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281.
Nicola S. Schutte John M. Malouff Ian Price Samantha Walter Greg Burke Catherine Wilkinson 《Current Psychology》2008,27(2):102-111
Two studies applied a person–situation model to examine the effect of emotional affordances of situations. Participants rated
their emotional functioning as more extensive in situations classified as being high in emotional affordance than those classified
as low in emotional affordance. Participants who scored higher on the individual difference characteristic of emotional intelligence
were more interested in entering high emotional affordance situations than were individuals lower in emotional intelligence,
and participants who scored higher on emotional intelligence were rated by others as being more successful in high emotional
affordance situations than individuals lower in emotional intelligence. These results provide preliminary evidence that the
interaction between emotional intelligence and situations may influence emotional functioning. 相似文献
282.
Public events and Flashbulb memories were investigated in 12 non-demented patients with Parkinson's disease (PD) and 12 controls. Knowledge of public events and flashbulbs memories were assessed using a Famous Events Test (EVE 30). Contributions of semantic, episodic, as well as executive functioning and anterograde memory were examined. Results primarily showed that the performances of patients with PD were lower than these of controls in 4 tasks: free recall, specific questions, dating events and date recognition. They also had difficulties in finding the temporal order of 8 events. In contrast, the PD group benefited from events recognition themselves to the same extent as the controls. Secondly, the recall of flashbulb memories (FBM) was lower in the PD group than in the controls. Finally, correlations appeared in PD between the detailed recall of the events with the "recall" abilities of the MATTIS scale, possibly reflect an impairment in rebuilding memories. A positive correlation is also observed with the initiation score of the MATTIS (executive component), suggesting that the difficulties of rebuilding can be related to a dysfunction in accessing information because of a certain degree of frontal amnesia. 相似文献
283.
The National Health Service (NHS) National Genetics Education and Development Centre was established by the Department of
Health in 2004 to help drive and co-ordinate genetics education for health professionals working outside specialist genetic
services. This paper reviews the experiences and lessons learned to date. At the outset, it was clear that understanding the
learning ethos, preferred delivery methods and attitudes towards genetics of different NHS healthcare groups was vital. We
collected evidence by undertaking needs assessments with educators, practitioners and patients. We have determined the genetics
knowledge, skills and attitudes which they said were needed and translated these into learning outcomes and workforce competences
in a continuum of education. Beginning with core concepts introduced (and examined) pre-registration, the continuum continues
with development of concepts post-registration as appropriate for role, leading to practical application and assessment of
competences in the workplace. These are supported by a portfolio of resources which draw heavily on patient based scenarios
to demonstrate to staff that genetics is relevant to their work, and to convince educators and policy makers that genetic
education is likely to result in real clinical benefit. A long term educational policy, inclusive of learners, educationalists
and their institutions must be evidence based, flexible and responsive to changes in workforce structure, provision of clinical
services and conceptual and financial commitments to education. The engagement of national policy, regulatory and professional
bodies is vital (). 相似文献
284.
Phonological awareness in young Chinese children 总被引:1,自引:0,他引:1
Two studies explored the nature of phonological awareness (PA) in Chinese. In Study 1, involving 146 children, awareness of phoneme onset did not differ from chance levels at ages 3-5 years in preschool but increased to 70% correct in first grade, when children first received phonological coding (Pinyin) instruction. Similarly, tone awareness was at better than chance levels from second year kindergarten (age 4), but increased strongly and significantly in first grade to 74% accuracy. In contrast, syllable and rime awareness increased gradually and steadily across ages 3-6 years. Patterns suggest different influences of age and literacy instruction for different PA levels. In Study 2, involving 202 preschoolers, variance in Chinese character recognition was best explained by tasks of syllable awareness, tone awareness, and speeded naming. Findings underscore the unique importance of both tone and syllable for early character acquisition in Chinese children. 相似文献
285.
In this study, the authors explored the self‐perceived multicultural counseling competencies of substance abuse counselors. Overall, the results indicate that substance abuse counselors perceived themselves to be competent; however, differences existed on the basis of race and educational level. Implications for practice and future research are discussed. 相似文献
286.
