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521.
    
Qualitative methods were used to develop a contextually relevant quantitative measure of parenting stress and inform the design of family-focused interventions aimed at preventing adolescent mental and behavioral health problems. The study focused on the experiences of low-income one- and two-parent families representing three ethnic groups (Mexican, African, and European Americans) living in low-income neighborhoods in a large Southwestern city. This report describes the place of this study in a broader program of prevention research, the qualitative methods and data analysis procedures employed, and how the results were used to develop a new measure of parenting stress and inform future program design. The report also includes reflective comments on the methods used and lessons gained.  相似文献   
522.
    
This paper gives an overview of social representation theory, definitions of the key terms and of the social processes leading to a representation and to social identity. Six empirical studies are presented and details of their methods and findings are given to illustrate this social psychological approach. These studies are about the ontogenesis of gender, the public sphere in Brazil, madness on British television, images of androgyny in Switzerland, individualism and democracy in post-communist Europe and metaphorical thinking about conception. The methods are ethnography, interviews, focus-groups, content analysis of media, statistical analysis of word associations, questionnaires and experiments. Finally, social representation theory is compared to theories of attitudes, schemata and social cognition.  相似文献   
523.
    
This paper reports an investigation into the age of acquisition of object names and object knowledge in a cross-sectional study of 288 children aged between 3 years 7 months and 11 years 6 months, comprising equal numbers of boys and girls. The objects belonged to four categories: animals, fruit and vegetables, implements, and vehicles. They were presented in three image types: line drawings, black-and-white photographs, and coloured photographs. In the knowledge test, five probe questions were asked for each object given the spoken name. Results showed that line drawings were more difficult to name than either black-and-white photographs or coloured photographs, which did not differ. The boys significantly out-performed the girls at naming and knowing, both overall and specifically for the category of vehicles. Naming and knowledge increased steadily with age but while young children below about 6 years 6 months showed an advantage to naming, older children showed an advantage to knowing. Similarly, age-of-acquisition measures for each item revealed a significant shift in the relationship between naming and knowing at around 80 months. We argue that differences in learning experience lead younger and older children to associate object names with different types of information, and we suggest that this difference probably accounts for the age-of-acquisition effects reported in adult object naming.  相似文献   
524.
When attention is oriented to a peripheral visual event, observers respond faster to stimuli presented at a cued location than at an uncued location. Following initial reaction time facilitation responses are slower to stimuli subsequently displayed at the cued location, an effect known as inhibition of return (IOR). Both facilitatory and inhibitory effects have been extensively investigated in two-dimensional space. Facilitation has also been documented in three-dimensional space, however the presence of IOR in 3D space is unclear, possibly because IOR has not been evaluated in an empty 3D space. Determining if IOR is sensitive to the depth plane of stimuli or if only their bi-dimensional location is inhibited may clarify the nature of the IOR. To address this issue, we used an attentional cueing paradigm in three-dimensional (3D) space. Results were obtained from fourteen participants showed IOR components in 3D space when binocular disparity was used to induce depth. We conclude that attentional orienting in depth operates as efficiently as in the bi-dimensional space.  相似文献   
525.
    
How can we understand the uses of music in daily life? Music is a universal phenomenon but with significant interindividual and cultural variability. Listeners’ gender and cultural background may influence how and why music is used in daily life. This paper reports the first investigation of a holistic framework and a new measure of music functions (RESPECT‐music) across genders and six diverse cultural samples (students from Germany, Kenya, Mexico, New Zealand, Philippines, and Turkey). Two dimensions underlie the mental representation of music functions. First, music can be used for contemplation or affective functions. Second, music can serve intrapersonal, social, and sociocultural functions. Results reveal that gender differences occur for affective functions, indicating that female listeners use music more for affective functions, i.e., emotional expression, dancing, and cultural identity. Country differences are moderate for social functions (values, social bonding, dancing) and strongest for sociocultural function (cultural identity, family bonding, political attitudes). Cultural values, such as individualism–collectivism and secularism–traditionalism, can help explain cross‐cultural differences in the uses of music. Listeners from more collectivistic cultures use music more frequently for expressing values and cultural identity. Listeners from more secular and individualistic cultures like to dance more. Listeners from more traditional cultures use music more for expressing values and cultural identity, and they bond more frequently with their families over music. The two dimensions of musical functions seem systematically underpinned by listeners’ gender and cultural background. We discuss the uses of music as behavioral expressions of affective and contemplative as well as personal, social, and sociocultural aspects in terms of affect proneness and cultural values.  相似文献   
526.
    
