Jessica K. Ljungberg  Pia Elbe  Daniel E. Sörman 《Scandinavian journal of psychology》2020,61(2):195-203

The impact of linguistic distance or the relatedness between two languages, on bilinguals’ episodic memory performance and verbal fluency is an understudied area. Thus, the purpose of this study was to determine if differences in linguistic distances have differential effects on these abilities. Measures of episodic recognition, categorical fluency, and global cognitive functioning were also considered in the analyses. Two matched samples with participants living and educated in Sweden were drawn from the Betula Prospective Cohort Study. Results showed that bilinguals who speak linguistically similar languages (Swedish and English), performed significantly better than monolinguals on both episodic memory recall and letter fluency, while bilinguals who speak two languages that are more distant (Swedish and Finnish), showed no advantages compared to their monolingual counterparts. For both tasks, however, a linear trend was observed indicative of better performance for the Swedish-English group compared to the Finnish-Swedish group, and for the Swedish-Finnish group compared to the monolinguals group. As expected, no differences between groups were found in any of the other cognitive tasks. Overall, results suggest that the impact of linguistic distances should be explored in more detail in the future.  相似文献   

A Winding Road to Peace Building: Longitudinal Outcomes of a Peace Intervention for Survivors and Génocidaires of the 1994 Genocide Against the Tutsi in Rwanda     

Ezer Kang  Darcie A.P. Delzell  Jordan Snyder  Grace K. Mwemere  Christophe Mbonyingabo 《American journal of community psychology》2020,66(1-2):39-52

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Kaitlin S. Curtis  Kara L. Forck  Megan A. Boyle  Brittany M. Fudge  Heather N. Speake  Benjamin P. Pauls 《Journal of applied behavior analysis》2020,53(2):635-648

We evaluated the viability of an interview-informed synthesized-contingency analysis (IISCA) conducted in a trial-based format with 3 children with autism spectrum disorders who engaged in problem behavior. We compared results to those from typical trial-based and traditional functional analyses and found high degrees of correspondence. The trial-based IISCA format took the least amount of time to conduct and was associated with the lowest frequencies of problem behavior. Results are discussed in terms of merits of each of the 3 types of functional analysis arrangements and directions for future research.  相似文献   

    

Seth G. Walker  Stephanie L. Mattson  Tyra P. Sellers 《Journal of applied behavior analysis》2020,53(4):2260-2270

Several studies have examined the efficacy of behavior analytic coaching strategies in sports to increase performance fluency. Rock climbing is a multifaceted sport requiring mastery of several complex behavior chains in order to successfully navigate climbing surfaces. To date, most investigations have focused on the physiological aspects of rock climbing, as opposed to training specific rock-climbing movements. In this replication and extension, researchers used a multiple baseline design across skills to examine an expert video modeling plus video and verbal feedback training package on foundational rock-climbing skills of novice adult climbers. Results demonstrated that all participants showed an increase in accurate performance for all three skills that were targeted in the intervention.  相似文献   

    

Daniel E. Conine  Timothy R. Vollmer  Hypatia A. Bolívar 《Journal of applied behavior analysis》2020,53(2):744-766

Deficits in response to name (RTN) are an early indicator of autism spectrum disorder (ASD), and RTN is a treatment goal in many early intervention curricula for children with ASD. However, little research has empirically evaluated methods for increasing RTN in children with ASD. We evaluated a series of conditions designed to increase RTN for 4 children with ASD using a multielement experimental design. The schedules of tangible reinforcement were thinned after mastery and generalization was tested across people and contexts. Tangible reinforcers were necessary to increase RTN for all 4 participants, and the schedule of reinforcement was successfully thinned with all participants after intervention. Generalization was also observed across people and experimental contexts.  相似文献   

    

David A. Wilder  Daniel Cymbal  Jamie Villacorta 《Journal of applied behavior analysis》2020,53(2):1170-1176

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to identify the variables contributing to poor employee performance in human service settings, such as clinics, schools, and residential facilities. Upon completion of the tool, an intervention indicated by PDC-HS results is used to improve employee performance. To date, the PDC-HS has been used in a number of studies. This review describes the existing research on the PDC-HS and provides suggestions for future research.  相似文献   

Stability and change of values during the formative years: Latent state–trait analyses of adolescents in a seven-wave panel study     

Andreas Pöge 《Journal of personality》2020,88(2):266-286

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Frank C. P. van der Horst  Karin Zetterqvist Nelson  Lenny van Rosmalen  René van der Veer 《Journal of the history of the behavioral sciences》2020,56(3):169-185

Attachment theory, developed by child psychiatrist John Bowlby, is considered a major theory in developmental psychology. Attachment theory can be seen as resulting from Bowlby's personal experiences, his psychoanalytic education, his subsequent study of ethology, and societal developments during the 1930s and 1940s. One of those developments was the outbreak of World War II and its effects on children's psychological wellbeing. In 1950, Bowlby was appointed WHO consultant to study the needs of children who were orphaned or separated from their families for other reasons and needed care in foster homes or institutions. The resulting report is generally considered a landmark publication in psychology, although it subsequently met with methodological criticism. In this paper, by reconstructing Bowlby's visit to several European countries, on the basis of notebooks and letters, the authors shed light on the background of this report and the way Bowlby used or neglected the findings he gathered.  相似文献   

    

Kristen P. Jones  Judith A. Clair  Eden B. King  Beth K. Humberd  David F. Arena 《Personnel Psychology》2020,73(3):431-458

Pregnancy reflects a common experience for women in today's workforce, yet recent data suggest that some women scale back or leave the workforce following childbirth. Considering these effects on women's careers, researchers have sought to understand the underlying dynamics of these decisions. Here, we explore a paradoxical reason for weakened postpartum career attitudes: help that women receive during pregnancy. We integrate stereotype threat and benevolent sexism theories to explain how the effects of help on postpartum intentions to quit may be transmitted through reductions in work self-efficacy. In doing so, we consider the role of perceived impact—or the extent to which help interferes with versus enables women's perceived ability to continue performing their work role. Results of a weekly diary study of 105 pregnant employees suggest that work-interfering help led to decreased self-efficacy for work during the following week. Furthermore, there was an indirect effect of average help received at work during pregnancy on postpartum intentions to quit the workforce through reductions in work self-efficacy that was stronger insofar as help was work-interfering versus work-enabling. Taken together, our results highlight unintended negative consequences that occur when others provide ineffective support to women at work during pregnancy.  相似文献   

    

Gabriel P. Kuperminc  Wing Yi Chan  Katherine E. Hale  Hannah L. Joseph  Claudia A. Delbasso 《American journal of community psychology》2020,65(1-2):136-148

This study examined the role of participation in a year-long school-based group mentoring program, Project Arrive (PA), on increasing resilience during the first year of high school among students identified as being at high risk for school dropout. Participants were 114, ninth grade students taking part in one of 32 PA mentoring groups, and 71 statistically matched comparison students (53% male, 75% eligible for free/reduced-price lunch, 62% Latinx). Using a propensity score with inverse probability of treatment weighting (IPTW) to reduce selection bias, and a multi-level model to account for non-independence of data within mentoring groups, we examined changes from pre-test to program exit on seven external resilience resources (developmental supports and opportunities) and four internal resilience assets (personal strengths). At program exit, PA participants had higher adjusted means than comparisons on six external resources, including school support, school belonging, school meaningful participation, peer caring relationships, prosocial peers, and home meaningful participation. PA participants also had higher adjusted means on one internal asset, problem solving. Results point to the promise of group mentoring as an approach for increasing resilience among academically vulnerable adolescents.  相似文献