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111.
This article is concerned with how information about time and position in a sequence is represented in short-term memory and
expressed in the dynamics of serial recall. Temporal-distinctiveness theories of memory predict that isolating a list item
in time will improve recall accuracy for that item. Although the majority of research in short-term memory has failed to demonstrate
a temporal isolation effect (TIE), there are occasions on which a TIE is observed. The disparity in results has been explained
by assuming that participants can adaptively weight temporal and nontemporal information at retrieval, with differences between
experiments promoting or discouraging reliance on time as a source of episodic information. A particular focus of the present
study is the finding that the TIE is substantially observed in standard serial recall only when participants are instructed
to group the list into minisequences. The findings of two experiments using instructed grouping replicated this effect but
showed that it is attributable to a longer gap at the group boundary enhancing the positive effect of grouping on recall accuracy.
These results show that the hierarchical representations usually associated with temporal grouping are also elicited by instructed
grouping but that an additional and nonspecific benefit to recall obtains from lengthening the pause between groups. An additional
role for time is identified in the timing of responses: The dynamics of input sequences tend to be mirrored in output sequences
for ungrouped lists, whereas the primacy pattern in grouped lists is for a longer duration to speed access to the following
group when that duration occurs at an instructed group boundary. 相似文献
112.
Neumann A van Lier PA Frijns T Meeus W Koot HM 《Journal of abnormal child psychology》2011,39(5):657-669
This study examined the role of the level and variability of happiness, anger, anxiety, and sadness in the development of
adolescent-reported anxiety disorder symptoms, depressive symptoms, and aggressive behavior in 452 adolescents (250 male)
followed from age 13 to 14. Level and between-day variability of emotions were assessed through adolescent report at 3-month
intervals across a 1 year period. Level and variability of the four emotions contributed to changes in anxiety disorder and
depressive symptoms more consistently than to changes in aggressive behavior. All four emotions were predictive of changes
in internalizing problems, while anger played the most prominent role in the development of aggressive behavior. Variability
of emotions contributed to changes in anxiety disorder symptoms, while heightened levels of negative emotions and diminished
happiness contributed to changes in depression. Results suggested somewhat stronger effects of negative affect on aggressive
behavior for females than for males. Results underscore the role of emotion dysregulation in the development of psychopathology. 相似文献
113.
This study examined transactional associations between responses to peer stress and depression in youth. Specifically, it
tested the hypotheses that (a) depression would predict fewer effortful responses and more involuntary, dysregulated responses
to peer stress over time; and (b) fewer adaptive and more maladaptive responses would predict subsequent depression. Youth
(M age = 12.41; SD = 1.19; 86 girls, 81 boys) and their maternal caregivers completed semi-structured interviews and questionnaires at three
annual waves. Multi-group comparison path analyses were conducted to examine sex and stress-level differences in the proposed
reciprocal-influence model. In girls and in youth exposed to high levels of peer stress, maladaptive stress responses predicted
more depressive symptoms and adaptive stress responses predicted fewer depressive symptoms at each wave. These findings suggest
the utility of preventive interventions for depression designed to enhance the quality of girls’ stress responses. In boys,
depression predicted less adaptive and more maladaptive stress responses, but only at the second wave. These findings suggest
that interventions designed to reduce boys’ depressive symptoms may help them develop more adaptive stress responses. 相似文献
114.
Cynthia Suveg Marni L. Jacob Monica Whitehead Anna Jones Julie Newman Kingery 《Anxiety, stress, and coping》2014,27(5):494-508
Social difficulties are commonly associated with anxiety disorders in youth, yet are not well specified in the literature. The aim of this study was to identify patterns of social experiences in clinically anxious children and examine the associations with indices of emotional functioning. A model-based cluster analysis was conducted on parent-, teacher-, and child-reports of social experiences with 64 children, ages 7–12 years (M = 8.86 years, SD = 1.59 years; 60.3% boys; 85.7% Caucasian) with a primary diagnosis of separation anxiety disorder, social phobia, and/or generalized anxiety disorder. Follow-up analyses examined cluster differences on indices of emotional functioning. Findings yielded three clusters of social experiences that were unrelated to diagnosis: (1) Unaware Children (elevated scores on parent- and teacher-reports of social difficulties but relatively low scores on child-reports, n = 12), (2) Average Functioning (relatively average scores across all informants, n = 44), and (3) Victimized and Lonely (elevated child-reports of overt and relational victimization and loneliness and relatively low scores on parent- and teacher-reports of social difficulties, n = 8). Youth in the Unaware Children cluster were rated as more emotionally dysregulated by teachers and had a greater number of diagnoses than youth in the Average Functioning group. In contrast, the Victimized and Lonely group self-reported greater frequency of negative affect and reluctance to share emotional experiences than the Average Functioning cluster. Overall, this study demonstrates that social maladjustment in clinically anxious children can manifest in a variety of ways and assessment should include multiple informants and methods. 相似文献
115.
