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Susan J Curry Evette J Ludman Louis C Grothaus Dennis Donovan Eleanor Kim 《Health psychology》2003,22(2):156-165
This randomized trial evaluated an intervention for reducing at-risk drinking practices in a sample of 307 patients. Eligible drinking patterns included chronic drinking (> or = 2 drinks per day in the past month), binge drinking (> or = 5 drinks per occasion at least twice in the past month), and drinking and driving (driving after > 2 drinks in the past month). Members of the intervention group received a message from their physician during their regularly scheduled visit, a self-help manual, written personalized feedback, and up to 3 telephone counseling calls. Dropout was significantly higher in the intervention than control group. 相似文献
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Continental Philosophy Review - Proper attention to the theme of corporeality is crucial for understanding Derrida’s analysis of Hegel in “The Pit and the Pyramid.” This article... 相似文献
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Mary M. Smyth Dennis C. Hay Graham J. Hitch Neil J. Horton 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2005,58(5):909-930
In two studies we presented pictures of unfamiliar faces one at a time, then presented the complete set at test and asked for serial reconstruction of the order of presentation. Serial position functions were similar to those found with verbal materials, with considerable primacy and one item recency, position errors that were mainly to the adjacent serial position, a visual similarity effect, and effects of articulatory suppression that did not interact with the serial position effect or with the similarity effect. Serial position effects were found when faces had been seen for as little as 300 ms and after a 6-s retention interval filled with articulatory suppression. Serial position effects found with unfamiliar faces are not based on verbal encoding strategies, and important elements of serial memory may be general across modalities. 相似文献
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Theory-of-mind (ToM) is an integral part of social cognition, but how it develops remains a critical question. There is evidence that children can gain insight into ToM through experience, including language training and explanatory interactions. But this still leaves open the question of how children gain these insights—what processes drive this learning? We propose that analogical comparison is a key mechanism in the development of ToM. In Experiment 1, children were shown true- and false-belief scenarios and prompted to engage in multiple comparisons (e.g., belief vs. world). In Experiments 2a, 2b, and 3, children saw a series of true- and false-belief events, varying in order and in their alignability. Across these experiments, we found that providing support for comparing true- and false-belief scenarios led to increased performance on false-belief tests. These findings show that analogical comparison can support ToM learning. 相似文献