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171.
Michael D. MumfordMary Shane Connelly Whitney B. HeltonJudy R. Van Doorn Holly K. Osburn 《Journal of Vocational Behavior》2002,61(2):348-373
Two general approaches have been used to measure human values. In one approach, a direct approach, people are asked to endorse value statements. In the other approach, an indirect approach, people are asked to make choices indicative of their values. The intent of the current study was to compare these two general approaches to the measurement of values. Initially, 195 undergraduates were asked to complete both a direct measure and an indirect measure of their values before starting work on three performance tasks: an entrepreneurial task, a consulting task, and a marketing task. When scores on these performance tasks were regressed on the value measures, it was found that both types of measures yielded effective prediction. The indirect measures, however, appeared to yield better prediction and better discrimination of cross-task performance differences than the direct measures. The implications of these findings with respect to the identification and assessment of values are discussed. 相似文献
172.
Tad T. Brunyé Tali Ditman Caroline R. Mahoney Jason S. Augustyn Holly A. Taylor 《Psychological science》2009,20(1):27-32
ABSTRACT— Readers mentally simulate the objects and events described in narratives. One common assumption is that readers mentally embody an actor's perspective; alternatively, readers might mentally simulate events from an external "onlooker" perspective. Two experiments examined the role of pronouns in modulating a reader's adopted perspective when comprehending simple event sentences. Experiment 1 demonstrated that readers embody an actor's perspective when the pronoun you or I is used, but take an external perspective when he is used. Experiment 2 , however, found that a short discourse context preceding the event sentence led readers to adopt an external perspective with the pronoun I . These experiments demonstrate that pronoun variation and discourse context mediate the degree of embodiment experienced during narrative comprehension: In all cases, readers mentally simulate objects and events, but they embody an actor's perspective only when directly addressed as the subject of a sentence. 相似文献
173.
Holly Etchegary 《Current psychology (New Brunswick, N.J.)》2009,28(4):284-301
Rapid developments in genetics suggest that more and more people will be identified ‘at risk’ for common illnesses. Genetic
discoveries have the potential to improve disease outcomes, but they also highlight gaps in our knowledge about patient-level
factors such as how individuals respond to a genetic threat to their health and how they cope with that threat. There have
been few empirical applications of psychological theories to understand genetic testing decisions and outcomes, although there
have been calls for this approach. Drawing upon interviews with individuals at risk for (or with) Huntington disease (HD),
this study adopts a stress and coping framework to explore how people cope with genetic illness in the family. Qualitative
data analyses revealed that coping strategies were dynamic and varied but could be classified as 1) primary control coping,
2) secondary control coping and 3) social comparison strategies. Important distinctions were observed in coping strategies
among those who had undergone genetic testing and received a test result, those who remained at risk, and those affected with
HD, along with their caregivers. Implications for clinical practice and genetics health services are discussed. 相似文献
174.
Holly Etchegary Fiona Miller Sonya deLaat Brenda Wilson June Carroll Mario Cappelli 《Journal of genetic counseling》2009,18(3):252-264
Since genetic information has implications for family members, some choices about genetic risk may be influenced by perceptions
of responsibility to relatives. Drawing upon 25 semi-structured interviews with test recipients in Canada, this study explored
decisions about inherited breast-ovarian and colon cancer. Qualitative data analysis revealed the pervasive significance of
genetic responsibility in test decisions. We highlight three dimensions of genetic responsibility: 1) to know about the self
for self; 2) to know about the self for others; 3) to know about the self to oblige others to know. It is argued that these
dimensions of genetic responsibility have implications for test decisions, family relationships and other family members’
desire to know (or not know) and to act (or not act) with respect to their own genetic risk. In particular, genetic responsibility
may play out as a framing of a relative’s moral obligation to know their risk that could obviate any interest they might have
in not knowing. We conclude that perceptions of responsibility to—and of−other family members be thoroughly explored in genetic
counseling sessions. 相似文献
175.
Theoretically informed models are required to further the comprehensive understanding of children’s ETV. We draw on the stress
process paradigm to forward an overall conceptual model of ETV (ETV) in childhood and adolescence. Around this conceptual
model, we synthesize research in four dominant areas of the literature which are detailed but often disconnected including:
(1) exposure to three forms of physical violence (e.g., child physical maltreatment, interparental violence, and community
ETV); (2) the multilevel correlates and causes of ETV (e.g., neighborhood characteristics including concentrated disadvantage;
family characteristics including socio-economic status and family stressors); (3) a range of consequences of ETV (e.g., internalizing
and externalizing mental health problems, role transitions, and academic outcomes); and (4) multilevel and cross domain mediators
and moderators of ETV influences (e.g., school and community factors, family social support, and individual coping resources).
