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161.
The primary objective of this exploratory study was to test activity‐based behavioral measures of creative thinking with a sample of Hong Kong fifth‐grade school children, and also to determine the concurrent validity between activity‐based measures of creative thinking and standard divergent thinking tests. Altogether five creative thinking abilities were measured using the behavioral techniques and the children's scores for fluency, flexibility, and originality were compared with those from the Torrance Test of Creative Thinking (TTCT). The construct‐related validity among all the different abilities on the behavioral measures was also calculated. Contrary to previous assertions about the lack of creativity among Chinese populations, the Hong Kong children demonstrated their ability to use a number of creative thinking features in order to solve problems. No construct validity was found between the different measures of creativity except between originality and fluency. Possible reasons for this are reviewed. The TTCT and the behavioral techniques were found to have some concurrent validity in relationto fluency and originality on the Verbal Tests. There was no correlation for flexibility. The advantages of using activity‐based measurements of creative behavior are discussed. 相似文献
162.
We argue that thought insertion primarily involves a disruption of the sense of ownership for thoughts and that the lack of a sense of agency is but a consequence of this disruption. We defend the hypothesis that this disruption of the sense of ownership stems from a failure in the online integration of the contextual information related to a thought, in particular contextual information concerning the different causal factors that may be implicated in their production. Loss of unity of consciousness, manifested by incoherent subjective experiences is a general phenomenal characteristic of schizophrenia. This loss of coherence has been hypothesized to reflect a generalized deficit of contextual information integration not conveyed by, but related to, a target event. This deficit is manifested across many cognitive domains. We argue that it is also manifested in the process of thinking itself, resulting in causally decontextualized thoughts that are experienced as inserted thoughts. 相似文献
163.
Anna Sidor Elisabeth Kunz Andreas Eickhorst Manfred Cierpka 《Infant mental health journal》2013,34(1):11-24
The study investigated the effects of a German family‐supporting prevention program “Keiner fällt durchs Netz” (KfdN; “Nobody Slips Through the Net”) after the child's first year in the sample of 152 psychosocially stressed mothers and children who took part in this program and 150 mothers and children from comparison‐group families. The improved level of development posited in the children after intervention as compared to children from the comparison group was confirmed in the social development area (d = .35). In addition, mothers in the KfdN group judged their 1‐year‐old children to be less “difficult” compared to the assessments of the mothers in the comparison group (d = .24). Due to the intervention, the dysfunctionality of the mother–child interaction was reduced (mothers’ self‐assessment, d = .27). No intervention effects were found in for degree of maternal stress. The expected intervention effects in maternal sensitivity were not empirically confirmed. The results suggest that the KfdN intervention exerted a direct positive influence on childhood traits such as social development and temperamental “difficulty” and also positively influenced the mothers’ perceptions or attitudes toward their children's conduct. 相似文献
164.
165.
Pamela L. Hirsch Elisabeth Hollister Sandberg 《Journal of cognition and development》2013,14(3):397-423
Two studies examined children's map construction skills when drawing demands were removed from the task and scenes were highly simplified. Study 1 compared the performance of first graders and third graders on their ability to preserve configuration during transformation of pictured arrays from eye-level to aerial views. For children with difficulties, Study 2 exposed groups to enhanced vantage points, either pictured from an elevated view or displayed with actual blocks, to investigate effects of support on performance. Results on eye-level to aerial transformations showed that children's ability to map spatial relations developed significantly between the first and third grades, basic configuration skills were gender-neutral, and specificity of details was better for boys by third grade. Enhanced vantage points significantly improved configuration accuracy for both grades (favoring first graders) and both genders (favoring girls). Enhancements eliminated depth errors that were common in arrays with occlusions. In sum, improvement in map construction skills between first grade and third grade demonstrated increased understanding of alternative spatial perspectives, and enhanced vantage points promoted use of projective spatial concepts that were already active in younger children. 相似文献
166.
