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971.
Sarah E. Frampton Emily Linehan 《Journal of the experimental analysis of behavior》2024,121(2):218-232
Effective note taking may enhance learning outcomes for students and serve as a directly observable form of mediation within a test context. Frampton et al. (2023) used stimulus fading to teach note taking in the form of a graphic organizer (GO) during matching-to-sample baseline relations training (MTS-BRT). Moderately high yields were observed with young adults despite the use of linear series training, abstract stimuli, and five-member classes. The present study taught the same note taking strategy using an intervention package including video illustration, voice-over instructions, and feedback to eight college students. Participants were taught to construct the GO during MTS-BRT with three three-member classes of familiar stimuli. Then the effects of MTS-BRT alone with three five-member classes of abstract stimuli was evaluated. Participants efficiently completed training with familiar stimuli and passed the posttest on the first attempt. With the abstract stimuli, participants engaged in GO construction during MTS-BRT and the six participants that demonstrated high levels of fidelity to the trained note taking strategy passed the posttest on the first attempt. These results replicate findings from Frampton et al. while using a more efficient intervention package. Benefits of teaching overt mediation responses are discussed as well as future directions for translation to applied contexts. 相似文献
972.
Alison Leah Williams Sarah Grogan David Clark-Carter Emily Buckley 《Psychology & health》2013,28(9):993-1008
This study was designed to investigate the impact of a facial-ageing intervention on women’s sun protection attitudes and behavioural intentions, compared to a health literature intervention where participants viewed literature on the effect of ultraviolet (UV) exposure on health. Seventy women (35 in each condition) completed questionnaires at baseline and immediately post-intervention. The average age of the participants was 23.70 (SD?=?5.03) years. Participants in the facial-ageing intervention condition scored significantly higher on intentions, negative attitudes and perceived sun damage susceptibility after taking part in the intervention, compared to those in the health literature intervention condition. The results are discussed in relation to suggestions for sun protection interventions aimed at women aged from 18 to 34. It is concluded that appearance-based interventions have a role to play in healthcare and educational settings with regard to UV exposure and sun protection intentions. 相似文献
973.
Cassie Overstreet Emily Brown Erin C. Berenz Ruth C. Brown Sage Hawn Scott McDonald 《Military psychology》2013,25(6):547-556
A growing literature suggests a relationship between a high anxiety sensitivity (AS; the fear of anxiety and its related consequences)/low distress tolerance (DT; the capacity tolerate internal negative states) profile and posttraumatic stress disorder (PTSD) symptoms. However, specific profiles have not been identified or examined specifically in Veteran samples. Thus, the aims of the present study were to establish empirically derived profiles created from response patterns on the Anxiety Sensitivity Index and Distress Tolerance Scale and to examine associations with PTSD symptom clusters among a sample of combat-exposed Veterans (N = 250). A cluster analytic approach was used to identify AS/DT profiles, and a series of multivariate analyses of variance with post hoc analyses was conducted to examine the relationship between each AS/DT profile and each PTSD symptom cluster. Results indicated a 3-cluster solution including a high AS/low DT “at risk” profile, a low AS/high DT “resilient” profile, and an average AS/DT “intermediate” profile. The at-risk profile was associated with significantly greater symptoms in each PTSD cluster (i.e., hyperarousal, avoidance, re-experiencing) when compared to the other two profiles. The at-risk profile was also associated with greater depressive symptoms and lower self-reported resilience. These findings extend the previous literature by identifying a high AS/low DT “at risk” profile and its associations with PTSD symptoms, underscoring the potential utility in targeting these affect-regulation constructs for clinical intervention. 相似文献
974.
Michael E. Behen Emily Helder Robert Rothermel Katherine Solomon Harry T. Chugani 《Child neuropsychology》2013,19(5):453-469
Postnatal deprivation is associated with neurocognitive delay/dysfunction. Although “catch up” in global cognition following adoption has been reported, this study examined the incidence of specific absolute impairment in adopted children with intact global cognitive functioning. Eighty-five children (38 males, mean age = 112.8, SD = 30.3 months; range 61–209 months) raised from birth in orphanages underwent comprehensive neuropsychological evaluation. Fifty-four were deemed globally intact (IQ > 85). Of those deemed globally intact, 46% evidenced absolute impairment in at least one domain of functioning. Duration of stay in the orphanage was directly associated with incidence of impairment and number of domains affected. A substantial proportion of participants evidenced persistent, absolute impairment in one or more domains of neurocognitive function despite integrity of basic intellectual functions. 相似文献
975.
Emily Thomas 《British Journal for the History of Philosophy》2013,21(5):933-953
In the early twentieth century, Hilda Diana Oakeley (1867–1950) set out a new kind of British idealism. Oakeley is an idealist in the sense that she holds mind to actively contribute to the features of experience, but she also accepts that there is a world independent of mind. One of her central contributions to the idealist tradition is her thesis that minds construct our experiences using memory. This paper explores the theses underlying her idealism, and shows how they are intricately connected to the wider debates of her period. I go on to explain how the parts of Oakeley's idealism are connected to further areas of her thought – specifically, her views on history and her growing block theory of time – to provide a sense of Oakeley's philosophy as a system. As there is no existing literature on Oakeley, this paper aims to open a path for further scholarship. 相似文献
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979.
Sixty-four kindergarteners watched a 10-minute television episode intended to promote inclusive attitudes toward people with disabilities. In the original version, a disabled character was initially feared then eventually accepted. In an edited version, the fear was removed. The majority of children in both conditions, misunderstood the intended moral lesson, and failed to generalize beyond the specifics of the plot. Among children who were randomly assigned to the original version, those who understood the characters' goals and emotions better were less likely to comprehend the intended message of tolerance; remembering the happy ending had no effect. Among those assigned to the fear-removed version, those who better understood the goals and the happy ending were more likely to comprehend the intended message. 相似文献
980.
Mary Ann Foley Hilary H. Ratner Emily Gentes 《Journal of cognition and development》2013,14(2):217-239
The role of focusing 4-year-olds' attention on “feeling” or “looking” was examined in three experiments by testing predictions about children's memory for their interactions with an adult partner as they engaged in a collaborative task. Children made collages with an adult partner, and they were later asked to remember who placed the pieces on the collage. Children were more likely to claim they placed pieces actually placed by their partner (Experiments 1, 2, and 3), unless directed to think about how their partner looked when placing the partner's pieces (Experiments 1 and 3). False claims were observed after children were directed to think about how it would “feel” to perform the actions, whether motoric instructions were focused on the self (Experiment 2, N = 48) or partner (Experiment 1, N = 40, and Experiment 3, N = 24). Furthermore, false claims (referred to as I did it errors) were positively associated with accurate collage memory (Experiment 3). These findings suggest that adopting a perspective during encoding that involves “feeling” movements—whether focused on the self or partner—plays an important role in children's memory for collaboration (in this context, memory for contributions made by children or their adult partners to the completion of a collage). A focus on “feeling” may be a way to “enter into” the experiences of another, promoting anticipation and recoding, which may lead to better learning in both collaborative and non-collaborative contexts. 相似文献