers were in treatment for depression in mental health and primary care clinics. We conclude with key recommendations and directions for how family researchers and practitioners can design the cultural adaptation of interventions to be responsive to the practices, preferences, and needs of underserved communities, including families and service providers. 相似文献
315.
This study began with curiosity regarding how long‐term couples with children manage their relationships in view of changing societal demands and ideals. Couples interviewed for this study described the intersection of time and intimacy as a core issue. Thus, this analysis focused on how couples construct intimacy in shared time. The diverse sample included 17 heterosexual working and professional class couples in the United States who had been committed for at least 10 years and whose oldest child was aged 6–16. Analysis identified four types of shared time experiences: gender divided, elusive, growing, and emotionally connected. Four factors influenced these types: (a) negotiated gendered differences, (b) intentionality, (c) mutual attending, and (d) dyadic friendship. The most emotionally connected couples reported that time together reinforced satisfaction and pleasure from their relationships. Results help explain different ways couples successfully negotiate changing expectations for heterosexual relationships and why some couples struggle. Findings suggest that therapists help couples intentionally develop habits of friendship and mutual attending. 相似文献
316.
Masha Y. Ivanova Thomas M. Achenbach Leslie A. Rescorla Lori V. Turner Adelina Ahmeti-Pronaj Alma Au Carmen Avila Maese Monica Bellina J. Carlos Caldas Yi-Chuen Chen Ladislav Csemy Marina M. da Rocha Jeroen Decoster Anca Dobrean Lourdes Ezpeleta Johnny R. J. Fontaine Yasuko Funabiki Halldór S. Guðmundsson Valerie S. Harder Marie Leiner de la Cabada Patrick Leung Jianghong Liu Safia Mahr Sergey Malykh Jelena Srdanovic Maras Jasminka Markovic David M. Ndetei Kyung Ja Oh Jean-Michel Petot Geylan Riad Direnc Sakarya Virginia C. Samaniego Sandra Sebre Mimoza Shahini Edwiges Silvares Roma Simulioniene Elvisa Sokoli Joel B. Talcott Natalia Vazquez Ewa Zasepa 《Journal of psychopathology and behavioral assessment》2015,37(2):171-183
317.
Markus Kiefer Stefanie Schuler Carmen Mayer Natalie M. Trumpp Katrin Hille Steffi Sachse 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2015,11(4):136-146
Digital writing devices associated with the use of computers, tablet PCs, or
mobile phones are increasingly replacing writing by hand. It is, however,
controversially discussed how writing modes influence reading and writing
performance in children at the start of literacy. On the one hand, the easiness
of typing on digital devices may accelerate reading and writing in young
children, who have less developed sensory-motor skills. On the other hand, the
meaningful coupling between action and perception during handwriting, which
establishes sensory-motor memory traces, could facilitate written language
acquisition. In order to decide between these theoretical alternatives, for the
present study, we developed an intense training program for preschool children
attending the German kindergarten with 16 training sessions. Using closely
matched letter learning games, eight letters of the German alphabet were trained
either by handwriting with a pen on a sheet of paper or by typing on a computer
keyboard. Letter recognition, naming, and writing performance as well as word
reading and writing performance were assessed. Results did not indicate a
superiority of typing training over handwriting training in any of these tasks.
In contrast, handwriting training was superior to typing training in word
writing, and, as a tendency, in word reading. The results of our study,
therefore, support theories of action-perception coupling assuming a
facilitatory influence of sensory-motor representations established during
handwriting on reading and writing. 相似文献
318.
Responses to Lucretia B. Yaghjian's “Pedagogical challenges in teaching ESOL/multilingual writers in theological education”
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Steed Vernyl Davidson Sheryl A. Kujawa‐Holbrook Ahsah Kyuelna Angela Wendy Tankersley Hyo‐Dong Lee Carmen M. Nanko‐Fernández 《Teaching Theology & Religion》2018,21(3):177-184
This article consists of four brief responses to Lucretia B. Yaghjian's “Pedagogical challenges in teaching ESOL/Multilingual writers in theological education,” published in this issue of the journal. 相似文献
319.
A complex relation exists between memory and executive functioning (EF), particularly when learning and recalling multifaceted or extensive information (Moscovitch &; Winocur, 2002). A common instrument for evaluating this relationship is the Rey-Osterrieth Complex Figure (ROCF; Rey, 1941; Osterrieth, 1944). The ROCF has proved particularly useful in pediatric research; however, little research has been conducted among children with Fetal Alcohol Spectrum Disorders (FASD). Seventy children (35 FASD, 35 control), aged 6 to 12 years, were tested using the ROCF. All participants with FASD had received a diagnosis according to the Canadian guidelines for FASD (Chudley et al., 2005) using the 4-digit diagnostic code (Astley, 2004). Significant group differences were revealed with children with FASD demonstrating substantial difficulties in organization, accuracy, and memory. Among children with FASD, a distinctive profile emerged, lending support to the argument that children with FASD experience deficits in EF and memory throughout their development. Information from the present study will not only help to improve understanding of functioning in this population but also provide insight into how to deal with EF and memory deficits in terms of testing, treatment, and intervention. 相似文献
320.