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831.
832.
Social Psychology of Education - This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their... 相似文献
833.
Graham Pluck Marco A. Córdova Christine Bock Izan Chalen Ana F. Trueba 《The British journal of developmental psychology》2021,39(1):19-38
Socio-economic status (SES) is linked to the development of cognitive abilities, particularly language and executive processes. It is unclear whether these represent a single or independent correlates. We studied 110 Ecuadorian youths aged 12–17 with measures of SES, language, executive function, and theory of mind (ToM), a.k.a. mentalizing. A subsample gave hair samples to estimate recent cortisol levels. Restricting analyses to reliable measures, SES was highly associated with language skill, and to a lesser extent with executive function and ToM performance. However, those latter associations were attenuated and non-significant when language ability was controlled for statistically. Systemic cortisol levels were not associated with SES, but were significantly and negatively correlated with ToM, independent of variation in language skills. We conclude that language development underlies most of the impact of SES on executive function and ToM ability of adolescents, but that stress-related cortisol may have an independent, direct effect on mentalizing. 相似文献
834.
Shannon N. Ward Gregory P. Hanley Christine A. Warner Ellen E. Gage 《Journal of applied behavior analysis》2021,54(1):248-269
When problem behavior is controlled by a synthesized reinforcement contingency, a simple omnibus mand that yields access to all reinforcers simultaneously has been shown to effectively replace problem behavior. The question arises as to whether teaching an omnibus mand will preclude the acquisition of specifying mands for each of the combined reinforcers. In this study, after 3 students diagnosed with autism acquired an omnibus mand (“My way, please”) that yielded all identified reinforcers simultaneously, specifying mands (e.g., “All done,” “May I have my toys?” “Play with me”) were taught to yield each individual reinforcer (e.g., escape, tangibles, attention). Problem behavior was immediately eliminated for all children, and the omnibus mand was acquired quickly. Teaching an omnibus mand did not preclude acquisition of specifying mands for any learner and instead allowed for the acquisition of specifying mands once problem behavior had been effectively reduced. 相似文献
835.
Amy L. Demyan Christine M. Abraham Ngoc H. Bui 《The American journal of family therapy》2018,46(1):67-80
This study investigated MFT trainees' perspectives of competency problems as they imagine themselves as supervisors. Trainees read seven vignettes and selected from 17 remediation responses (N = 21) originally designed for licensed supervisors (Russell, Beggs, Peterson, & Anderson, 2007). Consistent with the literature, respondents endorsed talking with the trainee as their first line of remediation and reserved dismissal for competencies related to dishonesty/fraud. Contrary to past research, trainees identified late case notes as a dismissible offense and were more lenient with untreated mental illness. Supervisors might consider orienting trainees to ethical decision making and remediation policies/strategies prior to their work in the field. 相似文献
836.
Does parental coaching affect children's false reports? Comparing verbal markers of deception 下载免费PDF全文
Victoria Talwar Kyle Hubbard Christine Saykaly Kang Lee R.C.L. Lindsay Nicholas Bala 《Behavioral sciences & the law》2018,36(1):84-97
The present study examined differences in children's true and false narratives as a function of parental coaching by comparing the verbal markers associated with deception. Children (N = 65, 4–7 years old) played the same game with an adult stranger over three consecutive days. Parents coached their children to falsely allege that they had played a second game and to generate details for the fabricated event. One week after the last play session, children were interviewed about their experiences. For children with the least amount of parental coaching, true and false reports could be distinguished by multiple verbal markers of deception (e.g., cognitive processes, temporal information, self‐references). The fabricated reports of children who spent more time being coaching by a parent resembled their truthful reports. These findings have implications for real‐world forensic contexts when children have been coached to make false allegations and fabricate information at the behest of a parent. 相似文献
837.
