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791.
792.
Emily J. Ozer Miranda L. Ritterman Maggie G. Wanis 《American journal of community psychology》2010,46(1-2):152-166
Late childhood and early adolescence represent a critical transition in the developmental and academic trajectory of youth, a time in which there is an upsurge in academic disengagement and psychopathology. PAR projects that can promote youth's sense of meaningful engagement in school and a sense of efficacy and mattering can be particularly powerful given the challenges of this developmental stage. In the present study, we draw on data from our own collaborative implementation of PAR projects in secondary schools to consider two central questions: (1) How do features of middle school settings and the developmental characteristics of the youth promote or inhibit the processes, outcomes, and sustainability of the PAR endeavor? and (2) How can the broad principles and concepts of PAR be effectively translated into specific intervention activities in schools, both within and outside of the classroom? In particular, we discuss a participatory research project conducted with 6th and 7th graders at an urban middle school as a means of highlighting the opportunities, constraints, and lessons learned in our efforts to contribute to the high‐quality implementation and evaluation of PAR in diverse urban public schools. 相似文献
793.
Behavior problems were investigated in 342 6- to 18-year-old children adopted from psychosocially depriving Russian institutions
that provided adequate physical resources but not consistent, responsive caregiving. Results indicated that attention and
externalizing problems were the most prevalent types of behavior problems in the sample as a whole. Behavior problem rates
increased with age at adoption, such that children adopted at 18 months or older had higher rates than never-institutionalized
children but younger-adopted children did not. There was a stronger association between age at adoption and behavior problems
during adolescence than at younger ages at assessment. Children adopted from psychosocially depriving institutions had lower
behavior problem rates than children adopted from severely depriving Romanian institutions in the 1990s. The implications
of these results are that early psychosocial deprivation is associated with behavior problems, children exposed to prolonged
early deprivation may be especially vulnerable to the developmental stresses of adolescence, and severe institutional deprivation
is associated with a higher percentage of behavior problems after a shorter duration of exposure. 相似文献
794.
Action integration is the process through which actions performed on a stimulus and perceptual aspects of the stimulus become bound as a unitary object. This process appears to be controlled by the dopaminergic system in the prefrontal cortex, an area that is known to decrease in volume and dopamine functioning in older adults. Although the decline should lead to reduced action integration in older adults, we found equivalent integration in both young and older adults. This indicates that older adults may be able to compensate for their dopaminergic deficiencies by activating additional neural networks that are not used by young adults. 相似文献
795.
Alison R. Lewis Richard E. Zinbarg C. Emily Durbin 《Journal of psychopathology and behavioral assessment》2010,32(1):83-91
As observed by Zinbarg and Mineka (American Psychologist 62:259–261, 2007), the study of emotion regulation faces significant challenges that need to be addressed. In reviewing the articles in the
present issue, we comment upon how researchers have attempted, with varying degrees of success, to meet these challenges.
We suggest that the articles in the present volume demonstrate important conceptual and methodological advances in emotion
regulation research, but that the most central problems noted by Zinbarg and Mineka have yet to be fully remedied. In highlighting
both the progress made and problems faced by the field of emotion regulation, we suggest new directions for future research
in this area. 相似文献
796.
David Z. Hambrick Frederick L. Oswald Emily S. Darowski Tara A. Rench Randy Brou 《Applied cognitive psychology》2010,24(8):1149-1167
This study investigated determinants of success in a ‘synthetic work’ task designed to reflect the requirement for multitasking that is common to many occupations. Participants were administered tests of working memory capacity (WMC) and processing speed (PS), and they reported experience with videogames, a type of activity presumed to involve multitasking. Results revealed that WMC was a strong predictor of multitasking in a ‘non‐emergency’ condition when the pace of the tasks was relatively slow, whereas PS was a weaker predictor. Additionally, there was evidence for the incremental validity of videogame experience (VGE), consistent with the possibility that multitasking is supported by a general, trainable skill. Finally, individual differences in strategy use accounted for a large proportion of the variance in multitasking, above and beyond other predictor variables, and WMC predicted use of an effective strategy. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
797.
798.
Christina J. M. Colletti Rex Forehand Emily Garai Laura McKee Jennifer Potts Kelly Haker Jennifer Champion Bruce E. Compas 《Journal of child and family studies》2010,19(6):762-770
We examined the associations between parent and child anxious and depressive symptoms controlling for co-occurring symptoms
in both. One hundred and four families participated, including 131 9–15 year old children considered at risk for anxiety and/or
depression due to a history of depression in a parent. Parents and children completed questionnaires assessing depressive
and anxious symptoms. Linear Mixed Models analyses controlling for the alternate parent and child symptoms indicated that
both parent and child depressive symptoms and parent and child anxious symptoms were positively associated. Parental depressive
symptoms were not positively associated with child anxious symptoms, and parental anxious symptoms were not positively associated
with child depressive symptoms. The findings provide evidence for positive specific links between parent and child development
of same-syndrome, but not cross-syndrome, symptoms when a caregiver has a history of depression. 相似文献
799.
During a conversation, it is common for a speaker to describe a third-party that the listener does not know. These professed impressions not only shape the listener’s view of the third-party but also affect judgments of the speaker herself. We propose a previously unstudied consequence of professed impressions: judgments of the speaker’s power. In two studies, we find that listeners ascribe more power to speakers who profess impressions focusing on a third-party’s conscientiousness, compared to those focusing on agreeableness. We also replicate previous research showing that speakers saying positive things about third parties are seen as more agreeable than speakers saying negative things. In the second study, we demonstrate that conscientiousness-power effects are mediated by inferences about speakers’ task concerns and positivity-agreeableness effects are mediated by inferences about speakers’ other-enhancing concerns. Finally, we show that judgments of speaker status parallel judgments of agreeableness rather than of power, suggesting that perceivers use different processes to make inferences about status and power. These findings have implications for the literatures on person perception, power, and status. 相似文献
800.