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David Friedman Doreen Nessler Ray Johnson Jr Walter Ritter Michael Bersick 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(1):95-128
ABSTRACT Older adults have difficulty when executive control must be brought on line to coordinate ongoing behavior. To assess age-related alterations in executive processing, task-switching performance and event-related potential (ERP) activity were compared in young and older adults on switch, post-switch, pre-switch, and no-switch trials, ordered in demand for executive processes from greatest to least. In stimulus-locked averages for young adults, only switch trials elicited fronto-central P3 components, indicative of task-set attentional reallocation, whereas in older adults, three of the four trial types evinced frontal potentials. In response-locked averages, the amplitude of a medial frontal negativity (MFN), a component reflecting conflict monitoring and detection, increased as a function of executive demands in the ERPs of the young but not those of the older adults. These data suggest altered executive processing in older adults resulting in persistent recruitment of prefrontal processes for conditions that do not require them in the young. 相似文献
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Doreen Geddes 《The Journal of psychology》2013,147(6):589-607
Effective management has traditionally been associated with men and masculine characteristics. In this study, I focused on manager communication, specifically the perceived effects of stereotypical gender/power speech styles. Union members viewed and rated a male and a female manager on videotape using three gender/power speech styles: stereotypical masculine (powerful), stereotypical feminine (powerless), and mixed gender/power. Union respondents judged both the male and female manager using the mixed gender/power speech style as most effective and as being associated with the most satisfied employees. 相似文献
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Although observational learning by children may occur through imitating a modeler's actions, it can also occur through learning about an object's dynamic affordances--a process that M. Tomasello (1996) calls "emulation." The relative contributions of imitation and emulation within observational learning were examined in a study with 14- to 26-month-old children. The effectiveness of a "ghost" condition, in which the effective operation of the means apparatus was seen to occur without human agency, was compared with that of a standard modeling procedure in which the child saw an experimenter demonstrate the means action. The ghost condition was as likely to encourage observational learning as was the modeling condition; indeed, performance in the ghost condition was significantly better. The role of emulation in the development of observational learning is discussed in the context of a possible form of goal directedness without agency. 相似文献
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The authors investigated sex preferences for firstborn children and (a) pro- technology attitudes and willingness to use sex selection technology (SST) and (b) social conformity. College students (N = 469; 239 women, 230 men) answered demographic questions and questions on technology usage and personal preferences and completed a measure of conformity. Findings revealed a significant overall preference for firstborn males, a specific preference of potential SST users for firstborn sons, and a greater willingness of African American students, compared with White students, to use SST. No correlation was found between conformity and potential SST use. Logistic regression results suggested that protechnology attitudes may be predictive of firstborn preferences. Implications of the findings are discussed in relation to gender equality and population sex ratios. 相似文献
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Frank Vitaro Jose Bouchard Michel Diotte Doreen McCaughry 《International journal of psychology》1988,23(1-6):333-356
Twenty aggressive and rejected children (boys and girls), twenty socially competent and popular children, and twenty children having average social skills - all of which were first and second graders attending regular school - participated in this study. All were presented on videotape with nine typical peer-conflict situations. Each child was asked about the way that he/she felt, and the way that he/she would resolve each problem situation. In addition, each child had to specify what he/she thought to be the offender's intentions in each problem situation. Several points differentiated first grade from second grade subjects. However, aggressive, socially skilled and average subjects distinguished themselves on only a few items. Differences relating to subject's sex were also scarce. Data support the view that aggressive children know as well as other children how to appropriately resolve interpersonal conflict situations. However, they do not use this knowledge because of impulsivity control problems, an inability to correctly identify others' intentions or a lack of motivation. 相似文献
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Doreen B. Hilton Richard K. Russell Steven W. Salmi 《Journal of counseling and development : JCD》1995,73(5):559-563
The effects of supervision support and supervisor race were examined in a 2 × 2 factorial design (high vs. low support × African American vs. Caucasian supervisor), with the inclusion of a no-supervision control condition. Sixty Caucasian women served as counselors in two counseling sessions with a confederate client. They were supervised by 1 of 6 experienced supervisors—3 African American and 3 Caucasian. Dependent variables included measures of counselor anxiety, perceived performance, satisfaction, and perceptions of the supervisory relationship. Results revealed a significant main effect for supervisor level of support but no significant effects for supervisor race. Implications of the findings and directions for future research are discussed. 相似文献