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91.
224 suicides from the Golden Gate Bridge in 1999-2009 were younger than other suicides handled by the Marin County Coroner but did not differ by sex or race. Those witnessed did not differ from those not witnessed. Compared to suicides from the bridge in the 1970s, recent suicides were older, more often male, and more often nonwhite. 相似文献
92.
Cynthia A. Hedricks Chet Robie Frederick L. Oswald 《International Journal of Selection & Assessment》2013,21(1):99-110
Reference checking is a near‐universal practice within personnel selection systems, and legal pressures to gather job‐relevant and structured feedback from references is mounting. Despite this state of affairs, reference checking is a woefully under‐researched method for obtaining psychometrically sound and behaviorally informative data that predict task, team, and leadership behavior at work. From studies of job candidates in applied settings, this article reports on the reliability, validity, and compliance of multisource reference feedback gathered using a web‐based methodology. Acceptable levels of internal consistency, inter‐rater reliability, and test–retest reliability of the reference‐checking instrument were realized. Results of survival analyses found support for prediction of involuntary, but not voluntary turnover. No practically significant differences were found in overall mean scores across demographic subgroups. Finally, the web‐based reference‐checking system evinced high degrees of efficiencies across a range of metrics (e.g., reference response time, reference response rate, candidate response time). 相似文献
93.
Abstract Thirty-seven 3-year-old children, who had learned a 9-action event sequence (“making Play-Doh spaghetti”) when they were 20 months old, returned to the lab to determine whether they would be able to verbally and/or behaviourally recall the event after a 12- to 22-month delay. Children originally participated in the event either one or three times and experienced different parts of the event either at three distinct locations (spatial condition) or at a single location (nonspatial condition). Results show very little evidence of long-term memory for the event after one to two years. Returning children did not verbally recall the event, and they did not perform more actions or sequence the event more accurately than controls, with the exception of the older experimental children who had a tendency to sequence the event more accurately than same-aged controls. Although the results indicate that young children's memory for novel events is not very enduring, there were individual differences in children's ability to remember the event. These differences are discussed in terms of potential differences in cognitive abilities and changing knowledge about retrieval strategies or memory. 相似文献
94.
Trevor S. Harding Matthew J. Mayhew Cynthia J. Finelli Donald D. Carpenter 《Ethics & behavior》2013,23(3):255-279
This study examines the use of a modified form of the theory of planned behavior in understanding the decisions of undergraduate students in engineering and humanities to engage in cheating. We surveyed 527 randomly selected students from three academic institutions. Results supported the use of the model in predicting ethical decision-making regarding cheating. In particular, the model demonstrated how certain variables (gender, discipline, high school cheating, education level, international student status, participation in Greek organizations or other clubs) and moral constructs related to intention to cheat, attitudes toward cheating, perceptions of norms with respect to cheating, and ultimately cheating behaviors. Further the relative importance of the theory of planned behavior constructs was consistent regardless of context, whereas the contributions of variables included in the study that were outside the theory varied by context. Of particular note were findings suggesting that the extent of cheating in high school was a strong predictor of cheating in college and that engineering students reported cheating more frequently than students in the humanities, even when controlling for the number of opportunities to do so. 相似文献
95.
Multi-tiered systems of social behavioral support in schools provide varying levels of intervention matched to student need. Tier I (primary or universal) systems are for all students and are designed to promote pro-social behavior. Tier III (tertiary or intensive) supports are for students who engage in serious challenging behavior that has not responded to other efforts. In between Tier I and Tier III are Tier II (secondary or targeted interventions), for students at risk for developing more serious problematic behavior. The purpose of this study was to evaluate Breaks are Better, a Tier II intervention designed for students who engage in problem behavior maintained by avoidance of instructional activities. Breaks are Better builds on an evidence-based Tier II intervention, Check-in/Check-out, but includes key components to enhance its effectiveness for students who avoid instruction. Working with three typically developing elementary school students, we documented changes in problem behavior during academic instruction following the implementation of Breaks are Better. Further, students and teachers rated the intervention as both feasible and valuable. 相似文献
96.
Thirty left-handed and right-handed Ss (10 each from the second grade, fifth grade, and college) were compared on four subtests of the Torrance creativity test. At each age level, left-handed students had higher creativity scores than right-handers. The greatest differences were found on the Elaboration subtest. 相似文献
97.
In this study, we investigated gender differences in problem solving as a function of problem context and expectations for success. Subjects were 90 women and 56 men from introductory psychology classes who were administered a set of mathematical problems varying in gender context under male-expectancy, female-expectancy, and neutral-expectancy conditions. No significant gender differences or interaction of gender with problem context were found. However, significant effects of problem context and expectancy were found. Both male and female subjects made higher scores on female-context problems and lower scores in the female-expectancy condition. When mathematics aptitude was used as a covariate, an interaction of gender with expectancy was found. Men in the female-expectancy condition made significantly lower scores than either men or women in the male-expectancy condition. 相似文献
98.
Cynthia Marie Vejar Octavia D. Madison-Colmore Mercedes B. Ter Maat 《The American journal of family therapy》2013,41(1):17-31
According to the literature, minimal research has been conducted on fulltime mothers (i.e., stay-at-home mothers [SAHM]); studies dealing with motherhood tend to emphasize the developmental needs of the child versus the mother. The current research seeks to tackle that issue by bringing fulltime motherhood to the forefront. In particular, phenomena related to women transitioning from work to fulltime motherhood are qualitatively examined. Four women participated in this study and shared their personal experiences surrounding this subject matter. A SAHM Model and two SAHM Portraits are created to comprehend and explain the complexities found within their roles. 相似文献
99.
Perceptions of the quality of two kinds of psychological methods—brain magnetic resonance imaging (MRI) and cognitive testing—were assessed in response to a scenario in which an expert's opinion rendered a politician incompetent to continue in his elected position. Participants evaluated the quality of MRI evidence more favorably than cognitive testing evidence, an effect that was particularly pronounced among participants motivated to disbelieve the evidence (strong partisans of the same party as the politician). This study is among the first to underscore the potential real-world implications of layperson's perceptions of psychological methods and to highlight that evaluations of “softer” methods may be more malleable than the “harder” ones. 相似文献
100.
Cynthia L.S. Pury 《Cognition & emotion》2013,27(5):667-683
Information-processing biases of attention toward and interpretation of threat were measured in 29 undergraduates during a period of low academic stress. During a later period of high academic stress, participants were interviewed about their emotional response: anxious and depressive symptoms, and positive and negative affect. Anxiety symptoms at follow-up were predicted by attention to masked threat stimuli, while negative affect at follow-up was predicted by interpretation of ambiguous items as threatening. Results suggest that although attentional processes appears to play a role in the development of anxiety symptoms, the experience of negative affect during stress may be regulated by more interpretive processes. 相似文献