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111.
Beebe B Badalamenti A Jaffe J Feldstein S Marquette L Helbraun E Demetri-Friedman D Flaster C Goodman P Kaminer T Kaufman-Balamuth L Putterman J Stepakoff S Ellman L 《Journal of psycholinguistic research》2008,37(5):293-307
The prediction of events and the creation of expectancies about their time course is a crucial aspect of an infant's mental life, but temporal mechanisms underlying these predictions are obscure. Scalar timing, in which the ratio of mean durations to their standard deviations is held constant, enables a person to use an estimate of the mean for its standard deviation. It is one efficient mechanism that may facilitate predictability and the creation of expectancies in mother-infant interaction. We illustrate this mechanism with the dyadic gaze rhythm of mother and infant looking at and looking away from each other's faces. Two groups of Hi- and Lo-Distress mothers were created using self-reported depression, anxiety, self-criticism and childhood experiences. Lo-Distress infants (controls) used scalar timing 100% of the time, about double that of Hi-Distress infants. Lo-Distress mothers used scalar timing about nine times as much as Hi-Distress mothers. The diminished use of scalar timing patterns in Hi-Distress mothers and infants may make the anticipation of each other's gaze patterns more difficult for both partners. 相似文献
112.
Kosson DS Blackburn R Byrnes KA Park S Logan C Donnelly JP 《Journal of personality assessment》2008,90(2):185-196
In 2 studies, we examined the reliability and validity of an interpersonal measure of schizoid personality disorder (SZPD) based on nonverbal behaviors and interpersonal interactions occurring during interviews. A total of 556 male jail inmates in the United States participated in Study 1; 175 mentally disordered offenders in maximum security hospitals in the United Kingdom participated in Study 2. Across both samples, scores on the Interpersonal Measure of Schizoid Personality Disorder (IM-SZ) exhibited adequate reliability and patterns of correlations with other measures consistent with expectations. The scale displayed patterns of relatively specific correlations with interview and self-report measures of SZPD. In addition, the IM-SZ correlated in an expected manner with features of psychopathy and antisocial personality and with independent ratings of interpersonal behavior. We address implications for assessment of personality disorder. 相似文献
113.
Suzanne Domel Baxter James W. Hardin Albert F. Smith Julie A. Royer Caroline H. Guinn 《Applied cognitive psychology》2008,22(8):1038-1061
Using previously collected data of fourth‐grade children observed eating school meals and then interviewed, we categorized intrusions (food items reported but not observed eaten) as stretches (on the child's tray) or confabulations (not on the child's tray). We investigated intrusions, confabulations, and stretches and the role of liking, at different retention intervals (morning interviews about the previous day's intake; evening interviews about that day's intake) and under different reporting‐ order prompts (forward; reverse). As retention interval between consumption and report increased, the likelihood (1) increased that reported items were intrusions, that reported items were confabulations and that intrusions were confabulations; and (2) was constant that reported items were stretches. Results concerning reporting‐order prompts were inconclusive. Liking ratings were higher for matches (reports of items observed eaten) than stretches, for confabulations than stretches, and for matches than omissions (unreported items observed eaten), but did not vary by retention interval or reporting‐order prompts. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
114.
Drummond PD Back K Harrison J Helgadottir FD Lange B Lee C Leavy K Novatscou C Orner A Pham H Prance J Radford D Wheatley L 《Behaviour research and therapy》2007,45(7):1601-1608
Changes in facial blood flow were investigated during an introductory conversation, delivering a speech, and listening to the speech afterwards in 16 people with a fear of blushing and 16 controls. It was hypothesized that fear of blushing would be associated with high ratings of self-reported blushing intensity and embarrassment during the tasks, and with persistence of the blushing reaction between tasks. Embarrassment and self-reported blushing intensity were greater in the fear-of-blushing group than in controls throughout the experiment. Increases in facial blood flow were similar in the two groups during each of the tasks. However, blushing dissipated more slowly after each task in the fear-of-blushing group than in controls, resulting in an incremental increase in facial blood flow over the course of the experiment. The slow recovery after an episode of blushing might result in physiological or social cues that help to maintain a fear of blushing. 相似文献
115.
116.
The Psychological Record - Olfactory memory is especially persistent. The current study explored whether this applies to a form of perceptual learning, in which experience of an odor mixture... 相似文献
117.
People frequently infer unknown aspects of an entity based on their knowledge about that entity. The current study reports
a novel phenomenon, an inductive bias people have in making such inferences. Upon learning that one symptom causes another
in a person, both undergraduate students (Experiment 1) and clinicians (Experiment 2) judged that an unknown feature associated
with the cause-symptom was more likely to be present in that person than an unknown feature associated with the effect-symptom.
Thus, these findings suggest a specific mechanism in which causal explanations influence one’s representation of and inferences
about an entity. Implications for clinical reasoning and associative models of conceptual knowledge are discussed. 相似文献
118.
Caroline Coffin 《Argumentation》2009,23(4):513-530
In contemporary educational contexts there is considerable variation in how argumentation works and what forms and styles
it takes. Influencing factors include the educational purpose and task, the level of education, and the discipline or curriculum
subject in which it occurs. This paper offers a theoretical framework and a set of multimodal analytical tools which can provide
a rich and systematic account of such variation. Using naturalistic data from three different educational sites I illustrate
how such a framework reveals the diverse ways in which students use language and other modes of meaning making as they engage
in processes of argumentation. In particular, I consider how new technologies have caused shifts in the distribution of meaning
across different semiotic modes (such as visual images, space, colour and graphics) and how this impacts upon both argumentation
process and product. The educational implications of such changes are also considered. 相似文献
119.
Woon Chia Liu C. K. John Wang Oon Seng Tan Jessie Ee Caroline Koh 《The British journal of educational psychology》2009,79(1):87-106
Background The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 × 2 achievement goal framework. Aim To use a cluster analytic approach to identify students' achievement goal profiles at an intra‐individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. Sample Participants were 491 Secondary 2 students (mean age=13.78, SD = 0.77) from two government coeducational schools. Method Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One‐way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. Results Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. Conclusio The study provides support for the 2 × 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross‐cultural studies to look into the approach–avoidance dimension in the 2 × 2 achievement goal framework. 相似文献
120.
Anne C. Miers Anke W. Blöte Caroline L. Bokhorst P. Michiel Westenberg 《Behaviour research and therapy》2009,47(12):1043-1049
The current study investigated whether negatively biased self-evaluations of nervousness and social skills are related to how well an individual actually performs, that is performance level. Sixty-eight high socially anxious and 68 control participants (age range 9–17 years) gave a 5 min speech in front of a pre-recorded audience of same age peers and a teacher. Participants' evaluations immediately after the task were measured on a number of performance dimensions. Three independent observers also evaluated recordings of the speech performances. Participants were further divided into good and bad performers based on their actual performance level as judged by the observers. Self-evaluations of the high socially anxious participants were negatively biased for nervous appearance regardless of how well they actually performed. In contrast, a negative bias for social skills only occurred in the high anxious participants with a good performance. The social skill evaluations of the poor performers appear warranted. Taking actual performance level into account may help to clarify the exact nature of a negative bias in socially anxious youth and has clear implications for the choice of treatment approach. 相似文献