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51.
The study aimed at exploring suicide ideation and its relationship to depression in university students in Botswana. Data were collected from 122 undergraduate students (68.9% females, 31.1% males) with a mean age of 20.02 years. Depressive symptoms were measured with an adapted version of Beck's Depression Inventory-II. In total, 47.5% of the respondents reported suicide ideation, 28.7% reported previous suicide attempts, and the mean depression score was 19.14. Suicide ideation correlated strongly with total depression scores. The level of depression severity was linearly related to suicide ideation but 14.3% of respondents who scored at the level of minimal depression and 53.8% of those who scored at the level of mild depression had also contemplated suicide. The level of education of respondents’ mothers had an inverse relationship with suicide ideation and with depression in that those whose mothers had a tertiary level education were less likely to engage in suicide ideation and had significantly lower depression scores. The results are discussed from within the specific social ecological context of Botswana. 相似文献
52.
Dyslexia and attentional difficulty have often been linked, but little is known of the nature of the supposed attentional disorder. The Sustained Attention to Response Task (SART; Robertson, Manly, Andrade, Baddeley, & Yiend, 1997) was designed as a measure of sustained attention and requires the withholding of responses to rare (one in nine) targets. To investigate the nature of the attentional disorder in dyslexia, this paper reports two studies that examined the performance of teenagers with dyslexia and their age-matched controls on the SART, the squiggle SART (a modification of the SART using novel and unlabellable stimuli rather than digits) and the go-gap-stop test of response inhibition (GGST). Teenagers with dyslexia made significantly more errors than controls on the original SART, but not on the squiggle SART. There were no group differences on the GGST. After controlling for speed of reaction time in a sequential multiple regression predicting SART false alarms, false alarms on the GGST accounted for up to 22 per cent extra variance in the control groups (although less on the squiggle SART) but negligible amounts of variance in the dyslexic groups. We interpret the results as reflecting a stimulus recognition automaticity deficit in dyslexia, rather than a sustained attention deficit. Furthermore, results suggest that response inhibition is an important component of performance on the standard SART when stimuli are recognised automatically. 相似文献
53.
Executive dysfunction in autism 总被引:12,自引:0,他引:12
Hill EL 《Trends in cognitive sciences》2004,8(1):26-32
"Executive function" is an umbrella term for functions such as planning, working memory, impulse control, inhibition and mental flexibility, as well as for the initiation and monitoring of action. The primacy of executive dysfunction in autism is a topic of much debate, as are recent attempts to examine subtypes of executive function within autism and other neurodevelopmental disorders that are considered to implicate frontal lobe function. This article will review cognitive behavioural studies of planning, mental flexibility and inhibition in autism. It is concluded that more detailed research is needed to fractionate the executive system in autism by assessing a wide range of executive functions as well as their neuroanatomical correlates in the same individuals across the lifespan. 相似文献
54.
Elisabeth Schüssler Fiorenza 《Teaching Theology & Religion》2003,6(2):65-75
The paper explores the impact of the change in populations, the impact of electronic communication, and the multiplicity of methodological approaches on the ethos and practices of biblical studies. It proposes a rhetorical emancipatory educational paradigm and explores its possibilities for the professional education of biblical scholars on the doctoral level. Since both college and seminary teachers are shaped in and through their doctoral studies, it is necessary to focus on doctoral education in order to address the growing recognition that the discipline of biblical studies in its present form needs to cultivate transformative intellectuals who are not only at home in the academy but also can critically intervene in the public discourses and uses of the Bible in religious communities, democratic publics, or global inter‐religious relations. 相似文献
55.
Underachievement among students tends to be a social product. In this case, schools stratified to admit students of lower academic ability might be more likely to produce underachievers. A reason for this is the encouragement of external attribution and the discouragement of internal attribution among students in these schools. These hypotheses get support from a study of 2720 junior high school students in Hong Kong. This study shows that the hypothesized relationships generally held for six alternative methods of identifying underachievers. 相似文献
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Richard D. Morey Rink Hoekstra Jeffrey N. Rouder Michael D. Lee Eric-Jan Wagenmakers 《Psychonomic bulletin & review》2016,23(1):103-123
Interval estimates – estimates of parameters that include an allowance for sampling uncertainty – have long been touted as a key component of statistical analyses. There are several kinds of interval estimates, but the most popular are confidence intervals (CIs): intervals that contain the true parameter value in some known proportion of repeated samples, on average. The width of confidence intervals is thought to index the precision of an estimate; CIs are thought to be a guide to which parameter values are plausible or reasonable; and the confidence coefficient of the interval (e.g., 95 %) is thought to index the plausibility that the true parameter is included in the interval. We show in a number of examples that CIs do not necessarily have any of these properties, and can lead to unjustified or arbitrary inferences. For this reason, we caution against relying upon confidence interval theory to justify interval estimates, and suggest that other theories of interval estimation should be used instead. 相似文献
59.
Sarah von der Mühlen Sebastian Schmid Elisabeth Marie Schmidt Kirsten Berthold 《Thinking & reasoning》2016,22(2):221-249
The ability to evaluate scientific claims and evidence is an important aspect of scientific literacy and requires various epistemic competences. Readers spontaneously validate presented information against their knowledge and beliefs but differ in their ability to strategically evaluate the soundness of informal arguments. The present research investigated how students of psychology, compared to scientists working in psychology, evaluate informal arguments. Using a think-aloud procedure, we identified the specific strategies students and scientists apply when judging the plausibility of arguments and classifying common argumentation fallacies. Results indicate that students, compared to scientists, have difficulties forming these judgements and base them on intuition and opinion rather than the internal consistency of arguments. Our findings are discussed using the mental model theory framework. Although introductory students validate scientific information against their knowledge and beliefs, their judgements are often erroneous, in part because their use of strategy is immature. Implications for systematic trainings of epistemic competences are discussed. 相似文献
60.
Vicente Reyes Yvonne Masters Deidre Clary Elisabeth C. Betlem Marguerite A. Jones Jennifer Charteris 《Reflective Practice》2016,17(4):444-455
This article features nine ‘narratives of experience’ illustrative of academics engaged in an alternative Professional Development (PD) activity, referred to as Writing for Publication, in a regional Australian university. Each narrative adopts a critical stance to academic practice situated in what Ball defines as a ‘culture of performativity’ perpetuated by a ‘global neoliberal environment’. Contrary to professional development built primarily around sporadic content-provision and credential-based activities, Writing for Publication represents an alternative approach to professional development, a loose-coupling model, that gives validation to academics engaged in navigating dominant neoliberal discourses driving higher education filtered through the interstices or sites for identity-creation, agency formation and emerging communities of practice. 相似文献