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排序方式: 共有470条查询结果,搜索用时 187 毫秒
191.
Counselling is the recommended treatment for individuals with mild to moderate mental health problems of recent onset. In this evaluation of a primary care counselling service offering person‐centred counselling, the Core Outcome Measure (CORE‐OM) was administered at referral and at the beginning and end of therapy. A pre‐post therapy effect size for 697 individuals over a 5 year period was 1.2. This compares with a waitlist (between referral and pre therapy) effect size of 0.24 for 382 individuals over a three year period. The results indicate that person‐centred counselling is effective for clients with common mental health problems, such as anxiety and depression. Effectiveness is not limited to individuals with mild to moderate symptoms of recent onset, but extends to people with moderate to severe symptoms of longer duration. 相似文献
192.
During the last 2 decades, major advances have been made in understanding the development of executive functions (EFs) in early childhood. This article reviews the EF literature during the preschool period using an integrative framework. The framework adopted considers EF to be a unitary construct with partially dissociable components (A. Miyake et al., 2000). The authors focus on 3 EF components: working memory, response inhibition, and shifting. For the present purposes, the central executive is conceived of as a central attention system that is involved in all EF component operations. Research to date suggests that elementary forms of the core EF components are present early during the preschool period. Changes in EF during the latter half of the preschool period appear to be due to the development of attention and integration of component EFs. Finally, the review outlines a number of areas that warrant further investigation if researchers are to move forward in understanding early EF development. 相似文献
193.
Karl S. Rosengren Caitlin Carmichael Stevie S. Schein Kathy N. Anderson Isabel T. Gutirrez 《Infant behavior & development》2009,32(3):286-290
Six preschool classrooms, containing children between the ages of 4.0 and 40.0 months, were seeded with miniature items to examine how easily scale errors could be elicited. Observations occurred over a period of 3 months, with a total of 280 min of observations per classroom. A concealed observer documented all interactions with the miniature items. A total of 93 scale errors occurred, with a higher frequency committed by the younger children. These results confirm findings from previous research and suggest that scale errors can be effectively elicited in a preschool classroom. Our approach may provide a useful method for systematically studying the factors that influence scale errors. 相似文献
194.
Event-related brain potentials (ERPs) were recorded while participants (n=13) were presented with mirrored and normal letters at different orientations and were asked to make mirror-normal letter discriminations. As it has been suggested that a mental rotation out of the plane might be necessary to decide on mirrored letters, we wanted to determine whether this rotation occurs after the plane rotation in mirror rotated letters. The results showed that mirrored letters in the upright position elicited a negative-going waveform over the right hemisphere in the 400-500 ms window. A similar negativity was also present in mirrored letters at 30 degrees, 60 degrees, and 90 degrees, but in these cases it was delayed. Moreover, the well-known orientation effect on the amplitude of the rotation-related negativity was also found, although it was more evident for normal than for mirrored letters. These results indicate that the processing of mirrored letters differs from that of normal letters, and suggest that a rotation out of the plane after the plane rotation may be involved in the processing of mirror rotated letters. 相似文献
195.
Jennifer J. Richler Cindy M. Bukach Isabel Gauthier 《Attention, perception & psychophysics》2009,71(3):530-540
We explored whether holistic-like effects can be observed for nonface objects in novices as a result of the task context. We measured contextually induced congruency effects for novel objects (Greebles) in a sequential matching selective attention task (composite task). When format at study was blocked, congruency effects were observed for study-misaligned, but not study-aligned, conditions (Experiment 1). However, congruency effects were observed in all conditions when study formats were randomized (Experiment 2), revealing that the presence of certain trial types (study-misaligned) in an experiment can induce congruency effects. In a dual task, a congruency effect for Greebles was induced in trials in which a face was first encoded, but only when it was aligned (Experiment 3). Thus, congruency effects can be induced by context that operates at the scale of the entire experiment or within a single trial. Implications for using the composite task to measure holistic processing are discussed. 相似文献
196.
Isabel Wollaston 《Reviews in Religion & Theology》1999,6(3):331-333
Books reviewed in this article:
Dan Cohn-Sherbok, A Concise Encyclopedia of Judaism
Klaus K. Klostermaier, A Concise Encyclopedia of Hinduism
Geoffrey Parrinder, A Concise Encyclopedia of Christianity
Dan Cohn-Sherbok, Judaism
Jamal J. Elias, Islam
Bradley K. Hawkins, Buddhism
Cybelle Shattuck, Hinduism
Brian Wilson, Christianity
Mary Pat Fisher, Religion in the Twenty-first Century 相似文献
Dan Cohn-Sherbok, A Concise Encyclopedia of Judaism
Klaus K. Klostermaier, A Concise Encyclopedia of Hinduism
Geoffrey Parrinder, A Concise Encyclopedia of Christianity
Dan Cohn-Sherbok, Judaism
Jamal J. Elias, Islam
Bradley K. Hawkins, Buddhism
Cybelle Shattuck, Hinduism
Brian Wilson, Christianity
Mary Pat Fisher, Religion in the Twenty-first Century 相似文献
197.
