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91.
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory 总被引:1,自引:0,他引:1
St Clair-Thompson HL Gathercole SE 《Quarterly journal of experimental psychology (2006)》2006,59(4):745-759
Links have recently been established between measures of educational attainment and both verbal and visuo-spatial aspects of working memory. Relationships have also been identified between specific executive functions—shifting, updating, and inhibition—and scholastic achievement. In the present study, scholastic attainment, shifting, updating, inhibition, and verbal and visuo-spatial working memory were assessed in 11- and 12-year-old children. Exploratory factor analysis identified two executive factors: one associated with updating functions and one associated with inhibition. Updating abilities were closely linked with performance on both verbal and visuo-spatial working memory span tasks. Working memory was closely linked with attainment in English and mathematics, and inhibition was associated with achievement in English, mathematics, and science. Domain-specific associations existed between verbal working memory and attainment in English, and between visuo-spatial working memory and attainment in English, mathematics and science. Implications of the findings for the theoretical analysis of executive functioning, working memory and children's learning are discussed. 相似文献
92.
Yeomans MR Mobini S Elliman TD Walker HC Stevenson RJ 《Journal of experimental psychology. Animal behavior processes》2006,32(3):215-228
Animals readily acquire positive odor-taste hedonic associations, but evidence for this in humans remains weak and was explored further. Retronasal pairing of odors with sucrose or salty stimuli (Experiment 1) increased the rated sweetness of sucrose-paired odors without altering liking, although changes in odor pleasantness correlated with sucrose liking. Experience of odors with sucrose or quinine by sweet likers (Experiment 2) found increased pleasantness and sweetness for sucrose-paired odors, whereas quinine-paired odors became less liked and more bitter. Odor-sucrose pairings in sweet likers and dislikers (Experiment 3) found increased sweetness in both groups but increased odor liking only in likers. These data suggest that evaluative and sensory learning are dissociable and that evaluative changes are sensitive to individual differences in sweet liking. 相似文献
93.
Unexpected interruptions introduced during the execution phase of simple Tower of London problems incurred a time cost when the interrupted goal was retrieved, and this cost was exacerbated the longer the goal was suspended. Furthermore, time taken to retrieve goals was greater following a more complex interruption, indicating the processing limitations may be as important as time-based limitations in determining the ease of goal retrieval. Such findings cannot simply be attributed to task-switching costs and are evaluated in relation to current models of goal memory (E. M. Altmann & G. J. Trafton, 2002; J. R. Anderson & S. Douglass, 2001), which provide a useful basis for the investigation and interpretation of interruption effects. 相似文献
94.
Modeling the antecedents of proactive behavior at work 总被引:1,自引:0,他引:1
Using a sample of U.K. wire makers (N = 282), the authors tested a model in which personality and work environment antecedents affect proactive work behavior via cognitive-motivational mechanisms. Self-reported proactive work behaviors (proactive idea implementation and proactive problem solving) were validated against rater assessments for a subsample (n = 60) of wire makers. With the exception of supportive supervision, each antecedent was important, albeit through different processes. Proactive personality was significantly associated with proactive work behavior via role breadth self-efficacy and flexible role orientation, job autonomy was also linked to proactive behavior via these processes, as well as directly; and coworker trust was associated with proactive behavior via flexible role orientation. In further support of the model, the cognitive-motivational processes for proactive work behavior differed from those for the more passive outcome of generalized compliance. 相似文献
95.
Research findings show that there is marked variability in children's response to parental separation, but few studies identify the sources of this variation. This prospective longitudinal study examines the factors modifying children's adjustment to parental separation in a community sample of 5,635 families in England. Children's behavioral/emotional problems were assessed when children were aged 47 and 81 months; marital quality, maternal depression, socioeconomic circumstances, and demographic variables were assessed prior to the separation from maternal report. Results indicated that 346 mothers separated from their partners in the 3-year period. Preseparation differences were found for measures of family process and parent risk factors, with effect sizes ranging from small to trivial. Parental separation was associated with a significant but modest increase in behavioral/emotional problems, independent of marital quality, maternal depression, socioeconomic circumstances, and demographic variables. Moderation analyses showed that children of cohabiting parents had a greater increase in adjustment problems following parental separation than children of married parents. Further research elucidating the factors that moderate children's adjustment to parental separation is needed to improve our understanding of who may most likely benefit from preventive interventions. 相似文献
96.
