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271.
In contrast to prior research, our results demonstrate that it is possible to acquire rich, highly accurate, and quickly accessed knowledge of an artificial grammar. Across two experiments, we trained participants by using a string-edit task and highlighting relatively low-level (letters), medium-level (chunks), or high-level (structural; i.e., grammar diagram) information to increase the efficiency of grammar acquisition. In both experiments, participants who had structural information available during training generated more highly accurate strings during a cued generation test than did those in other conditions, with equivalent speed. Experiment 2 revealed that structural information enhanced acquisition only when relevant features were highlighted during the task using animation. We suggest that two critical components for producing enhanced performance from provided model-based knowledge involve (1) using the model to acquire experience-based knowledge, rather than using a representation of the model to generate responses, and (2) receiving that knowledge precisely when it is needed during training. 相似文献
272.
Motivation and Emotion - Suppression is one of the most commonly studied emotion-regulation strategies and a variety of studies have shown that suppression of emotions is associated with adverse... 相似文献
273.
For the first time in a sport setting this study examined the intensity and direction of the competitive state anxiety response in collegiate athletes as a function of four different coping styles: high-anxious, defensive high-anxious, low-anxious and repressors. Specifically, the study predicted that repressors would interpret competitive state anxiety symptoms as more facilitative compared to high-anxious, defensive high-anxious, and low-anxious performers. Separate Multivariate Analyses of Variance (MANOVA) were performed on the intensity and direction subscales of the modified Competitive State Anxiety Inventory-2 (CSAI-2). A significant main effect was identified for trait worry revealing that low trait anxious athletes reported lower intensities of cognitive and somatic anxiety and higher self-confidence and interpreted these as more facilitative than high trait anxious athletes. The prediction that performers with a repressive coping style would interpret state anxiety symptoms as more facilitative than performers with non-repressive coping styles was not supported. 相似文献
274.
This study examined the stability of the child and maternal affective expression and maternal responsiveness and the mutual influence of child and maternal expression of emotion. The authors tested whether maternal depression and child problem behavior were associated with the pattern of emotional exchange within the mother-child dyads. The sample consisted of 69 mother-child dyads (children aged 2-5 years), with 32 of the mothers having childhood-onset depression. Mothers were mostly stable in their affective expression (positive and negative) and responsiveness, whereas children were only stable in positive expression. Within the dyads, mothers seemed to play a more important role in regulating children's later emotional expression. Maternal depression was associated with concurrent maternal responsiveness and their reduced positive expression over time. Results are discussed in relation to the differential function of parental general positivity and responsiveness and the interpersonal transmission of emotional problems. 相似文献
275.
Kenneth E. Rogers John Bishop Robert C. Lane 《Journal of Contemporary Psychotherapy》2003,33(3):235-242
Often, sentence completion tests are administered to clients without a clear sense of the clinical questions to be investigated, and, therefore, the appropriate sentence completion instrument to be used. The multitude of forms that have evolved in the last fifty years have made it difficult for clinicians to make informed decisions about which form to use and for what purpose. This article presents ten general guidelines or considerations for the effective use of this popular but sometimes misused psychological assessment method. Practitioners are urged to consider such issues as oral versus written presentation of items, item content in terms of positive or negative stimulus pull, the structure of sentence stems, the original purpose of a given test in regard to intended population and theoretical orientation of the author, and the empirical validity of tests. 相似文献
276.
Two questions were central: What are the current and what were the past new developments in the therapist–client relationship? By means of a “philosophy of science analysis,” what principles may be taken as helping to account for these new developments? Nine principles were identified in a review, including the articles in the present theme issue of the journal. The proposal and invitation are to use these nine principles to generate further, future, promising new developments in the therapist–client relationship. 相似文献
277.
This study investigated the magnitude of treatment effect and clients' perceptions of change during a 10‐week intensive outpatient program (IOP) for individuals with posttraumatic stress disorder. Participants were 48 adults (30 women, 18 men) with a mean age of 43.48 years (SD = 12.16) who were predominantly European American (72.9%, n = 35). Results of a mixed‐methods sequential explanatory design indicated that the IOP was strongly associated with decreased psychological symptom severity and increased relational health among participants over time. 相似文献
278.
Geetha Gopalan Maria Jose Horen Eric Bruns Miera Corey Sarah Meteyer Morgan Pardue Tynetta Lane Marlene Matarese 《Journal of child and family studies》2017,26(7):1923-1935
This qualitative study examined caregivers’ perceptions of Parent Peer Support (PPS) services, embedded in the Wraparound service delivery model for youth with severe emotional and behavioral disturbances (SEBD), to identify potential engagement facilitators and barriers. Wraparound is a holistic process involving multiple formal and informal providers to collectively implement an individualized, family-centered plan of care focused on maintaining youth with SEBD within the community. PPS are frequently referred to caregivers involved in Wraparound to provide additional support. Caregivers (n?=?35) previously involved in an evaluation of one state’s Wraparound model participated in a single 30–60-min interview. Interview questions examined caregivers’ expectations about PPS, reasons for accepting or refusing PPS, and caregivers’ perceived impact of PPS. Transcribed interviews were analyzed using strategies from grounded theory methodology. Perceived need, as well as desire for shared experiences, knowledge, and assistance in accessing resources, facilitated accepting the PPS service. Barriers included inaccurate expectations of PPS, time limitations on Wraparound services, escalating youth behavior requiring more restrictive placements, scheduling difficulties, perceived unresponsiveness, and caregivers feeling overwhelmed by the number of providers. Caregivers indicated that PPS provided several benefits for themselves, youth in the care, and their families. However, potential barriers to ongoing engagement included perceived intrusiveness, as well as misalignment between services offered and caregivers’ needs. 相似文献
279.
Kathleen Lynne Lane Sally M. Barton-Arwood J. Ron Nelson Joseph Wehby 《Journal of Behavioral Education》2008,17(1):43-62
This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional
and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems,
with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that
elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures.
Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age
groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing,
and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective
factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research
are addressed. 相似文献
280.