Kathryn E. Chaffee Isabelle Plante Catherine Good Joshua M. Aronson Simon-Benoît Kinch Isabelle Gauvin 《Journal of applied social psychology》2024,54(2):71-82
There is growing concern about boys' lagging performance in school, not only in language arts, where the gap is particularly pronounced, but also in mathematics. Stereotypes associating one gender with language arts or with mathematics are likely to contribute to these gaps. Such stereotypes can translate into explicit beliefs such as the extent to which students are aware of societal stereotypes or the extent to which they personally believe stereotypes to be true, but also indirectly into performance following a stereotype threat manipulation. However, few studies have considered these multiple stereotype expressions in both mathematics and language arts to examine their importance in predicting boys' and girls' actual grades in school. To fill this gap, two complementary studies examined high school boys' and girls' awareness and endorsement of stereotypes about both language arts (n = 299) and mathematics (n = 243), as well as whether stereotype threat impaired boys' performance on a spelling test. Although the effect of stereotype threat was not significant overall, our results showed that students were aware of and endorsed strong stereotypes advantaging girls in language arts. In mathematics, students endorsed counter-traditional stereotypes slightly advantaging girls. Our results also showed that these multiple expressions of stereotypes related to students' grades. In doing so, our work provides insights regarding possible targets for interventions to reduce gender gaps disadvantaging boys in school. 相似文献
287.
Separating cue encoding from target processing in the explicit task-cuing procedure: are there "true" task switch effects? 总被引:1,自引:0,他引:1
Arrington CM Logan GD Schneider DW 《Journal of experimental psychology. Learning, memory, and cognition》2007,33(3):484-502
Six experiments were conducted to separate cue encoding from target processing in explicitly cued task switching to determine whether task switch effects could be separated from cue encoding effects and to determine the nature of the representations produced by cue encoding. Subjects were required to respond to the cue, indicating which cue was presented (Experiments 1, 3a, and 4a) or which task was cued (Experiments 2, 3b, and 4b), before performing the cued task on the target. Cue encoding was successfully separated from target processing when the cue response indicated which task was cued but not when it indicated which cue was presented. Task switch effects were found when this separation was successful, suggesting that there are "true" task switch effects independent of cue encoding. Analysis of the conditions required for successful separation suggested that cue encoding results in a semantic categorical representation of the task to be performed rather than verbal or phonological representations of individual cues. Implications for the authors' past modeling of task-switching performance are discussed. 相似文献
288.
The study was designated to explore the resilient (moderating) influences of gender-related personality traits and coping
flexibility on the relations between life event stress and psychosocial adjustment in a sample of 291 Chinese young adults.
Multiple outcomes (i.e., psychological, physical, and interpersonal aspects of adjustments) were separately examined with
regression analysis. The interaction effects explained 5% of the unique variance in the psychological distress model and 4%
of the unique variance in the interpersonal functioning model beyond the main effects. Coping flexibility tended to reduce
the associations between life event stress and depression. Furthermore, masculinity buffered the link between life event stress
and interpersonal functioning. The three-way interaction masculinity × femininity × stress also predicted additional unique
variance in interpersonal functioning, which indicates that non-gender-typed respondents showed greater resilience to recent
life stress than did their gender-typed counterparts. Implications of these findings are discussed. 相似文献
289.
Pellegrini AD Long JD Roseth CJ Bohn CM Van Ryzin M 《Journal of comparative psychology (Washington, D.C. : 1983)》2007,121(3):282-289
The interactive influence of preschool children's level of physical activity, sex, and time on the degree of sex segregation was assessed. A sample of nursery school children was observed across much of a school year, and levels of physical activity and sex segregation were sampled during their free play periods. Following sexual selection theory, we predicted a Sex X Time X Physical Activity interaction on segregation such that high-activity girls early in the school year would interact with boys but, with time, the high-activity girls would be segregated among themselves. Boys (both high- and low-activity) should remain segregated across the year. The hypothesis was supported, and results are discussed in terms of the interactive role of biology and socialization on sex segregation. 相似文献
290.
Danica G. Hays Jennifer K. Dean Catherine Y. Chang 《Journal of counseling and development : JCD》2007,85(3):317-324
This qualitative study explored how 16 counselors conceptualize and address issues of privilege and oppression in the counseling session as well as how they perceive their training with respect to these constructs. In an effort to bridge multicultural training and counselor practice, implications for counselor training are provided based on the clinical and academic experiences counselors reported. Additionally, future research directions are included. 相似文献