Isabel Caro Carolina Ballestar Cristina Alarcoan 《Counselling psychology quarterly》1991,4(2-3):207-219
The main aim of this paper is to introduce the techniques used in cognitive therapy of evaluation. The Cognitive therapy of evaluation is being developed from the theoretical background of general semantics theory and it is a therapy based on language as an instrument of cognitive processes, and on the role it plays, through word-facts identification, in the development and treatment of emotional problems. The main techniques developed (abstraction orders and the extensional devices) and other therapeutic issues are introduced and explained. 相似文献
198.
Ghizoni DM João LM Moratelli Neto L da Cunha IC Orlandi Pereira L Borges FR Battisti R de Oliveira LG Meneghini L Lucinda AM Marino Neto J Paschoalini MA Faria MS 《Neurobiology of learning and memory》2006,86(1):107-116
The aim of the present study is to evaluate the role of the blood glucose (BG) level in emotional learning in the elevated plus maze (EPM), an animal model of anxiety. In Experiment 1, male Wistar rats were submitted to different EPM trial lengths (1- or 5-min). Blood samples were withdrawn before and after the maze exploration, through a polyethylene cannula chronically implanted into the jugular vein. In Experiment 2, the animals received either saline or 2-deoxy-D-glucose, a glucoprivic drug (2-DG, 250 or 500 mg kg(-1)) by i.p. route, 30 min before a 5-min EPM exposure and were retested in the maze (Trial1/Trial2 EPM procedure) 24 h later. In an independent group of rats, blood samples were withdrawn 0, 5, 15, and 30 min after 2-DG administration, through the jugular vein, to determine BG. In Experiment 3, the animals underwent a vagotomy and were tested in a Trial1/Trial2 EPM procedure four weeks later. The results showed that rats exploring the EPM for 5 min displayed increased fear and higher hyperglycemia than those exploring the EPM for 1 min. In addition, rats submitted to 5-min EPM Trial1 length displayed higher level of fear on Trial2, as well as higher percentage of shortening of the %Open arm entries and %Open arm time from Trial1 to Trial2, which characterizes the occurrence of emotional learning. In contrast, rats previously vagotomized or treated with 2-DG (500 mg kg(-1)) showed the same level of fear on both EPM trials and a low percentage of shortening, from Trial1 to Trial2, of the %Open arm entries and %Open arm time, indicating poor emotional learning. The data is discussed regarding the role of glycaemia in emotional learning in the EPM. 相似文献
199.
Within the framework of attachment theory and of motivation goal theory, this study explored the relation between quality of attachment strategies and quality of motivational strategies in a sample of young adolescents. Specifically, this study examined patterns of thoughts, behaviors, and emotions as they related to representations of attachment and motivational functioning in situations that challenge or threaten three psychological needs (emotional security, competence, and autonomy). Forty-four students, aged 11 to 14 years, responded to imagined stressful situations in order to: (a) assess attachment strategies; (b) identify and assess students' motivational strategies in stressful classroom circumstances; (c) assess motivational strategies of students with high and low control and agency beliefs; and (d) examine the relations between attachment and motivational strategies. Four distinct action patterns were identified: flexible action, rigid action, passive behavior, and disorganized behavior. Significant relations were found between control beliefs and motivational strategies, as well as a trend toward relations between attachment and motivational strategies, suggesting that secure adolescents show more constructive motivational strategies and less disorganized strategies when compared to insecure adolescents. 相似文献
200.
Gauthier I Curby KM Skudlarski P Epstein RA 《Cognitive, affective & behavioral neuroscience》2005,5(2):222-234
The brain processes images at different spatial scales, but it is unclear how far into the visual stream different scales
remain segregated. Using functional magnetic resonance imaging, we found evidence that BOLD activity in the fusiform face
area (FFA) reflects computations based on separate spatial frequency inputs. When subjects perform different tasks (attend
location vs. identity; attend whole vs. parts) or the same task with different stimuli (upright or inverted) with high- and
low-pass images of cars and faces, individual differences in the FFA in one condition are correlated with those in the other
condition. However, FFA activity in response to low-pass stimuli is independent of its response to highpass stimuli. These
results suggest that spatial scales are not integrated before the FFA and that processing in this area could support the flexible
use of different sources of information present in broad-pass images. 相似文献