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31.
Carrie E Bearden Abbas F Jawad David R Lynch John R Monterossso Set Sokol Donna M McDonald-McGinn Sulagna C Saitta Stacy E Harris Edward Moss Paul P Wang Elaine Zackai Beverly S Emanuel Tony J Simon 《Child neuropsychology》2005,11(1):109-117
The 22q11.2 Deletion Syndrome (DiGeorge/velocardiofacial syndrome) is associated with elevated rates of psychosis, and is also characterized by severe attentional difficulties and executive dysfunction. Behavioral manifestations of this syndrome could result from haploinsufficiency of the catechol-O-methyltransferase (COMT) gene, located within the 22q11 region. The goal of the present study was to examine COMT genotype in relation to behavioral symptomatology in this syndrome. Val158/108Met was genotyped in 38 patients (16 Met/-, 22 Val/-) with confirmed 22q11.2 deletions who had received the Child Behavior Checklist (CBCL) as part of a comprehensive evaluation. Results indicated that the Val genotype was associated with significantly greater internalizing and externalizing behavioral symptomatology in children with 22q11.2 deletions. Val allele status was associated with a greater-than-four-fold increase in risk for clinically significant behavior problems in children with this syndrome. These data are consistent with previous findings of increased psychopathology associated with the Val genotype in normal individuals and suggest that a functional genetic polymorphism in the 22q11 region may influence behavior in individuals with COMT haploinsufficiency. 相似文献
32.
Emanuel P. Magro 《Journal of Research on Christian Education》2019,28(1):71-83
Jesus’ stories and parables—the products of his own imagination—are at the core of Christian religious education. Christian religious educators are to encourage their audience to engage their imagination to let Jesus’ stories retain their power to form and transform them. Although imagination operates imperceptibly, it is essential to faith formation. Religious educators are to befriend imagination and employ it as an efficacious means to form their audiences in the faith. This article aims to describe the “obvious” dynamics involved in the act of imagining. The first part of this essay examines the multifaceted nature of imagination. The second part suggests ways how religious educators may develop the imagining skills of their audience. 相似文献
33.
Event-related brain potentials (ERPs) were elicited by words in a free recall paradigm that included a novel item. The P300 component of the ERP is elicited by novel, task-relevant events, and we tested the hypothesis that P300 is a manifestation of the cognitive processing invoked during “context updating.” If the degree to which current representations in working memory need revision is related to P300 amplitude, then the P300 elicited by a given item should be related to the ability to recall that item on a subsequent test. Forty lists were presented to 12 subjects in each of two sessions. The lists were 15 words long, and 1 word, in position 6 through 10, was “isolated” by changing its size. Most subjects recalled these isolated words more often than other words in the same positions (von Restorff effect), and these words also elicited larger P300s than other words. Analysis of variance on the component scores from a principal components analysis revealed that words recalled had a larger amplitude P300 (on initial presentation) than words not recalled. Striking individual differences emerged, and there were strong relationships between the von Restorff effect, overall recall performance, mnemonic strategies, and the association between components of the ERP and recall performance. The overall recall performance of subjects who reported simple (rote) mnemonic strategies was low, but they showed a high von Restorff effect. For these subjects the amplitude of the P300 elicited by words during initial presentation predicted later recall. In contrast, subjects who reported complex mnemonic strategies remembered a high percentage of words and did not show a von Restorff effect. For these subjects P300 did not predict later recall, although a later “slow wave” component of the ERP did. The initial response to isolated items was the same for all subjects (a large P300), and all subjects recognized the isolates faster than other words in a recognition test given at the end of each session. The subjects in whom P300 did not predict recall reported mnemonic strategies that involved organizing the material. These strategies continue long after the time period reflected by P300 (600 msec). Because they were so effective they may have overshadowed the relationship between P300 and recall, which is based on the initial encoding of an event. Our interpretations were further confirmed and clarified from data obtained in a final grand recall and in the recognition test. 相似文献
34.
35.
This study investigated the effects of biased psychological reports on teachers' behavioral and expectations ratings of a kindergarten child seen in a videotape. Biases were produced by randomly distributing to one third of the subjects a fictitious favorable psychological report, while one third read a fictitious unfavorable version. The remaining third read a short fable and acted as a control group. Subjects rated the test performance of the child in the videotape and then attributed their expectations for his possessing certain cognitive and effective traits. A significant difference was noted in ratings of expected characteristics, but not in performance ratings, suggesting that the biased psychological report influenced one type of rating but not the other. Furthermore, the two dependent variables were not significantly correlated. 相似文献
36.
The routine as achievement 总被引:6,自引:0,他引:6
Emanuel A. Schegloff 《Human Studies》1986,9(2-3):111-151
37.
Emanuel EJ 《The American journal of bioethics : AJOB》2005,5(5):9-13; discussion W8-11, W17
38.
Emanuel Donchin 《Behavior research methods》1995,27(2):217-223
From 1983 through 1986, several laboratories investigated the role of practice in skill acquisition in a joint project called theLearning Strategies Program. The principal research tool for this project was a video game calledSpace Fortress. The present article summarizes the major findings obtained with Space Fortress, and examines several problems that arise in choosing a video game for use as a research tool. 相似文献
39.
Self psychology,intersubjectivity, and group psychotherapy 总被引:1,自引:0,他引:1
Emanuel Shapiro Ph.D. 《Group》1990,14(3):177-182
The basic concepts of self psychology are presented. The three self-object transferences of mirroring, idealizing, and twinship are described and applied to group therapy. The therapist's role is: 1) to accept the patient's need to idealize the leader, the group, or the specific members; 2) to receive recognition and admiration; and 3) to understand the patients search for twinship. The group therapist also has the responsibility of teaching group members to have empathy for one another. 相似文献
40.
Emanuel Viebahn 《Philosophy and phenomenological research》2020,100(1):93-117
Intentionalism is the view that demonstratives, gradable adjectives, quantifiers, modals and other context-sensitive expressions are intention-sensitive: their semantic value on a given use is fixed by speaker intentions. The first aim of this paper is to defend Intentionalism against three recent objections, according to which speakers at least sometimes do not have suitable intentions when using supposedly intention-sensitive expressions. Its second aim is to thereby shed light on the so far little-explored question of which kinds of intentions can be semantically relevant. 相似文献