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DONNA ELLISTON DR. PH JAMES McHALE PH.D. JEAN TALBOT PH.D. MEAGAN PARMLEY PH.D. REGINA KUERSTEN‐HOGAN PH.D. 《Family process》2008,47(4):481-499
This study examines early withdrawal in the coparenting system, and the utility of a brief problem‐solving discussion about coparenting responsibilities as a means for evaluating such withdrawal. One hundred and fifteen couples were evaluated both prenatally and at 3 months postpartum. During prenatal assessments, parents rated their personalities and completed marital assessments. After the baby arrived, they completed a negotiation task in which they discussed disputes about parenting roles and responsibilities, and interacted together with the baby in a triadic play assessment. Fathers' but not mothers' withdrawal during coparenting negotiations was associated with greater disengagement and less warmth during triadic play and with fathers' feelings that mothers did not respect their parenting. Fathers' but not mothers' withdrawal during coparenting negotiations was also forecast by low ego resilience and by an increase in depressive symptomatology during the postpartum. As the negotiation task appeared to be an effective provocateur of withdrawal when confronting coparenting disagreement, it may prove useful for eliciting this aspect of coparental process in work with couples. 相似文献
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Models of social anxiety and depression in youth have been developed separately, and they contain similar etiological influences.
Given the high comorbidity of social anxiety and depression, we examine whether the posited etiological constructs are a correlate
of, or a risk factor for, social anxiety and/or depression at the symptom level and the diagnostic level. We find core risk
factors of temperament, genetics, and parent psychopathology (i.e., depression and anxiety) are neither necessary nor sufficient
for the development of social anxiety and/or depression. Instead, aspects of children’s relationships with parents and/or
peers either mediates (i.e., explains) or moderates (i.e., interacts with) these core risks being related to social anxiety
and/or depression. We then examine various parent- and peer-related constructs contained in the separate models of social
anxiety and depression (i.e., parent–child attachment, parenting, social skill deficits, peer acceptance and rejection, peer
victimization, friendships, and loneliness). Throughout our review, we report evidence for a Cumulative Interpersonal Risk
model that incorporates both core risk factors and specific interpersonal risk factors. Most studies fail to consider comorbidity,
thus little is known about the specificity of these various constructs to depression and/or social anxiety. However, we identify
shared, differential, and cumulative risks, correlates, consequences, and protective factors. We then put forth demonstrated
pathways for the development of depression, social anxiety, and their comorbidity. Implications for understanding comorbidity
are highlighted throughout, as are theoretical and research directions for developing and refining models of social anxiety,
depression, and their comorbidity. Prevention and treatment implications are also noted. 相似文献
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DIMENSIONS AND CORRELATES OF THE PERSONNEL AUDIT AS AN ORGANIZATIONAL ASSESSMENT TOOL 总被引:1,自引:0,他引:1
This study analyzes the measurement properties of the personnel audit as an organizational assessment tool and the extent to which audit results relate to important organizational criteria. The findings reported here indicate that nine dimensions can effectively summarize 37 audit measures. The composite factor scores for these dimensions predict executive perceptions of "overall organizational performance" and "overall contribution of Personnel Function," employee "overall satisfaction with personnel services," and to a lesser extent, "profitability per capita." The personnel budget allotted per capita is in turn related to executive perceptions of Personnel's contributions. 相似文献
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A goal of successful learning is the transfer of learned knowledge to novel situations. However, spontaneous transfer is notoriously
difficult to achieve. In this research, we argue that learning and transfer can be facilitated when knowledge is expressed
in an abstract, generic form. In Experiments 1 and 2, undergraduate students learned two isomorphic domains, which were based
on the same algebraic group, with one domain expressed in a more abstract, generic form and the other expressed in a more
concrete form. In both experiments, transfer from more abstract to more concrete was greater than the reverse. In Experiment
3, undergraduate students learned the same algebraic group under varying degrees of concreteness. Our results demonstrate
that the use of perceptually rich, concrete symbols may hinder learning. This research indicates that concreteness may have
substantial learning and transfer costs, whereas abstractness may have benefits. 相似文献
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The fight against Alzheimer's disease 总被引:1,自引:0,他引:1
M M Heckler 《The American psychologist》1985,40(11):1240-1244