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51.
Developmental and etiological advances have set the stage for considering trajectories of problem behavior across the life course, but little work thus far addresses co-occurring problem behavior trajectories. Although recent work characterizes drinking and smoking trajectories, none has explored the course of concurrent drinking and smoking. Using panel data from the Monitoring the Future Project (N=32,087), the authors applied growth mixture modeling to 4 waves of heavy drinking and smoking in a young-adult sample. The authors extracted a single latent group membership factor from heavy drinking and smoking. Associations between trajectory classes and risk factors were relatively unique to the substance being predicted. The association of smoking with alcohol expectancies and delinquency appeared to exist by virtue of smoking's comorbidity with drinking. 相似文献
52.
Individuals with autism show relatively strong performance on tasks that require them to identify the constituent parts of a visual stimulus. This is assumed to be the result of a bias towards processing the local elements in a display that follows from a weakened ability to integrate information at the global level. The results of the current study showed that, among children with autism, ability to locate a figure embedded in a larger stimulus was only related to performance on visual search trials where the target was identified by a unique perceptual feature. In contrast, control children's embedded figures performance was specifically related to their performance on visual search trials where the target was defined by a conjunction of features. This double dissociation suggests that enhanced performance on perceptual tasks by children with autism is not simply a consequence of a quantitative difference in ability to engage in global processing. 相似文献
53.
The present study examined the perceptions school-age children have of stutterers. Four groups of fourth and fifth grade students viewed a videotape with either the speaker stuttering or not stuttering while reading a poem. A semantic differential scale of bi-polar adjective pairs was used to rate the speaker on intelligence and personality traits. The current study found that there is a significant difference between school-age children's perceptions of stutterers and nonstutterers with the ratings for the disfluent speaker more negative than the ratings for the fluent speaker. It was found that children did not rate personality and intelligence related traits differently. This information can be used to validate the need for education regarding stuttering for children and those who work with children. EDUCATIONAL OBJECTIVES: The reader will learn about and be able to (1). identify perceptions of stutterers by a variety of groups; (2). discuss the implications of research on perceptions of stutterers; and (3). compare/contrast children and adults and their perceptions. 相似文献
54.
Customers' perceptions of salespersons' orientation and susceptibility to salespersons' influence 总被引:1,自引:0,他引:1
This study examined correlations of scores for salespersons' and customers' orientation, as indicated by a modified Salesperson Orientation-Customer Orientation scale, with self-reported consumers' susceptibility to salespersons' information, recommendations, and relational influence. Vehicle purchasers provided 508 useable survey responses. Correlations for customers' perceptions of both salespersons' orientation (-.39 and -.21) and customers' orientation (.39 and .24) were related to self-reports of susceptibility to salespersons' information and relational influence. 相似文献
55.
Neurofibromatosis, type I (NF-I) is associated with verbal and nonverbal neuropsychological deficits and neuroanatomical anomalies. Few relationships between CNS abnormalities and cognitive function in this population, however, have been found. Reading disabilities and developmental language impairments in the general population have been associated with particular morphologic features in inferior frontal gyrus (IFG) and Heschl's gyrus (HG). We compared the morphology of these regions in children with NF-I and controls. Verbal skills in NF-I were related to IFG morphology, such that individuals with NF-I who showed "typical" gyral patterns in the right hemisphere performed worse across language measures than those showing an extra "atypical" gyrus. A doubling of HG in the left and right hemispheres was also significantly associated with performance on several neuropsychological measures. This is the first study to link regional gyral morphology with language function in NF-I. A possible molecular basis for the observed relationships is discussed. 相似文献
56.
Now you feel it, now you don't: frontal brain electrical asymmetry and individual differences in emotion regulation 总被引:6,自引:0,他引:6
Jackson DC Mueller CJ Dolski I Dalton KM Nitschke JB Urry HL Rosenkranz MA Ryff CD Singer BH Davidson RJ 《Psychological science》2003,14(6):612-617
Recent theoretical accounts of emotion regulation assign an important role in this process to the prefrontal cortex, yet there is little relevant data available to support this hypothesis. The current study assessed the relation between individual differences in asymmetric prefrontal activation and an objective measure of uninstructed emotion regulation. Forty-seven participants 57 to 60 years old viewed emotionally arousing and neutral visual stimuli while eyeblink startle data were collected. Startle probes were also presented after picture presentation to capture the persistence or attenuation of affect following the offset of an emotional stimulus. Subjects with greater relative left-sided anterior activation in scalp-recorded brain electrical signals displayed attenuated startle magnitude after the offset of negative stimuli. This relation between resting frontal activation and recovery following an aversive event supports the idea of a frontally mediated mechanism involved in one form of automatic emotion regulation. 相似文献
57.
Jackson JP 《History of psychology》2003,6(2):195-202
In a recent article, Howard H. Kendler (2002) criticized Kenneth B. Clark and the other social scientists who worked in Brown v. Board of Education for polluting their science with value judgments. This article argues that Kendler's critique is misguided because it conflates a policy judgment with a value judgment. In addition, Kendler inconsistently applied his own standard of objectivity when he examined in the social science used in Brown. 相似文献
58.
Differences in psychosocial experiences of employed, unemployed, and student samples of young adults
Jackson T 《The Journal of psychology》1999,133(1):49-60
The author conducted this cross-sectional study to assess the extent to which employed, unemployed, and student samples of young adults could be differentiated on the basis of psychosocial experiences. Forty-four employed, 41 unemployed, and 42 student volunteers completed measures of emotional distress, time structure, financial strain, skill use, task variety, social support, and demographic information. After the effects of educational and income differences were statistically controlled, results indicated that unemployed participants reported poorer functioning than employed and student respondents on most measures. In a discriminant function analysis, 66% of the sample was correctly identified from scores on psychosocial measures, with higher classification rates for employed and unemployed participants. The findings provide additional support for contextual models of mental health and suggest that full-time education partially buffers the negative psychological consequences of unemployment when opportunities for employment are absent. 相似文献
59.
Jackson LC 《Cultural diversity & ethnic minority psychology》1999,5(1):27-36
Teaching diversity courses in mental health programs presents a unique set of issues for the faculty. These courses generate various forms of emotional reactions in students that could take the form of anger, silence, avoidance, and passivity. The purpose of this article is to specifically focus on the experience of students of color who find themselves in these courses and the various ways they respond. This learning process is often impeded by resistance because of the personal experiences of all students, but students of color experience a unique set of resistances in each stage of this process, either because of their own experience or because of a lack of experience with racism, racial and biracial identity development, cultural and bicultural identity, or acculturation issues. Resistance in the classroom interferes with the reciprocal communication between instructors and students and interferes with learning and the development of trust between instructors and students of color. Suggestions are made to help faculty to understand these resistances and to develop appropriate responses for working through the process. 相似文献
60.
Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by their teachers as aggressive. The stability of teachers' and children's reports of relationships quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in year 1 (Y1) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Y1 aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs. 相似文献