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It seems likely that awareness of one’s mortality is in some respects advantageous (e.g., because it helps individuals forestall
death), but little research has explored the psychological mechanisms that might confer such an advantage. Recent research
has shown that processing stimuli in terms of survival relevance enhances memory relative to a host of deep-processing conditions,
so it is plausible that human memory has been selected to operate more efficiently when death thoughts (e.g., survival concerns)
are activated. If so, then the mortality salience as a general psychological state should be sufficient to increase recall;
the present experiments show this to be the case. The enhancing effect of mortality salience on recall occurred for both incidental
and intentional learning tasks, relative to a variety of comparison conditions, and did not appear to be mediated by affect
or arousal. Follow-up analyses revealed the effect to be mediated by the complexity of participants’ elaborations about mortality.
Potential theoretical implications are discussed. 相似文献
198.
The current study aimed to examine the relation between experiential avoidance and anxiety disorders, as well as the usefulness of the Avoidance and Fusion Questionnaire for Youth (AFQ-Y; Greco, Lambert, & Baer, 2008) in detecting anxiety disorder in a sample of adolescent inpatients. First, the relation between experiential avoidance and anxiety among inpatient adolescents was investigated from categorical and dimensional points of view, making use of self-report and parent report, as well as clinical interview, while controlling for depression and externalizing problems. Second, we sought to establish the clinical utility value of the AFQ-Y by determining the sensitivity, specificity, and clinical cutoff score of this measure in predicting anxiety disorder. To this end, a sample of inpatient adolescents (N = 111) with a mean age of 16.14 (SD = 1.39) years completed the AFQ-Y, alongside interview- and questionnaire-based measures of psychopathology. Results showed a significant relation between anxiety disorder and experiential avoidance, independent of depression. Receiver operating characteristics analysis revealed that the AFQ-Y has moderate accuracy (area under the curve = .815, SE = .047, p < .001) in discriminating adolescents with a diagnosis of any anxiety disorder (cutoff score 26.5; sensitivity = .74, specificity = .76). Given the comorbidity of anxiety and depression in this sample, this cutoff is not indicative of pure anxiety disorder but may be helpful in predicting those with emotional disorders in general. 相似文献
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Carey Lindsay B. Koenig Harold G. Hill Terrence Gabbay Ezra Cohen Jeffrey Aiken Carl Drummond David Hart Curtis Carey Jacinda R. 《Journal of religion and health》2022,61(4):2637-2642
Journal of Religion and Health - In this fourth issue of the Journal of Religion and Health for 2022, four key themes are explored: (1) religious and spiritual issues in China, (2) gender-related... 相似文献
200.
Improving School Readiness in Preschoolers with Behavior Problems: Results from a Summer Treatment Program 总被引:1,自引:0,他引:1
Paulo A. Graziano Janine Slavec Katie Hart Alexis Garcia William E. Pelham Jr. 《Journal of psychopathology and behavioral assessment》2014,36(4):555-569
To examine a) the feasibility of delivering a summer treatment program for pre-kindergarteners (STP-PreK) with externalizing behavior problems (EBP) and b) the extent to which the STP-PreK was effective in improving children’s school readiness outcomes. Participants for this study included 30 preschool children (77 % boys; Mean age?=?5.33 years; 77 % Hispanic background) with at-risk or clinically elevated levels of EBP. The STP-PreK was held at an early education center and ran for 8-weeks (M-F, 8 a.m.–5 p.m.) during the summer between preschool and kindergarten. In addition to a behavioral modification system and comprehensive school readiness curriculum, a social-emotional curriculum was also embedded within the STP-PreK to target children’s self-regulation skills (SR). Children’s pre- and post-school readiness outcomes included a standardized school readiness assessment as well as parental report of EBP, adaptive functioning, and overall readiness for kindergarten. SR skills were measured via a standardized executive functioning task, two frustration tasks, and parental report of children’s emotion regulation, and executive functioning. The STP-PreK was well received by parents as evidenced by high attendance and satisfaction ratings. Additionally, all school readiness outcomes (both parent and observational tasks) significantly improved after the intervention (Cohen’s d effect sizes ranged from 0.47 to 2.22) with all effects, except parental report of emotion regulation, being maintained at a 6-month follow-up. These findings highlight the feasibility and utility of delivering an early intervention summer program that can successfully target multiple aspects of children’s school readiness, including behavioral, social-emotional/self-regulation, and academics. 相似文献