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Fabrizio Starace Alessandra Massa K Rivet Amico Jeffrey D Fisher 《Health psychology》2006,25(2):153-162
Consistent and nearly perfect adherence is considered an essential requirement for HIV-positive patients on antiretroviral therapy (ART) to fully realize its life-extending benefits. The current study evaluated a comprehensive model of ART adherence--the information-motivation-behavioral skills (IMB) model. This model views adherence behavior as a function of the interrelations between adherence-related information, motivation, and behavioral skills. It hypothesizes that adherence-related information and motivation work through adherence-related behavioral skills to affect the initiation and maintenance of optimal ART adherence. In a series of structural equation models, the IMB model's critical constructs and assumptions were evaluated with a sample of 100 HIV-positive patients in clinical care. Across all analyses, the authors found support for the assumptions of the IMB model of ART adherence. Consistent with the model, adherence-related information and motivation related significantly to adherence-related behavioral skills, and behavioral skills related significantly to self-reported optimal adherence. Further, as predicted, the effects of information and motivation on self-reported adherence were mediated by adherence-related behavioral skills. Current study results are explored, and implications for adherence promotion interventions based on the model are discussed. 相似文献
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The effects of resource in(ter)dependence and quality of relationship with the partner on performance were studied during
three sessions of cooperative dyadic work in order to examine the conditions under which cooperative learning can be more
beneficial. This study was designed to test a hypothesis favouring the superiority of independence of resources (discussing
identical information) against a hypothesis favouring the superiority of interdependence of resources (sharing complementary
information). In each session, 64 students worked in dyads on two texts. Two roles were defined: summarizer and listener.
Results showed that, though direct performance was higher when students discussed identical information, the quality and generality
of information recalled a few months later did not differ between the two conditions. In the interdependence condition, listeners
displayed poorer levels for direct performance.
Participants were then dichotomized on the basis of their perceived quality of their relationship with the partner. With respect
to direct performance, a more positive relationship allowed listeners in the interdependence condition to perform as well
as summarizers, while a less positive relationship was detrimental for listeners. Conversely, as for recall, listeners in
the interdependence condition who perceived a more positive relationship performed more poorly than summarizers, while listeners
who perceived a less positive relationship performed as well as summarizers. When students shared identical information, neither
roles nor quality of relationship affected recall. Results are discussed in terms of degree of partners' dependence and potential
effects of socio-cognitive conflict (Doise & Mugny, 1984).
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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Robert Kimball, in “What’s Wrong with Argumentum Ad Baculum?” (Argumentation, 2006) argues that dialogue-based models of rational argumentation do not satisfactorily account for what is objectionable about more malicious uses of threats encountered in some ad baculum arguments. We review the dialogue-based approach to argumentum ad baculum, and show how it can offer more than Kimball thinks for analyzing such threat arguments and ad baculum fallacies. 相似文献
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Barbara Caci Fabrizio Scrima Maurizio Cardaci Silvana Miceli 《Applied cognitive psychology》2020,34(2):472-488
The present study provided a cross-cultural validation of the Thinking About Life Experiences Scale-revised (TALE-R) in an Italian sample of Facebook users (n = 492; female = 378; male = 114; mean age 26.1) to test for replication and universality of the TALE-R three-factor model. Furthermore, it explored the interrelations among gender, age, the scores at the TALE-R and the frequency of posting textual/visual information about individuals' life events on Facebook. Results at exploratory and confirmatory factor analysis gave empirical support to both of a tripartite model for the functions of autobiographical memory (i.e., directive-behavior, social-bonding, and self-continuity) and measurement invariance of this three-factor model across gender and age. Further results at linear correlation and regression analyses showed that directive-behavior and self-continuity functions of autobiographical memory are significantly related to the ways people use Facebook for personal documentation. Age differences more than gender influence this association. Discussion and conclusion reported both theoretical and empirical implications of the findings of the study. 相似文献
66.
The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative reasoning and retrieving the background beliefs that are the basis of their arguments. On this perspective, the process of premise reconstruction is followed by a heuristic reasoning process aimed at discovering the students’ previous intuitions that can explain the premises and concepts that are left unexpressed in their arguments. The theoretical insights advanced in this paper are illustrated through selected examples taken from activities concerning predictive claims on scientific issues. 相似文献
67.
Abstract The phonon dispersion curves for both ordered and configurationally disordered cubic phases of Cu3Au are calculated using force constants derived from a many-body tight-binding potential. The derived phonon frequency spectra are used to estimate the vibrational contribution to the entropy difference between the two phases. A brief discussion concerning the relative values of interatomic force constants is included. 相似文献
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Dario Grossi Nina A. Fragassi Arturo Orsini Fabrizio A. De Falco Ornella Sepe 《Brain and language》1984,23(2):337-348
A case of pure alexia due to an ischemic lesion of the occipital temporal region is described. Written words could be matched but not read. Immediate memory span for graphemes was defective. The reading defect probably depends on the inability to modify the written word “globally”; the phonological process was intact, but the memory disturbance impeded reading. The dissociation is explained by the preservation of word forms, which are linked to the semantic stage. Nonwritten stimuli trigger a “meaning” which evokes the word form and so the written word is recognized even though it cannot be read. 相似文献
70.
Paolo Legrenzi Fabrizio Butera Gabriel Mugny Juan Perez 《European journal of social psychology》1991,21(4):359-363
Ninety-three students were exposed to majority and minority influence in an inductive reasoning task. The former induced convergent thinking processes, though its effects were not reducible to mere compliance. The latter activated more divergent constructive processes, supporting the predictions of Conversion Theory. 相似文献