Christine M. Gottlieb 《The Journal of medical humanities》2018,39(3):325-336
Wit explores modes of reading representations of death and dying, both through the play’s sustained engagement with Donne’s Holy Sonnets and through Vivian’s self-reflexive approach to her illness and death. I argue that the play dramatizes reparative readings, a term coined by Eve Kosofsky Sedgwick to describe an alternative to the paranoid reading practices that have come to dominate literary criticism. By analyzing the play’s reparative readings of death and dying (as well as its representation of the shortcomings of paranoid readings), I show how Wit provides lessons about knowledge-making and reading practices in the field of health humanities. 相似文献
838.
Meghan L. Tipsword Peter S. White Christine G. Spaeth Richard F. Ittenbach Melanie F. Myers 《Journal of genetic counseling》2018,27(2):392-405
The paper-based pedigree is the current standard for family health history (FHH) documentation in genetic counseling. Several tools for electronic capture of family health data have been developed to improve re-use and accessibility, data quality and standardization, ease of updating, and integration with electronic medical records. One such tool, the tablet-based Proband application, provides a flexible approach to data capture in dynamic and diverse clinical settings. This study compared Proband FHH collection to paper-based methods and investigated the usability of Proband in a clinical setting. After one use by 23 genetic counselors and students, Proband had 91% accuracy with a FHH audio scenario, which was significantly less (p?<?0.001) than paper’s 96% accuracy. These differences were attributed to incorrect or missing ages of grandparents (p?<?0.001) and great-aunts/uncles (p?=?0.012) and missing documentation of consanguinity (p?<?0.001). Possible explanations for these differences include greater experience with paper FHH documentation and pre-populated prompts for consanguinity on the paper template used. Proband’s perceived usability increased with use, with individual System Usability Scores increasing between first and last use (p?=?0.033). We conclude that tools for dynamic, provider-driven FHH documentation such as Proband show promise for improving risk assessment accuracy and quality patient care. 相似文献
839.
Anja Johnsen Ragnhild Bjørknes Anette Christine Iversen Mona Sandbæk 《Journal of child and family studies》2018,27(7):2285-2294
In the present study, we investigated parenting styles and self-perceived school competence among low-income adolescents in Norway. The purpose of the study was threefold: (1) to identify differences, if any, in self-perceived school competence between low-income ethnic Norwegians and low-income ethnic minorities; (2) to determine differences, if any, in the perception of parenting styles between the groups; and (3) to determine if parenting styles predict self-perceived school competence in the two groups. The sample consisted of 253 adolescents 12–18 years of age; 130 adolescents were ethnic Norwegians, and 123 were from ethnic minorities. Self-perceived school competence was measured using the Scholastic Competence subscale of Harter’s Self-Perception Profile for Adolescents. Perception of parenting style was measured with the following three scales: support, monitoring and neglect. An independent-samples t-test revealed that ethnic minorities reported higher levels of self-perceived school competence than did ethnic Norwegians. No significant difference between the groups in their perception of parenting styles was observed. Support and monitoring were positively correlated with school competence, whereas neglect was negatively correlated with school competence. When all three parenting styles were entered separately into standard multiple regression analyses for the two groups, a high degree of perceived neglect significantly predicted low self-perceived school competence in both groups. This finding indicates how schools and policy makers can explore the types of support that families may need to adopt better upbringing styles. 相似文献
840.
Jennifer Katz Christine Merrilees Jillian LaRose Claire Edgington 《Journal of aggression, maltreatment & trauma》2018,27(4):444-459
Women of color are affected by both sexism and racism. We examined White women’s attitudes about sexism (hostile and benevolent sexism) and racial injustice (White empathic responses to racism) as correlates of their responses to a Black woman at risk for an alcohol-related sexual assault. White undergraduate women (N = 172) reported on their attitudes and then completed measures of blame and willingness to intervene in response to a scenario in which a woman named “LaToya” is at risk. All 3 types of attitudes were directly related to victim blame, whereas only hostile sexism was directly, negatively related to willingness to intervene. White empathic responses to racism moderated the associations between benevolent sexism and both victim blame and willingness to intervene. Results suggest that among White female bystanders, both hostile and benevolent sexist attitudes were related to increased blame and reduced willingness to intervene to help Black women at risk. The adverse effects of benevolent sexism, however, were reduced for those with greater concerns about racial injustice. 相似文献