Johanna Rahmqvist Michael B. Wells Anna Sarkadi 《Journal of child and family studies》2014,23(5):934-944
Triple P is a parenting program that aims to prevent behavioral, emotional, and developmental problems in children. Because Triple P is a new parenting program in Sweden, it is important to see how parents felt about the intervention. The aim of this study was to find out why parents of preschool children chose to participate in Triple P in Sweden, what they thought of the Triple P curriculum, and how the program related to their parenting philosophy in general. This is a qualitative study using semi-structured interviews with seven mothers and three fathers who participated in Triple P. The interviews were transcribed verbatim and were analysed using Malterud’s method of Systematic Text Condensation. Parents chose to participate in Triple P for several reasons: they wanted to learn more about the intervention; they had specific problems that they sought help for; or they felt encouraged to participate due to advertisements and recommendations from friends. Of the Triple P curriculum, the participants especially enjoyed the “directed discussion” technique, the positive reinforcement sections, and the instructions on how to communicate effectively with their child by staying calm, close, and maintaining eye contact. It was important for many of the parents to feel validated and respected, and they liked having discussions with the preschool teacher rather than being told what to do. Parents in this Swedish sample generally liked and selectively used the strategies they learned from participating in Triple P, depending on how well these fit with their own parenting experiences and philosophy. 相似文献
116.
Lisa Henderson Anna Powell M. Gareth Gaskell Courtenay Norbury 《Developmental science》2014,17(6):858-871
Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words and/or integrating them with existing knowledge. Nineteen boys with ASD and 19 typically developing (TD) boys matched on age and vocabulary knowledge showed similar improvements in recognition and recall of novel words (e.g. ‘biscal’) 24 hours after training, suggesting an intact ability to consolidate explicit knowledge of new spoken word forms. TD children showed competition effects for existing neighbors (e.g. ‘biscuit’) after 24 hours, suggesting that the new words had been integrated with existing knowledge over time. In contrast, children with ASD showed immediate competition effects that were not significant after 24 hours, suggesting a qualitative difference in the time course of lexical integration. These results are considered from the perspective of the dual‐memory systems framework. 相似文献
117.
Petra Sandberg Michael Rönnlund Lars Nyberg Anna Stigsdotter Neely 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2014,21(5):577-605
There is a growing body of research on the modifiability of executive functions in different stages of life. Previous studies demonstrate robust training effects but limited transfer in younger and particularly in older adults. The aim of the present study was to investigate whether a theoretically derived intervention for executive functioning, addressing several basic processes (updating, shifting, and inhibition), can induce transfer effects in early and late adulthood. Fifty-nine healthy adults, 29 young and 30 older adults, were randomly assigned to either training or no-contact control groups. The training groups received 15 sessions of executive process training for about 45 min/session during 5 weeks. A test battery including a criterion task and near, intermediate, and far transfer tasks was administered before and after training. Results showed pronounced age-equivalent gains on the criterion task. Near transfer was seen to non-trained updating and inhibition tasks for the young and older trained participants. However, only the young adults showed intermediate transfer to two complex working memory tasks. No far transfer effects were seen for either age group. These findings provide additional evidence for age-related constraints in the ability to generalize acquired executive skills, and specifically show that training of multiple executive processes is not sufficient to foster transfer beyond the very near in older adults. 相似文献
118.
Bonnie M. Perdue Theodore A. Evans Rebecca A. Williamson Anna Gonsiorowski Michael J. Beran 《Animal cognition》2014,17(2):287-295
Prospective memory (PM) involves remembering to do something at a specific time in the future. Here, we investigate the beginnings of this ability in young children (3-year-olds; Homo sapiens) and chimpanzees (Pan troglodytes) using an analogous task. Subjects were given a choice between two toys (children) or two food items (chimpanzees). The selected item was delivered immediately, whereas the unselected item was hidden in an opaque container. After completing an ongoing quantity discrimination task, subjects could request the hidden item by asking for it (children) or by pointing to the container and identifying the item on a symbol board (chimpanzees). Children and chimpanzees showed evidence of prospective-like memory in this task, as evidenced by successful retrieval of the item at the end of the task, sometimes spontaneously with no prompting from the experimenter. These findings contribute to our understanding of PM from an ontogenetic and comparative perspective. 相似文献
119.
Vittengl Jeffrey R. Clark Lee Anna Thase Michael E. Jarrett Robin B. 《Journal of psychopathology and behavioral assessment》2022,44(2):469-480
Journal of Psychopathology and Behavioral Assessment - Acute-phase cognitive therapy (CT) is an efficacious treatment for major depressive disorder (MDD), but how CT helps patients is incompletely... 相似文献
120.
Marcinkowska Anna B. Mankowska Natalia D. Kot Jacek Winklewski Pawel J. 《Neuropsychology review》2022,32(1):99-126
Neuropsychology Review - Hyperbaric oxygen therapy (HBOT) is a modality of treatment in which patients inhale 100% oxygen inside a hyperbaric chamber pressurised to greater than 1... 相似文献