This study investigated whether children's fears could be un-learned using Rachman's indirect pathways for learning fear. We hypothesised that positive information and modelling a non-anxious response are effective methods of un-learning fears acquired through verbal information. One hundred and seven children aged 6-8 years received negative information about one animal and no information about another. Fear beliefs and behavioural avoidance were measured. Children were randomised to receive positive verbal information, modelling, or a control task. Fear beliefs and behavioural avoidance were measured again. Positive information and modelling led to lower fear beliefs and behavioural avoidance than the control condition. Positive information was more effective than modelling in reducing fear beliefs and both methods significantly reduced behavioural avoidance. The results support Rachman's indirect pathways as viable fear un-learning pathways and supports associative learning theories. 相似文献
97.
Helen Blair Simpson Allan M. Zuckoff Michael J. Maher Martin E. Franklin Andrew B. Schmidt 《Behaviour research and therapy》2010,48(10):941-948
Exposure and response prevention (EX/RP) is an efficacious treatment for obsessive-compulsive disorder (OCD). However, patients often do not adhere fully to EX/RP procedures. Motivational interviewing (MI) has been shown to improve treatment adherence in other disorders. This pilot study used a randomized controlled design to examine whether MI can be successfully added to EX/RP and whether this intervention (EX/RP + MI) could improve patient adherence to between-session EX/RP procedures relative to EX/RP alone. Thirty adults with OCD were randomized to 18 sessions of EX/RP or EX/RP + MI. Therapists rated patient adherence at each exposure session. Independent evaluators assessed change in OCD and depressive symptoms, and patients completed self-report measures of readiness for change and quality of life. The two treatment conditions differed in degree of congruence with MI but not in conduct of EX/RP procedures. Both groups experienced clinically significant improvement in OCD symptoms, without significant group differences in patient adherence. There are several possible reasons why EX/RP + MI had no effect on patient adherence compared to standard EX/RP, each of which has important implications for the design of future MI studies in OCD. We recommend that MI be further evaluated in OCD by exploring alternative modes of delivery and by focusing on patients less ready for change than the current sample. 相似文献
98.
The present study addresses proposals that Rational Emotive Behavior Therapy (REBT) can influence self-determined motivation. Triathletes received REBT education, followed by either Rational Emotive Personal-Disclosure Mutual-Sharing (REPDMS) or Personal-Disclosure Mutual-Sharing. Measurements of irrational beliefs and self-determined motivation were collected prior to REBT (baseline), during the REBT education period, and after the REPDMS session (postintervention). An ABC single-case design was adopted, allowing for statistical and visual analysis of data over time and between groups. Findings indicate that REBT led to decreased irrational beliefs and increased self-determined motivation. REPDMS appeared to have no influence on irrational beliefs over and above REBT education. 相似文献
99.
Despite their divergent metaphysical assumptions, Reformed and evolutionary epistemologists have converged on the notion of proper basicality. Where Reformed epistemologists appeal to God, who has designed the mind in such a way that it successfully aims at the truth, evolutionary epistemologists appeal to natural selection as a mechanism that favors truth-preserving cognitive capacities. This paper investigates whether Reformed and evolutionary epistemological accounts of theistic belief are compatible. We will argue that their chief incompatibility lies in the noetic effects of sin and what may be termed the noetic effects of evolution, systematic tendencies wherein human cognitive faculties go awry. We propose a reconceptualization of the noetic effects of sin to mitigate this tension. 相似文献
100.
J. Zoe Klemfuss Helen M. Milojevich Ilona S. YimElizabeth B. Rush Jodi A. Quas 《Journal of experimental child psychology》2013
Research concerning the relations between stress and children’s memory has been primarily correlational and focused on memory volume and accuracy. In the current study, we experimentally manipulated 7- and 8-year-olds’ and 12- to 14-year-olds’ experienced stress during a to-be-remembered event to examine the effects of stress on the content of their memory. We further manipulated the degree of interviewer support at retrieval to determine whether it moderated the effects of stress at encoding on memory. Children’s age, gender, stress at encoding, and interviewer support all influenced the type of information included in their narrative reports. Most notably, across ages, children who experienced a more stressful event but were questioned in a supportive manner provided the largest ratio of terms representing internal states such as those about cognitions and emotions. Results suggest that how children process past events may be influenced by both the nature of the event itself and the context within which it is recalled. 相似文献