ABSTRACT

This study examined the impact of a classroom-based, 10-week, cognitive-behavioral, anger management program plus booster sessions on middle school students with emotional disorders attending a therapeutic day school. Forty-five students were in the study; 20 received the program. The program group completed significantly more anger logs compared to the nonprogram group in both program and follow-up periods. Program students were observed to exhibit significantly more prosocial behaviors toward their teachers and showed a trend toward exhibiting fewer negative behaviors toward peers than nonprogram students at the end of the program. Program students also showed a trend toward fewer aggressive incidents than their nonprogram peers during follow-up. Findings may suggest mechanisms of change in anger management.  相似文献   
527.
    
The abilities of past and future episodic thinking develop hand in hand across the preschool years and are intimately connected in adults. Little is known, however, about the development of episodic thinking in middle childhood and how it is influenced by sociocultural factors. In the present study, one hundred sixty-seven 7- to 10-year-old children from European American and Chinese cultural backgrounds were interviewed individually about temporally near and distant past and future events. The child data were further contrasted with adult data in Wang, Hou, Tang, and Wiprovnick (2011 Wang , Q. , Hou , Y. , Tang , H. , &; Wiprovnick , A. ( 2011 ). Traveling backward and forward in time: Culture and gender in the episodic specificity of past and future events . Memory , 19 , 103109 . doi: 10.1080/09658211.2010.537279 [Taylor &; Francis Online], [Web of Science ®] [Google Scholar]). European American children generated more specific details than did Chinese children in both past and future events. Children of the two cultures relied similarly on general knowledge in their episodic thinking, and yet, they did so to a greater extent when compared with adults. In addition, similar to adults, children exhibited consistency in episodic specificity between past- and future-event construction, and they generated more specific details in past events compared with future events and in near events compared with distant events. The findings provide important insights for the development of episodic thinking in middle childhood and beyond.  相似文献   
528.
    
Research has established links between parental emotion socialization behaviours and youth emotional and psychological outcomes; however, no study has simultaneously compared these relations for White, Black, and Asian individuals. In this study, emerging adults identifying as White (n= 61), Black (n= 51), or Asian (n= 56) retrospectively reported on parents’ emotion socialization behaviours during childhood, existing emotion regulation (ER) skills, and current psychopathology symptoms. Asian participants reported fewer positive displays of emotions in their families during childhood than White and Black participants. Despite this difference, low expression of positive emotions in families during childhood did not relate to negative outcomes for Asian participants but was linked for White and Black participants. Overall, Asian participants reported more difficulties with ER than Black or White participants, and relations between ER difficulties and psychopathology varied by racial group. The findings emphasize the need to consider race when conducting research on emotion functioning with families and highlight emotion dysregulation as a potential treatment target for White, Black, and Asian individuals.  相似文献   
529.
In recent years, the development and the use of engineered nanomaterials have generated many debates on whether these materials should be part of the new or existing regulatory frameworks. The uncertainty, lack of scientific knowledge and rapid expansion of products containing nanomaterials have added even more to the regulatory dilemma with policy makers and public/private actors contenting periods of both under and over regulation. Responding to these regulatory challenges, as well as to the global reach of nanotechnology research and industrial needs, governance arrangements beyond the state have addressed the challenge head-on. This article focuses on the governance arrangements of the International Organization for Standardization (ISO), which has led to the development of numerous “horizontal anticipatory standards” with an important role in setting the foundation for science, technology and market development. During the course of its operation ISO has broadened its scope to address not only technical issues related to the concept and the size of nanomaterials but also broader aspects of the technology, including health, environment and safety issues. The increasing relevance of the ISO to regulate economic relations and achieve certain public policy goals has given rise to many concerns about its legitimacy. The important questions are whether these governance arrangements may be deemed as being legitimate and where this legitimacy is derived from? What are the main sources of legitimacy at the transnational level and how we can apply them to analyse nanotechnology standardization? This article provides concise answers to these questions. It focuses at the normative concepts of democratic and scientific legitimacy and explores the institutional structures and processes by which nanotechnology standards are established.  相似文献   
530.
This study tested two hypotheses concerning productivity and emotional tone as a function of chromatic TAT cards. Two groups of 13 males and 13 females were presented with achromatic and chromatic slides of cards 2, 3BM, 4, 6BM, and 7BM, in counterbalanced order. The main effects of sex membership, order of presentation of stimuli, and color were evaluated. Color did not have a measurable effect. However, a conceptual and aesthetic effect may occur. Males and females differed with respect to emotional tone and response productivity.  相似文献   
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