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71.
People often feel unhappy in the morning but better later in the day, and this pattern may be amplified in the distressed. Past work suggests that one function of cortisol is to energize people in the morning. In a study of 174 students, we tested to see whether daily affect patterns, psychological distress, and awakening cortisol levels were interlinked. Affect levels were assessed using the Day Reconstruction Method and psychological distress was measured using the Depression Anxiety Stress Scales. On average, positive affect increased markedly in a linear pattern across the day, whereas negative affect decreased linearly. For the highly distressed, this pattern was stronger for positive affect. Lower than average morning cortisol, as assessed by two saliva samples at waking and two samples 30 min after waking, predicted a clear increasing pattern of positive affect throughout the day. When we examined the interlinkages between affect patterns, distress, and cortisol, our results showed that a pronounced linear increase in positive affect from morning through to evening occurred chiefly among distressed people with below average cortisol levels upon awakening. Psychological distress, although not strongly associated with morning cortisol levels, does appear to interact with cortisol levels to profoundly influence affect. 相似文献
72.
Examined parenting stress, depression, parenting satisfaction, and perceptions of child behavior in 35 custodial grandmothers seeking outpatient psychological services for their grandchildren ages 3 to 12. These clinic grandmothers reported significantly greater stress and depression, less parenting satisfaction, and more negative perceptions of their grandchildren's behavior than did 35 nonclinic custodial grandmothers. Also, similar to a comparison group of 35 clinic mothers and to the empirical literature on clinic parents, the clinic grandmothers' personal adjustment (i.e., stress and depression) was related significantly to their perceptions of their grandchildren's behavior. Thus, assessment of custodial grandmothers' adjustment, as well as grandchild behavior, in clinical settings appears warranted. 相似文献
73.
Ian Grey Rebecca Daly Justin Thomas Walaa Marassas 《Mental health, religion & culture》2018,21(3):221-230
The current study examines whether proneness to shame and guilt is related to the cultural dimensions of collectivism and individualism. Two groups of participants from Ireland (n?=?120) and the United Arab Emirates (UAE) (n?=?115) completed measures assessing collectivism, individualism, and shame and guilt proneness. Results indicated that both samples displayed similar levels of individualism and collectivism. The UAE sample reported significantly higher levels of guilt proneness and shame proneness characterised by negative self-evaluation. In contrast, the Irish sample displayed significantly higher levels of shame characterised by withdrawal tendencies. Guilt was positively correlated with individualism, but shame was not correlated with either scores on collectivism or individualism. Young Arab women appear to experience higher levels of guilt and shame characterised by negative self-evaluation in comparison to their Irish counterparts who displayed higher levels of guilt proneness. 相似文献
74.
Effects of Performance Criteria during Reading Instruction on Generalized Oral Reading Fluency 下载免费PDF全文
Although there is some evidence that setting performance criteria may improve oral reading fluency interventions, little is known about the generalized effects of these criteria. The present study trained two third‐grade students to three different fluency levels on instructional passages and assessed generalized performance in corresponding high word‐overlap passages within an alternating treatments design. Results indicated no discernable differences across experimental conditions. Follow‐up analyses revealed that generalized gains per trial were actually larger in lower criterion conditions, suggesting that performance criteria may not be as helpful as previously thought. The results are discussed in terms of the need to empirically investigate the number of instructional trials necessary to maximize instructional efficiency. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
75.
A familicide is a multiple-victim homicide incident in which the killer's spouse and one or more children are slain. National archives of Canadian and British homicides, containing 109 familicide incidents, permit some elucidation of the characteristic and epidemiology of this crime. Familicides were almost exclusively perpetrated by men, unlike other spouse-killings and other filicides. Half the familicidal men killed themselves as well, a much higher rate of suicide than among other uxoricidal or filicidal men. De facto unions were overrepresented, compared to their prevalence in the populations-at-large, but to a much lesser extent in familicides than in other uxoricides. Stepchildren were overrepresented as familicide victims, compared to their numbers in the populations-at-large, but to a much lesser extent than in other filicides; unlike killers of their genetic offspring, men who killed their stepchildren were rarely suicidal. An initial binary categorization of familicides as accusatory versus despondent is tentatively proposed. © 1995 Wiley-Liss, Inc. 相似文献
76.
Use of Brief Instructional Trials to Identify Small Group Reading Strategies: A Two Experiment Study 总被引:2,自引:2,他引:0
Merilee McCurdy Edward Daly Valerie Gortmaker Christine Bonfiglio Michael Persampieri 《Journal of Behavioral Education》2007,16(1):7-26
The Instructional Hierarchy (IH) has proven useful for understanding the functional properties of empirically valid instructional
strategies. Investigators have relied heavily on the IH as a heuristic in conceptualizing instructional components used in
brief experimental analyses. To date, only one investigation has applied brief experimental analysis results to small group
reading interventions. The purpose of this paper is to describe two studies which used single session instructional trials
to identify interventions that were subsequently applied to small group reading instruction. In both studies, individualized
instructional trials that probed for skill and performance deficits were carried out and results suggested that all students
benefited from the instructional intervention. Next, the intervention was implemented in a small group format. In Experiment
2, however, validation of the instructional package was carried out by the classroom teacher who delivered the instructional
package to the small group. In both cases, extended experimental analyses suggested that the intervention was effective at
improving all participants’ generalized reading fluency. Results of both studies are discussed in terms of how future studies
can refine procedures for validating instructional and motivational components before classroom applications. 相似文献
77.
Patrick R. Daly 《Theoretical medicine and bioethics》2009,30(2):147-160
This paper represents a preliminary investigation relating Bernard Lonergan’s thought to health science and the healing arts.
First, I provide background for basic elements of Lonergan’s theoretical terminology that I employ. As inquiry is the engine
of Lonergan’s method, next I specify two questions that underlie medical insights and define several terms, including health,
disease, and illness, in relation to these questions. Then I expand the frame of reference to include all disciplines involved
in the cycle of clinical interaction under the heading health science and the healing arts. Finally, I analyze the cycle of
clinical interaction in terms of Lonergan’s cognitive theory. I compare and contrast my analysis, based on Lonergan, with
that of Pellegrino, Thomasma and Sulmasy as I proceed. In closing, I comment briefly on the next stage of this project regarding
Lonergan’s theory of the human good in relation to the practice of the healing arts.
相似文献
Patrick R. DalyEmail: |
78.
We defend Joseph Melia's thesis that the role of mathematics in scientific theory is to 'index' quantities, and that even if mathematics is indispensable to scientific explanations of concrete phenomena, it does not explain any of those phenomena. This thesis is defended against objections by Mark Colyvan and Alan Baker. 相似文献
79.
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