Thomas B. Ward  Katherine N. S. Wickes 《创造力研究杂志》2013,25(1):15-23

Previous research has shown that category exemplars vary in how accessible they are within their categories, and that more accessible exemplars are more likely than less accessible ones to be used as starting points in creative idea generation. In the present study, specific exemplars of fruit and tools that varied in their baseline levels of unprimed accessibility were made more accessible by way of an initial rating task, which led to an increased likelihood of those primed exemplars being used in a subsequent creative generation task. At the same time, items with higher baseline levels of unprimed accessibility continued to be used more often than items with lower unprimed accessibility, providing evidence that long-term associative strengths and recent experiences with exemplars both play a role in creative generation. Explicit recall of primed items did not correlate with their use in imagination, consistent with the idea that reliance on recent experiences in generating novel ideas may be inadvertent rather than deliberate.  相似文献   

    

Wenz-Gross M  Irsfeld TD  Twomey T  Perez A  Thompson J  Wally M  Colleton B  Kroell C  McKeown SK  Metz P 《American journal of community psychology》2012,49(3-4):546-555

Services to families have traditionally been delivered in a medical model. This presents challenges including workforce shortages, lack of cultural diversity, lack of training in strength-based work, and difficulty in successfully engaging and retaining families in the therapy process. The system of care (SOC) effort has worked to establish formal roles for caregivers in SOC to improve services. This paper provides an example of one community's efforts to change the SOC by expanding the roles available to caregivers in creating systems change. It describes the model developed by Communities of Care (CoC), a SOC in Central Massachusetts, and its evolution over a 10 year period. First person accounts by system partners, caregivers hired into professional roles as well as a family receiving services, demonstrate how hiring caregivers at all levels can change systems and change lives, not only for those being served but for the caregiver/professionals doing the work. It also demonstrates, however, that change at the system level is incremental, takes time, and can be fleeting unless an ongoing effort is made to support and sustain those changes.  相似文献   

    

Fay S. Julal  Katherine B. Carnelley 《European journal of social psychology》2012,42(7):832-843

Across two studies, we examined the extent to which adults' caregiving responses reflect the quality of care received from their attachment figures. Study 1 showed that romantic caregiving reflected the quality of perceived parental and partner care. Moreover, perceived partner care mediated the link between parental care and romantic caregiving, suggesting that one's parental care affects the type of care one seeks or receives from partners, which in turn affects one's romantic caregiving. This describes a possible process for the intergenerational transmission of caregiving styles. Romantic attachment anxiety was associated with compulsive caregiving to partners. Study 2 examined causal mechanisms by priming a representation of perceived peer care and examining its effect on caregiving responses. As hypothesized, caregiving responses reflected the quality of primed peer care and were associated with attachment orientation. Findings provide evidence that individuals mentally represent the thoughts, feelings and behaviours of the care‐seeker and the caregiver during interactions and both influence one's caregiving to partners and friends. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Lisa L. Knoche  Carolyn Pope Edwards  Susan M. Sheridan  Kevin A. Kupzyk  Christine A. Marvin  Keely D. Cline  Brandy L. Clarke 《Infant mental health journal》2012,33(5):439-458

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home‐based programming. Two‐hundred thirty‐four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high‐school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16‐month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children's autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children's learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home‐based programming for families of infants and toddlers.  相似文献   

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Christine S. Lee  David J. Therriault  Tracy Linderholm 《Applied cognitive psychology》2012,26(5):768-778

Drawing from research that shows a positive relationship between multicultural experiences and creative cognition, the present study investigates creative thinking as a possible cognitive benefit gained from studying abroad. The domain generality and specificity of creative thinking is also explored. Undergraduate students completed a general measure and a culture specific measure of creative thinking. Performance on the two creative thinking tasks were compared between students who have studied abroad, students who are planning to study abroad, and students who have not and do not plan to study abroad. Results showed that students who studied abroad outperformed the two groups of students who did not study abroad on both the general and culture specific measures of creative thinking. Findings from this study provide evidence that studying abroad supports complex cognitive processes that underlie creative thinking in culture specific and domain general settings. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Christine Fawcett  Ulf Liszkowski 《Infant and child development》2012,21(3):239-249

