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81.
This study investigates how neighborhood deterioration is associated with stress and depressive symptoms and the mediating
effects of perceived neighborhood social conditions. Data come from a community survey of 801 respondents geocoded and linked
to a systematic on-site assessment of the physical characteristics of nearly all residential and commercial structures around
respondents’ homes. Structural equation models controlling for demographic effects indicate that the association between neighborhood
deterioration and well-being appear to be mediated through social contact, social capital, and perceptions of crime, but not
through neighborhood satisfaction. Specifically, residential deterioration was mediated by social contact, then, social capital
and fear of crime. Commercial deterioration, on the other hand, was mediated only through fear of crime. Additionally, data
indicate that the functional definition of a “neighborhood” depends on the characteristics measured. These findings suggest
that upstream interventions designed to improve neighborhood conditions as well as proximal interventions focused on social
relationships, may promote well-being.
At the time of this study, Dr. Gee was at the University of Michigan. 相似文献
82.
This article gauges the extent to which items and sum scores of the Buss–Perry Aggression Questionnaire (BPAQ) are contaminated with social desirability response set (SDR), and the extent to which that contamination results in biased findings. Special validity coefficients are introduced for that purpose. Although the SDR confound was quite substantial across all items (with one exception), it is argued on the basis of the size of the introduced validity coefficients and other, logical considerations that paradoxically the confound had minimally distorting effects in estimating the BPAQ models selected for probing the extent of bias. 相似文献
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Lorna M. Gilbert Randy Lee Williams T. F. McLaughlin 《Journal of applied behavior analysis》1996,29(2):255-257
The effects of assisted reading on 3 elementary students with learning disabilities were evaluated using a multiple baseline design. Data were collected from the students' oral reading from their basal texts. The results indicated an increase in number of words read correctly as well as a decrease in the number of words read incorrectly when assisted reading was used in the classroom. 相似文献
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Ten fluent and ten nonfluent aphasics participated in this study. Their ability to comprehend before and after clauses which mirrored the order of occurrence and those which did not mirror the order of events was investigated. Results indicate that type of aphasia was not a significant variable related to comprehension but that sentence type was a significant variable. Aphasics' comprehendbefore clauses better thanafter clauses. Nonfluent aphasics were able to comprehend those temporal clauses that mirror the order of occurrence better than those that do not. Order of mention was not a significant factor related to comprehension in the fluent group. 相似文献