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971.
Saul J Wandersman A Flaspohler P Duffy J Lubell K Noonan R 《American journal of community psychology》2008,41(3-4):165-170
There is a well-known gap between science and practice. To address this gap in the areas of Child Maltreatment (CM) and Youth
Violence (Y/V), the Division of Violence Prevention (DVP) at the Centers for Disease Control and Prevention (CDC) embarked
on a Dissemination/Implementation (D/I) planning project. The project was aimed at identifying better ways to connect research
and practice through reviews of the literature as well as through discussions with experts on violence prevention and research
utilization. This introductory article sets the stage for the rest of the special issue by defining terms, providing a rationale
for the planning project, describing the planning process, and summarizing what is to come in the rest of the issue.
The findings and conclusions in this report are those of the authors and do not necessarily represent the views of the Centers
for Disease Control and Prevention. 相似文献
972.
The present research examines the psychological consequences of not making attributions to discrimination in response to negative feedback. In two studies, 100 and 80, respectively, female undergraduates at large US research universities were exposed to conditions that simulated three distinct reasons for not making an attribution to discrimination which parallel three theoretical information processing stages. The psychological consequences examined included changes in activation of and explicit thoughts about sexism, affective state, excuses for poor performances, and negative attitudes toward the perpetrator. Results illustrated that there are psychological consequences of failing to make an attribution to discrimination, and that the three ways to fail to make an attribution to discrimination are distinct in that each resulted in unique consequences. 相似文献
973.
Many children grow up in bilingual families and acquire two first languages. Emerging research is advancing the view that the capacity to acquire language can be applied equally to two languages as to one but that bilingual and monolingual acquisition nonetheless differ in some nontrivial ways. To probe the first steps toward acquisition, researchers recently have begun to use experimental methods to study preverbal bilingual infants. We review the literature in this growing field, focusing on how infants growing up bilingual use surface acoustic information to separate, categorize and begin to learn their two languages. These new data invite the expansion of standard linguistic theories to account for how a single architecture can support the acquisition of two languages simultaneously. 相似文献
974.
Increasing numbers of children diagnosed and treated for autism spectrum disorders (ASDs) has impacted both neuropsychologists and educators. Though both play key evaluative and treatment roles, there is no available method or process in place enabling the translation of the neuropsychological report recommendations into a format educational teams can easily use, leading to a gap between neuropsychological recommendations and educational planning. In the following, we review the areas evaluated by a neuropsychologist when assessing a child with an ASD, discuss the domains targeted by educational teams when designing an educational plan, and then present a process that has met with some success creating a "bridge" between the diagnostic/assessment process and the subsequent academic planning. Though presented in the context of ASD, the process described can be used by neuropsychologists for various populations to facilitate partnerships with educators that result in improved care for the child. 相似文献
975.
976.
Janet D. Latner Joanna K. Vallance Geoffrey Buckett 《Journal of clinical psychology in medical settings》2008,15(2):148-153
This study examined health-related quality of life (QOL) and its association with different forms of binge eating in 53 women
with eating disorders. Participants had enrolled in treatment for anorexia nervosa, bulimia nervosa, binge eating disorder,
or other eating disorders not otherwise specified and completed measures of QOL, eating-related psychopathology, and mood
disturbance. Eating- and mood-related psychopathology, and to a lesser extent, mental-component QOL scores, were severely
impaired in this sample relative to population norms. QOL was significantly and independently predicted by subjective bulimic
episodes and compensatory behaviors, including food avoidance, laxative abuse, and self-induced vomiting, accounting for 32%
of the variance. Subjective bulimic episodes and food avoidance also independently predicted the physical-component QOL, accounting
for 27% of the variance. These findings suggest that subjective bulimic episodes may be independently associated with impairment
in QOL and may require specific attention as targets of treatment. 相似文献
977.
The “false-hope syndrome” suggests that unrealistic expectations are responsible for the cycle of repeated failure and renewed efforts at self-change characterizing many self-changers. Our hypotheses were that: (1) committing to a particular self-change task would inflate initial expectations, (2) participants would be unsuccessful relative to their expectations, and (3) more elevated expectations would lead to more negative outcomes. Participants were randomly assigned to either increase their physical activity or reduce their stress through meditating or were assigned to a no-change control group. In accordance with Hypotheses 1 and 2, exercise participants had more positive expectations about their resolutions immediately after committing to them, and both exercise and meditation participants were unsuccessful relative to their expectations. With respect to Hypothesis 3, however, having more positive expectations about one's resolution did not predict a worse outcome. 相似文献
978.
Liesbeth M. van Beijsterveldt Janet G. van Hell 《Journal of experimental child psychology》2009,104(2):179-196
We examined priming of adjective-noun structures in Dutch hearing and deaf children. In three experiments, hearing 7- and 8-year-olds, hearing 11- and 12-year-olds, and deaf 11- and 12-year-olds read a prenominal structure (e.g., the blue ball), a relative clause structure (e.g., the ball that is blue), or a main clause (e.g., the ball is blue). After reading each prime structure, children described a target picture in writing. Half of the target pictures contained the same noun as the prime structure and half contained a different noun. Hearing 7- and 8-year-olds and 11- and 12-year-olds, as well as deaf 11- and 12-year-olds, showed priming effects for all three structures in both the same-noun and different-noun conditions. Structural priming was not boosted by lexical repetition in the hearing and deaf 11- and 12-year-olds; a lexical boost effect was observed only in the 7- and 8-year-olds and only in the relative clause structure. The findings suggest that hearing and deaf children possess abstract representations of adjective-noun structures independent of particular lexical items. 相似文献
979.
To examine the influence of gender stereotyping of administration positions in intercollegiate athletics, the present study evaluated the gender typing of managerial subroles by undergraduate and graduate sport management students from two northeastern universities in the U.S. (59 women, 189 men). Participants indicated importance of managerial subroles for the positions of athletic director, life skills coordinator, and compliance coordinator. Participants rated masculine managerial subroles as most important for athletic director, however feminine managerial subroles were rated of similar importance for both the life skills coordinator and the athletic director. There were no differences between women and men on evaluation of the importance of managerial subroles across all positions. Results of the current study provide some support for role congruity theory within athletic administration. 相似文献
980.
We investigated whether the superior memory performance sometimes seen with delayed rather than immediate feedback was attributable
to the shorter retention interval (orlag to test) from the last presentation of the correct information in the delayed condition. Whetherlag to test was controlled or not, delayed feedback produced better final test performance than did immediate feedback, which in turn
produced better performance than did no feedback at all, when we tested Grade 6 children learning school-relevant vocabulary.
With college students learning GRE-level words, however, delayed feedback produced better performance than did immediate feedback
(and both were better than no feedback) when lag to test was uncontrolled, but there was no difference between the delayed
and immediate feedback conditions when the lag to test was controlled. 相似文献