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871.
872.
Edward D. Sturman Gordon L. Flett Paul L. Hewitt Susan G. Rudolph 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2009,27(4):213-231
The current study investigated the role of contingent self-worth in perfectionism and depression. It was hypothesized that
perfectionism is associated with depression because perfectionists base their self-worth on being successful and on the need
to be actively working toward their goals. A sample of 170 female university students completed measures of conditional self-worth,
perfectionism traits, perfectionism cognitions, and depressive symptoms. Structural equation modeling revealed that a factor
interpreted as Evaluative Concerns Perfectionism was associated strongly with contingent self-worth, which was, in turn, related
to depressive symptomatology. In addition, contingent self-worth mediated the association between perfectionism cognitions
and depression. Other analyses revealed that measures of self-oriented perfectionism that are often viewed as highly similar
actually differed in terms of their associations with contingent self-worth. The theoretical and practical implications of
the associations between perfectionism and contingent self-worth are discussed. 相似文献
873.
874.
When making source attributions, people tend to attribute desirable statements to reliable sources and undesirable statements
to unreliable sources, a phenomenon known as the wishful thinking effect (Gordon, Franklin, & Beck, 2005). In the present study, we examined the influence of wishful thinking on source monitoring
for self-relevant information. On one hand, wishful thinking is expected, because self-relevant desires are presumably strong.
However, self-relevance is known to confer a memory advantage and may thus provide protection from desire-based biases. In
Experiment 1, source memory for self-relevant information was contrasted against source memory for information relevant to
others and for neutral information. Results indicated that self-relevant information was affected by wishful thinking and
was remembered more accurately than was other information. Experiment 2 showed that the magnitude of the self-relevant wishful
thinking effect did not increase with a delay. 相似文献
875.
This study explored the relationships between positive and negative schizotypy, convergent and divergent thinking, and autistic traits within the normal population. Seventy-seven students at Oxford University completed tasks to assess divergent and convergent thinking, and completed questionnaires to measure schizotypy and autistic tendencies. Evidence for relationships between negative schizotypy, autistic traits, and convergent thinking was found, but the expected association between positive schizotypy and divergent thinking was not replicated. These findings are discussed in the context of a cognitive inhibition theory of creativity. 相似文献
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877.
G. Gordon Williamson Shirley Zeitlin Margery Szczepanski 《Infant mental health journal》1989,10(1):1-13
This article discusses the coping process and examines issues concerning the influence of a handicapping condition on the development of coping competence in young children. A preliminary study is reported that investigated the differences between the coping behavior of 25 developmentally disabled and 25 nondisabled children who were 4 to 34 months of age. The Early Coping Inventory was used to assess three categories of behavior related to adaptive coping efforts (sensorimotor organization, reactive behavior, and self-initiated behavior). Results indicated that the nondisabled children, as a group, demonstrated more effective coping-related behavior than did their disabled peers. The disabled children were situationally effective, in that behavior used effectively in one type of situation was not generalized to other types of situations. Their coping behavior tended to be erratic, inflexible, or limited in the range of available management strategies. The greatest discrepancy between the two groups was in their self-initiated behavior. The findings suggest the need for intervention services to address the enhancement of coping behavior of infants and toddlers with disabilities. 相似文献
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The perception of the distinction between /r/ and /l/ by native speakers of American English and of Japanese was studied using natural and synthetic speech. The American subjects were all nearly perfect at recognizing the natural speech sounds, whereas there was substantial variation among the Japanese subjects in their accuracy of recognizing /r/ and /l/ except in syllable-final position. A logit model, which additively combined the acoustic information conveyed by F1-transition duration and by F3-onset frequency, provided a good fit to the perception of synthetic /r/ and /l/ by the American subjects. There was substantial variation among the Japanese subjects in whether the F1 and F3 cues had a significant effect on their classifications of the synthetic speech. This variation was related to variation in accuracy of recognizing natural /r/ and /l/, such that greater use of both the F1 cue and the F3 cue in classifying the synthetic speech sounds was positively related to accuracy in recognizing the natural sounds. However, multiple regression showed that use of the F1 cue did not account for significant variance in natural speech performance beyond that accounted for by the F3 cue, indicating that the F3 cue is more important than the F1 cue for Japanese speakers learning English. The relation between performance on natural and synthetic speech also provides external validation of the logit model by showing that it predicts performance outside of the domain of data to which it was fit. 相似文献