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Elena Spiridon Linda K. Kaye Rod I. Nicolson Heather J. Ransom Angel J. Y. Tan Bryan W. X. Tang 《Journal of applied social psychology》2020,50(7):394-405
Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance. 相似文献
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Kevin?D.?BeckEmail author Francis?X.?Brennan Richard?J.?Servatius 《Integrative psychological & behavioral science》2002,37(2):128-139
In this study we assessed habituation and sensitization of the acoustic startle response (ASR) to discern whether intense,
inescapable stress affects nonassociative learning differently in male and female rats. Rats were inescapably stressed 2 hours
per day over 3 consecutive days. ASR magnitudes were measured at several times post-stress (1, 4, 8, and 15 days after cessation).
Females generally showed greater ASR magnitudes (compared to males), but both sexes exhibited short and long-term habituation
across the testing days. ASR magnitudes were only affected by stress in male subjects. The effect in males was an increase
in short-term sensitization of the ASR on post-stress day-4. The results suggest that stressed males and females react differently
to ASR testing, in that stress males appear to develop an exaggerated ASR response over repeated test sessions due to short-term
sensitization. The source of the short-term sensitization is discussed with regards to possible stress-induced enhanced contextual
learning during ASR testing on post-stress day-1. 相似文献
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Nicholas P Spanos T X Barber Gerald Lang 《Integrative Physiological and Behavioral Science》2005,40(3):119-128
Eighty Ss were first tested for base-level response to a pain-producing stimulus and then were re-tested on the same pain stimulus after receiving 1 of 8 experimental treatments. The 8 treatments were arranged in a 2 x 2 x 2 factorial design: presence or absence of hypnotic induction procedure; presence or absence of instructions for anesthesia; and presence or absence of demands for honest reports. Neither the hypnotic-induction procedure nor the demands for honesty affected the Ss'reports of the degree of pain experienced. The anesthesia instructions--"think of the hand as numb and insensitive as if it were a piece of rubber..."--produced an equal degree of pain reduction in hypnotic and non-hypnotic Ss and in Ss who were and those who were not exposed to demands for honesty. The results indicate that (a) Ss' reports of pain are less affected by demands for honesty and are more closely related to their actual experiences than has been previously assumed and (b) instructions which direct Ss to exercise cognitive control over painful sensory input are effective (with or without 'hypnosis') in reducing the experience of pain. 相似文献
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Although it is widely known that brain regions such as the prefrontal cortex, the amygdala, and the ventral striatum play
large roles in decision making, their precise contributions remain unclear. Here, we used functional magnetic resonance imaging
and principles of reinforcement learning theory to investigate the relationship between current reinforcements and future
decisions. In the experiment, subjects chose between high-risk (i.e., low probability of a large monetary reward) and low-risk
(high probability of a small reward) decisions. For each subject, we estimated value functions that represented the degree
to which reinforcements affected the value of decision options on the subsequent trial. Individual differences in value functions
predicted not only trial-to-trial behavioral strategies, such as choosing high-risk decisions following high-risk rewards,
but also the relationship between activity in prefrontal and subcortical regions during one trial and the decision made in
the subsequent trial. These findings provide a novel link between behavior and neural activity by demonstrating that value
functions are manifested both in adjustments in behavioral strategies and in the neural activity that accompanies those adjustments. 相似文献
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Contemporary cognitive models of obsessive-compulsive disorder emphasize the importance of various types of dysfunctional beliefs, such as beliefs about inflated responsibility, perfectionism and the importance of controlling one's thoughts. These beliefs have been conceptualized as main effects, each influencing obsessive-compulsive symptoms independent of the contributions of other beliefs. It is not known whether beliefs interact with one another in their influence on obsessive-compulsive symptoms. To investigate this issue, data from 248 obsessive-compulsive disorder patients were analyzed. Dependent variables were the factor scores on the 4 Padua Inventory subscales. Predictor variables were the factor scores from the 3 factors (inflated responsibility, perfectionism and controlling one's thoughts) of the Obsessive Beliefs Questionnaire and their 2- and 3-way interactions. Regression analyses revealed significant main effects; in almost all analyses one or more of inflated responsibility, perfectionism, and controlling one's thoughts factors predicted scores on the Padua factors even after controlling for general distress. There was no evidence that beliefs interact in their effects on obsessive-compulsive symptoms, thereby providing a relatively unusual instance in which a simpler explanation (main effects only) is just as powerful as a more complex model. 相似文献
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The question addressed here is whether misleading suggestions made to children a year after target events had occurred will alter long-term recall. One group (3-13 years old when injured and treated in a hospital Emergency Room) were given both misleading and accurate reinstating information a year later, and recall of target events assessed both 1 week and another year later (i.e., 2 years post-injury). A control group had recall assessed both 1 and 2 years post-injury. Misleading had little effect on children's recall 1 week later, although a few misled details were reported. However, a year later virtually none of the misleading information was incorporated into long-term recall. Rather, children were more, not less, accurate when recalling details about which they had been misled. Results were attributed to target events having been highly memorable and well rehearsed via previous recalls, and detection of discrepancies between memory and misleading information focusing attention on targeted details. 相似文献