We highlight the range of interconnected processes through which violence exposures may influence children and suggest opportunities
for prevention and intervention. We further identify needed future research on children’s ETV including coping resources as
well as research on cumulative contributions of violence exposure, violence exposure modifications, curvilinearity, and timing
of exposure.
相似文献
Holly FosterEmail: |
176.
Perspective goals, such as studying a map to learn a route through an environment or the overall layout of an environment, produce memory congruent with the goal‐directed rather than the studied perspective. One explanation for this finding is that perspective goals guide attention towards actively gathering relevant information during learning. A second explanation is that information is automatically organized into a goal‐congruent spatial model that guides retrieval. Both explanations predict goal‐congruent memory, but only the former one predicts eye movement differences during study. The present experiment investigated the effect of perspective goals on eye movement during map study and the flexibility of resulting spatial memories. Results demonstrate eye movements towards goal‐congruent map elements during learning, and lasting memory effects at test. These findings carry implications for the design of adaptive hand‐held and in‐vehicle navigation interfaces that accommodate for varied user goals. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
177.
The Student Guided Functional Assessment Interview: An Analysis of Student and Teacher Agreement 总被引:1,自引:0,他引:1
Holly Reed Eileen Thomas Jeffrey R. Sprague Robert H. Horner 《Journal of Behavioral Education》1997,7(1):33-49
Functional assessment strategies are used to guide the treatment of problem behavior with individuals who have severe disabilities. Also, researchers have extended functional assessment applications to individuals with emotional and behavioral disabilities. One such extension is the use of students as informants in the functional assessment process. The present study assessed an interview tool designed to elicit information directly from students regarding their problem behaviors. We examined agreement between students and their teachers. Results showed high agreement on the causes and functions of problem behavior with mixed agreement on support plan recommendations. 相似文献
178.
Three experiments showed that, in virtual space, humans learn to find an invisible target that remains in a fixed location relative to distal cues. Experiment 1 showed that people rapidly learned to locate an invisible target in a computer-generated virtual arena. Participants searched the appropriate place intensely when, on a probe trial, the target was removed. Experiment 2 showed that two groups of participants, one with a visible and one with an invisible target, learned to locate the target in the virtual arena. A probe trial, during which the target was removed, showed that participants from both groups searched the former location of the target in the virtual arena, suggesting the presence of proximal cues did not interfere with place learning. Experiment 3 showed that, following place learning, people directly approach the location of the invisible target from novel start positions. The data were discussed in terms of spatial learning and memory. 相似文献
179.
Preventing Reading Difficulties in Young Children, the report of the Committee on the Prevention of Reading Difficulties in Young Children sponsored by the National Research Council, provides a comprehensive examination of the reading process and of reading instruction in the early grades. Although lacking in several areas, such as the development of fluency, appropriate practices for students with learning disabilities, and recommendations for teacher education, the report is based on sound research and is likely to have a substantial impact on the field of reading. 相似文献
180.
Two experiments tested the proposition that recall in an imagery task would be facilitated when the processes instigated during original input and during a rehearsal interval were similar to (compatible with) processes assumed to be initiated by two retrieval formats. In both experiments the subjects listened to tape-recorded messages which described the placements of numbers in an imaginary mental matrix. Experiment 1 used four modes of presenting the original information about the placement of the numbers. Two of the input modes were expected to foster the use of imagery: listening to the tape-recorded messages (L), and listening while shadowing (vocalizing) the messages (LV). The other modes of presentation were expected to encourage verbalized rather than imaginal encoding: listening plus silent reading (LR), and listening plus reading aloud (LRV). Two types of recall tasks were used, one which emphasized imaginal coding (matrix recall) and one which emphasized verbal coding (direction recall). Recall was highest when the input and output tasks were assumed to involve similar types of processing. Thus, Groups L and LV showed higher recall than Groups LR and LRV on the matrix task, but the converse was true for the direction task. In addition, rotation of the information yielded different characteristics for the input-output conditions. Experiment 2 introduced rehearsal instructions. Visualizing rehearsal was more beneficial to matrix recall than verbalizing rehearsal or no explicit rehearsal instructions, and verbalizing rehearsal aided direction recall more than visualizing rehearsal. Various models were discussed. 相似文献