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51.
Joseph R. Bardeen Thomas A. Fergus Susan M. Hannan Holly K. Orcutt 《Journal of personality assessment》2016,98(3):298-309
Through its frequent use, a pattern has emerged showing psychometric limitations of the Difficulties in Emotion Regulation Scale (DERS; Gratz &; Roemer, 2004). This 3-part study sought to (a) determine whether these limitations are due to a method effect by rewording all reverse-coded items in a straightforward manner and submitting them to exploratory factor analysis (EFA), and (b) examine the tenability of an adaptation of the original measure. EFA results from Study 1 (N = 743) supported retention of 29 modified items across 5 factors. Consistent with the original theoretical underpinnings of the DERS, Awareness and Clarity items loaded on the same factor. In Study 2 (N = 738), confirmatory factor analysis (CFA) was used to examine the factor structure of the pool of items identified in Study 1. All of the modified subscales clustered strongly with one another and evidenced large loadings on a higher-order emotion regulation construct. These results were replicated in Study 3 (N = 918). Results from Study 3 also provided support for the reliability and validity of scores on the modified version of the DERS (i.e., internal consistency, convergent and criterion-related validity). These findings provide psychometric support for a modified version of the DERS. 相似文献
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Shireen Abuhatoum Sandra Della Porta Holly Recchia Hildy Ross 《Journal of cognition and development》2016,17(1):180-196
This study examined siblings’ knowledge about the teaching concept during naturalistic teaching contexts, wherein children’s communicative interactions were used as a gateway to their social understanding (Turnbull, Carpendale, & Racine, 2009). Participants included 39 sibling dyads (older age group, Mage = 6;4; younger age group, Mage = 4;5) observed for six 90-min sessions at home. Teaching episodes were identified and coded for: a) initiation of teaching (i.e., assumes role or learner requests teaching), b) knowledge states (i.e., knowledge, lack of knowledge, questioning knowledge), c) transfer of knowledge (i.e., learning), and d) teaching strategies (e.g., direct instruction). Children who assumed the teaching role referenced knowledge and questioning knowledge, whereas learners requested teaching by referencing a lack of knowledge. Firstborn learners were more likely to reference knowledge versus second-born learners who referenced a lack of knowledge. Transfer of knowledge occurred when teachers referenced knowledge. When learners referenced knowledge states, teachers were more likely to use direct instruction, demonstration, and negative feedback. Results underscore the developmental significance of sibling teaching and demonstrate a novel approach to studying children’s social understanding in the teaching context (Turnbull et al., 2009). 相似文献
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In the recent literature on causal and non-causal scientific explanations, there is an intuitive assumption (which we call the ‘abstractness assumption’) according to which an explanation is non-causal by virtue of being abstract. In this context, to be ‘abstract’ means that the explanans in question leaves out many or almost all causal microphysical details of the target system. After motivating this assumption, we argue that the abstractness assumption, in placing the abstract and the causal character of an explanation in tension, is misguided in ways that are independent of which view of causation or causal explanation one takes to be most accurate. On major accounts of causation, as well as on major accounts of causal explanation, the abstractness of an explanation is not sufficient for it being non-causal. That is, explanations are not non-causal by dint of being abstract. 相似文献
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Amanda N. Zangrillo William J. Warzak Valerie M. Volkert Rachel J. Valleley Mark D. Shriver Nicole M. Rodriguez Holly J. Roberts Cathleen C. Piazza Kathryn M. Peterson Suzanne M. Milnes Kathryn M. Menousek Terri L. Mathews Kevin C. Luczynski Sara S. Kupzyk Brett R. Kuhn William J. Higgins Allison O. Grennan Brian D. Greer Wayne W. Fisher Joseph H. Evans Keith D. Allen 《The Behavior analyst / MABA》2016,39(1):157-166
Increased demand for applied behavior analysis (ABA) services has increased the need for additional masters-level practitioners and doctoral-level academicians and clinical directors. Based on these needs, the University of Nebraska Medical Center’s (UNMC) Munroe-Meyer Institute has developed a PhD program. The academic structure at UNMC allowed us to create our PhD program in a relatively quick and efficient manner. Our PhD program has many unique features, including (a) close integration of didactic instruction with clinical and research training provided by leading experts in ABA in which students immediately apply concepts introduced in the classroom during coordinated clinical and research practica; (b) structured grant writing training in which students learn to write and submit an NIH-level grant; (c) financial support in the form of a stipend of $23,400 per year, free health benefits, and a full-tuition waiver for up to 12 credits per semester for UNMC courses (a benefits package worth approximately $50,000 per year for an out-of-state student); and (d) encouragement and financial support to present papers at local, regional, and national behavior analysis conferences. 相似文献
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The purpose of the present study was to investigate the relationship between brand names and consumers' perceived risk. Hypotheses dealt with whether the presence of a product's brand name affects consumers' perceived risk towards shopping online; whether the familiarity with a brand name influences consumers' perceived risk; and whether online shoppers and non‐shoppers perceive risk towards shopping online differently. Results indicate that the presence or absence of a product's brand name affects online shoppers' perceived risk, but in the opposite direction to that expected. There was no significant difference between online shoppers' perceived risk vis‐à‐vis brand familiarity; however, online shoppers possessed lower perceived risk than non‐shoppers. Implications and limitations are discussed and recommendations for future research are provided. Copyright © 2004 Henry Stewart Publications Ltd. 相似文献
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