In the current eye‐tracking study, we explored whether 12‐month‐old infants can predict others' social preferences. We showed infants scenes in which two characters alternately helped or hindered an agent in his goal of climbing a hill. In a control condition, the two characters moved up and down the hill in identical ways to the helper and hinderer but did not make contact with the agent; thus, they did not cause him to reach or not reach his goal. Following six alternating familiarization trials of helping and hindering interactions (help–hinder condition) or up and down interactions (up–down condition), infants were shown one test trial in which they could visually anticipate the agent approaching one of the two characters. As predicted, infants in the help–hinder condition made significantly more visual anticipations toward the helping than hindering character, suggesting that they predicted the agent to approach the helping character. In contrast, infants revealed no difference in visual anticipations between the up and down characters. The up–down condition served to control for low‐level perceptual explanations of the results for the help–hinder condition. Thus, together the results reveal that 12‐month‐old infants make predictions about others' behaviour and social preferences from a third‐party perspective. Copyright © 2012 John Wiley & Sons, Ltd.  相似文献   

    

Katherine Hinz  Robert G. Saba 《The Journal of Humanistic Counseling》1977,16(2):65-71

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Christine A. S. Hill 《International Journal of Applied Psychoanalytic Studies》2011,8(1):4-22

This paper arose from a PhD thesis entitled “What do patients want? Psychoanalytic perspectives from the couch”. As outcome studies in psychoanalysis have usually only acknowledged the analyst's voice, this empirical research provided an opportunity for patients to be heard. The aim was to discover what they themselves perceived as helpful, or unhelpful, in the analytic process. One of the central themes that emerged was a powerful connection between the analytic and real life experiences of father, at many levels, which needed to be explored within the transference relationship with the analyst. From this material two broad areas surfaced: the “emotionally present” and “emotionally absent” analyst. Specific case material from patients' narratives is used to demonstrate the very powerful nature of the transference/counter‐transference relationship, the significance of early relating patterns which need to be understood and skillfully addressed, and the difficulties encountered when repetition occurs and the analytic task of working through does not take place. “Father hunger” is prominent. An exploration of central issues which have contributed to such a variation in these experiences draws attention to the significance of the analysts' personal characteristics as a major impact on analytic outcomes. Copyright © 2011 John Wiley & Sons, Ltd.  相似文献   

    

Ann Dalzell  Christine Bonsmann  Deborah Erskine  Maria Kefalogianni  Katie Keogh  Kalliopi Maniorou 《Counselling and Psychotherapy Research》2010,10(2):126-138

Aims: Drawing on their engagement in a specific collective biography research project, the co-authors aim to demonstrate how the weaving together of creative story-telling and the theory underlining collective biography practices resulted in an understanding of rhizomatic research methodologies from within the process. This paper aims to demonstrate one way in which research methodologies training can become more firmly embedded within counsellor training courses. Method: A collective of counselling students and a session tutor colleague used collective biography practices to research their memories of traversing the liminal space between ‘counsellor’ and ‘counselling researcher’. Alongside the resulting collective stories, a collaborative review of the research process examined our chosen ways of working within the project. Outcomes: Engaging in collective biography practices resulted in an experiential shift from ‘learning to do counselling research’ to ‘becoming counselling researchers’. Weaving together research processes and researcher reflexivity generated personal and professional learning. Ways in which these research methodologies complement core components of counselling training, within and beyond the teaching of research, were identified. Conclusions: Collective biography practices offer a way of introducing non-arboreal creative research methodologies into counsellor training. Careful consideration of potential challenges surrounding the introduction of these practices is required.  相似文献   

    

Katherine Nelson 《Child Development Perspectives》2010,4(1):42-47

Abstract— A narrative view of child development presents an experiential child who explores the social, cultural, and physical world in search of meaning in collaboration with social guides and companions. Experience is seen as conditioned from 6 directions: inheritance, embodiment, ecological situatedness, social embeddedness, cultural and symbolic conditions, and past experience. The experiential view thus shifts the focus of social-cultural approaches from “external” influences on development to the complexity and individuality of interactive everyday experience that constitute the ongoing process of development. Among other consequences, a dramatic expansion of shared meaningful experience and expanded scope of consciousness emerges from experiences involving linguistic discourse during the preschool period, thereby significantly advancing the child’s social, emotional, and cognitive development.  相似文献