Jun Maruta Kristin J. Heaton Elisabeth M. Kryskow Alexis L. Maule Jamshid Ghajar 《Behavior research methods》2013,45(1):289-300
When a moving target is tracked visually, spatial and temporal predictions are used to circumvent the neural delay required for the visuomotor processing. In particular, the internally generated predictions must be synchronized with the external stimulus during continuous tracking. We examined the utility of a circular visual-tracking paradigm for assessment of predictive timing, using normal human subjects. Disruptions of gaze–target synchronization were associated with anticipatory saccades that caused the gaze to be temporarily ahead of the target along the circular trajectory. These anticipatory saccades indicated preserved spatial prediction but suggested impaired predictive timing. We quantified gaze–target synchronization with several indices, whose distributions across subjects were such that instances of extremely poor performance were identifiable outside the margin of error determined by test–retest measures. Because predictive timing is an important element of attention functioning, the visual-tracking paradigm and dynamic synchronization indices described here may be useful for attention assessment. 相似文献
167.
Anne Dyer Elisabeth Borgmann Robert E. Feldmann Nikolaus Kleindienst Kathlen Priebe Martin Bohus Silja Vocks 《Body image》2013,10(2):220-225
Body image disturbances occur in women with borderline personality disorder (BPD). Systematic research on these characteristics in well-defined BPD groups is lacking. It is unknown, if the disturbances are related to eating disorders and childhood sexual abuse (CSA), which frequently co-occur in patients with BPD. In the present study, cognitive-affective and behavioral components of body image for 89 female patients with BPD (49 with lifetime eating disorders) and 41 healthy participants were assessed via Body Image Avoidance Questionnaire (BIAQ) and Multidimensional Body-Self Relations Questionnaire (MBSRQ). Within the BPD group, 43 patients reported a history of CSA. Compared to healthy controls, BPD patients reported significantly more negative scores in the BIAQ and the MBSRQ. Both a history of CSA and a comorbid eating disorder were independently associated with an even more negative body image. Results suggest a disturbance of cognitive-affective and behavioral components of body image in female BPD patients. 相似文献
168.
169.
Civic learning and teaching as a resource for sexual justice: An undergraduate religious studies course module
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Elisabeth T. Vasko 《Teaching Theology & Religion》2017,20(2):162-170
Civic learning and teaching, a form of critical and democratically engaged pedagogy, is utilized in an upper‐level undergraduate sexual ethics course to leverage public problem solving around the sexual violence on a mid‐size Catholic collegiate campus. Through the course, students, faculty, staff, and community members work together to deepen understanding of the causes and consequences of sexual violence within society and the local community in order to evaluate and design programming for bystander intervention, education, and sexual violence prevention advocacy. After a discussion of the application of civic teaching and learning to sexual violence, the course module describes the learning outcomes and assignments used to assess them. See as well Donna Freitas's response to this essay, “The Risk and Reward of Teaching about Sexual Assault for the Theologian on a Catholic Campus,” published in this issue of the journal. 相似文献
170.
Elisabeth Esmiol-Wilson Rebecca Partridge Michael Brandon Sydney Kollar Sunita Benning-Cho 《Journal of couple & relationship therapy》2017,16(1):20-41
In this qualitative research study, the authors use grounded theory analysis to examine the experiences of clinicians in training and use client feedback to inform treatment. Twenty-six marriage and family therapy graduate students in their first or second semester of clinical practicum participated in this study. Participants were trained in eliciting and responding to client feedback at the end of every therapy session. At the end of the semester, participants reflected on their learning experience. Participant experiences reflected a developmental learning process beginning with significant challenges followed by positive clinical changes and positive clinician changes, culminating in overall buy-in regarding the importance of client feedback for nearly all clinicians. The results support the literature that client feedback directly informs the therapeutic process while suggesting important recommendations for training new clinicians in learning to use client feedback. 相似文献