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991.
Jacob B. Priest Anne B. Edwards Joseph L. Wetchler Catherine M. Gillotti Rebecca A. Cobb Christine Walsh Borst 《The American journal of family therapy》2013,41(2):152-168
Individual beliefs and expectations regarding gender roles influence interpersonal behavior. If family therapists ignore or avoid discussions regarding gender roles, change may ultimately be inhibited. The Cognitive-Active Gender Role Identification Continuum (CAGRIC) is a framework that may facilitate a therapist's discussion of gender roles and the ways in which gender role expectations impact their clients’ relationships. Using data from the 2002 International Social Survey Program module on “Family and Changing Gender Roles,” this study examines the gender role classifications proposed by the CAGRIC model and the influence of gender role beliefs and behaviors on relationship satisfaction. Data from Australia, Brazil, Israel, Japan, Russia, Spain, and the United States are used to test the clustering and congruence hypotheses of the CAGRIC model. Results suggest support for the clustering hypothesis of the model, especially in Western countries. 相似文献
992.
Nicole L. A. Catherine Kimberly A. Schonert‐Reichl 《The British journal of developmental psychology》2011,29(3):524-551
This study aimed to examine child characteristics associated with the understanding of and responses to infant crying. Seven hundred and twenty‐four 1st to 7th grade children (383 boys, 341 girls) were shown a picture depicting a crying infant, whereupon they were asked to generate the potential causes for infant crying along with the action responses that they might utilize to assist a crying baby. Self‐reports of children's empathy‐related responding were also obtained. As hypothesized, an age‐related increase in the number, variety, and quality for causes for infant crying and strategies to help a crying infant were observed. Girls generated a higher mean number and variety of causes compared to boys. For older children (grades 4–7), dimensions of empathy‐related responding, namely sympathy and perspective taking, were significantly associated with the number and variety of causes for infant crying and caregiving strategies. The findings support the conclusion for a developmental progression of understanding of facial expressions of infant crying across middle childhood. 相似文献
993.
Simon J. Handley Aidan Feeney Catherine Harper 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2002,55(3):799-818
Three experiments examined the influence of a second rule on the pattern of card selections on Wason's selection task. In Experiment 1 participants received a version of the task with a single test rule or one of two versions of the task with the same original test rule together with a second rule. The probability of q was manipulated in the two-rules conditions by varying the size of the antecedent set in the second rule. The results showed a significant suppression of q card and not-p card selections in the alternative-rule conditions, but no difference as a function of antecedent set size. In Experiment 2 the size of the antecendent set in the two-rules conditions was manipulated using the context of a computer printing double-sided cards. The results showed a significant reduction of q card selections in the two-rules conditions, but no effect of p set size. In Experiment 3 the scenario accompanying the rule was manipulated, and it specified a single alternative antecedent or a number of alternative antecedents. The q card selection rates were not affected by the scenario manipulation but again were suppressed by the presence of a second rule. Our results suggest that people make inferences about the unseen side of the cards when engaging with the task and that these inferences are systematically influenced by the presence of a second rule, but are not influenced by the probabilistic characteristics of this rule. These findings are discussed in the context of decision theoretic views of selection task performance (Oaksford & Chater, 1994). 相似文献
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Mary Catherine Scheeler 《Journal of Behavioral Education》2008,17(2):145-159
A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well
established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization
of teaching skills with beginning teachers, however. Programming for generalization continues to be a missing link between
preservice teacher preparation and inservice application of skills. Four factors emerge as important to sustaining teaching
skills in classrooms based on a review of the research. A model for promoting generalization of teaching skills using these
factors is described including using immediate feedback to promote acquisition of skills, training to mastery to promote maintenance
of behavior, programming for generalization, and providing performance feedback in classroom settings. Implications for teacher
preparation are discussed such as requiring generalization training in teacher preparation programs and training supervisors
to sequentially implement model components. 相似文献
999.
Forgiveness involves replacing negative thoughts, feelings, and behaviors with constructive responses following an interpersonal
offense. Although older adults report themselves to be more forgiving than younger adults, it is unclear why. The current
study examined forgiveness of specific offenses in two samples of Roman Catholic women. Participants wrote about an interpersonal
offense and completed a multi-dimensional measure of forgiveness with regard to the offense. On 5 of 10 dimensions, older
women (n = 26; mean age = 74 years) were significantly more forgiving of specific offenses than were younger women (n = 37; mean age = 19 years). Religiousness/spirituality and current hurt/anger about the offense partially mediated the associations
between age group and forgiveness. The results support models of successful aging, with older women showing greater likelihood
of responding to interpersonal conflicts with forgiveness. 相似文献
1000.
El Hassani AK Giurfa M Gauthier M Armengaud C 《Neurobiology of learning and memory》2008,90(4):589-595
In insects, gamma-aminobutyric acid (GABA) and glutamate mediate fast inhibitory neurotransmission through ligand-gated chloride channel receptors. Both GABA and glutamate have been identified in the olfactory circuit of the honeybee. Here we investigated the role of inhibitory transmission mediated by GABA and glutamate-gated chloride channels (GluCls) in olfactory learning and memory in honeybees. We combined olfactory conditioning with injection of ivermectin, an agonist of GluCl receptors. We also injected a blocker of glutamate transporters (L-trans-PDC) or a GABA analog (TACA). We measured acquisition and retention 1, 24 and 48 h after the last acquisition trial. A low dose of ivermectin (0.01 ng/bee) impaired long-term olfactory memory (48 h) while a higher dose (0.05 ng/bee) had no effect. Double injections of ivermectin and L-trans-PDC or TACA had different effects on memory retention, depending on the doses and agents combined. When the low dose of ivermectin was injected after Ringer, long-term memory was again impaired (48 h). Such an effect was rescued by injection of both TACA and L-trans-PDC. A combination of the higher dose of ivermectin and TACA decreased retention at 48 h. We interpret these results as reflecting the involvement of both GluCl and GABA receptors in the impairment of olfactory long-term memory induced by ivermectin. These results illustrate the diversity of inhibitory transmission and its implication in long-term olfactory memory in honeybees. 相似文献