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81.
Adults perceive emotional facial expressions categorically. In this study, we explored categorical perception in 3.5-year-olds by creating a morphed continuum of emotional faces and tested preschoolers’ discrimination and identification of them. In the discrimination task, participants indicated whether two examples from the continuum “felt the same” or “felt different.” In the identification task, images were presented individually and participants were asked to label the emotion displayed on the face (e.g., “Does she look happy or sad?”). Results suggest that 3.5-year-olds have the same category boundary as adults. They were more likely to report that the image pairs felt “different” at the image pair that crossed the category boundary. These results suggest that 3.5-year-olds perceive happy and sad emotional facial expressions categorically as adults do. Categorizing emotional expressions is advantageous for children if it allows them to use social information faster and more efficiently. 相似文献
82.
Bradley T. Erford Breann M. Erford Gina Lattanzi Janet Weller Hallie Schein Emily Wolf Meredith Hughes Jenna Darrow Janet Savin‐Murphy Elizabeth Peacock 《Journal of counseling and development : JCD》2011,89(4):439-457
Clinical trials exploring the effectiveness of counseling and psychotherapy in treatment of depression in school‐age youth composed this meta‐analysis. Results were synthesized using a random effects model for mean difference and mean gain effect size estimates. No effects of moderating variables were evident. Counseling and psychotherapy are effective for treatment of depression in school‐age youth both at termination and follow‐up, and in school and nonschool settings. 相似文献
83.
84.
The current study adds to prior research by investigating specific (happiness, sadness, surprise, disgust, anger and fear) and general (corrugator and zygomatic muscle activity) facial reactions to violent and comedy films among individuals with varying levels of callous–unemotional (CU) traits and impulsive aggression (IA). Participants at differential risk of CU traits and IA were selected from a sample of 1225 young adults. In Experiment 1, participants (N?=?82) facial expressions were recorded while they watched violent and comedy films. Video footage of participants' facial expressions was analysed using FaceReader, a facial coding software that classifies facial reactions. Findings suggested that individuals with elevated CU traits showed reduced facial reactions of sadness and disgust to violent films, indicating low empathic concern in response to victims' distress. In contrast, impulsive aggressors produced specifically more angry facial expressions when viewing violent and comedy films. In Experiment 2 (N?=?86), facial reactions were measured by monitoring facial electromyography activity. FaceReader findings were verified by the reduced facial electromyography at the corrugator, but not the zygomatic, muscle in response to violent films shown by individuals high in CU traits. Additional analysis suggested that sympathy to victims explained the association between CU traits and reduced facial reactions to violent films. 相似文献
85.
Students’ achievement values,goal orientations,and interest: Definitions,development, and relations to achievement outcomes 总被引:1,自引:0,他引:1
Students’ achievement task values, goal orientations, and interest are motivation-related constructs which concern students’ purposes and reasons for doing achievement activities. The authors review the extant research on these constructs and describe and compare many of the most frequently used measures of these constructs. They also discuss their development during childhood and adolescence. They review the research on the relations of these constructs to achievement outcomes, and their relations to each other both contiguously and over time. Suggestions for future research include testing theoretically derived predictions about how students’ achievement values, goal orientations, and interest together predict various achievement outcomes; and examining how their relations with one another become established and change over time. 相似文献
86.
Ira E. Hyman Jr S. Matthew Boss Breanne M. Wise Kira E. McKenzie Jenna M. Caggiano 《Applied cognitive psychology》2010,24(5):597-607
We investigated the effects of divided attention during walking. Individuals were classified based on whether they were walking while talking on a cell phone, listening to an MP3 player, walking without any electronics or walking in a pair. In the first study, we found that cell phone users walked more slowly, changed directions more frequently, and were less likely to acknowledge other people than individuals in the other conditions. In the second study, we found that cell phone users were less likely to notice an unusual activity along their walking route (a unicycling clown). Cell phone usage may cause inattentional blindness even during a simple activity that should require few cognitive resources. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
87.
Plowes Nicola Du Yu Congdon Jenna V. Bulitko Vadim Soares Everton S. Spetch Marcia L. 《Animal cognition》2019,22(1):35-47
Animal Cognition - Veromessor pergandei harvester ants are group foragers which use a combination of social cues (pheromone-marked columns) and individual cues (e.g., self-generated movement,... 相似文献
88.
How and why do bereaved individuals talk about their loss? What are the personality correlates and social consequences of different kinds of bereavement narratives? Two studies were conducted to answer these questions. In Study 1, participants from online bereavement support groups and memorial websites wrote bereavement narratives. Participants high in Conscientiousness told brief, factual narratives; participants high in Neuroticism told self-focused contamination narratives; and participants high in Extraversion told narratives for social reasons. In Study 2, undergraduate participants responded to twelve narratives from Study 1. Participants felt more sympathetic concern but more social awkwardness and less acceptance towards contamination narrators compared to redemption narrators. The role of personality in the telling and reception of bereavement stories, and social support after loss, is discussed. 相似文献
89.
Self-focused attention has been found to facilitate task performance in some instances and inhibit it in others. Among chronically anxious individuals it appears to consistently hinder performance. Less is known about the impact of self-focus on the performance of normal individuals. The present study examines the role of task difficulty, task self-relevance, and presence of evaluation anxiety in the performance effects of self-focus among normal individuals. Participants performed a simple reaction time (RT) and a lexical decision task, in Experiments 1 and 2, respectively, with or without self-focus. Self-focus and evaluation anxiety resulted in faster responding in simple RT, but there was no significant effect of self-focus on performance in the more difficult lexical decision task. Participants' heart rate (HR) was monitored and indicated that orienting was associated with slower RT in both experiments, and less orienting was found during self-focus and evaluation conditions. Results are interpreted in light of several self-focus theories. 相似文献
90.
Gregory A. Fabiano Anil Chacko William E. Pelham Jessica Robb Kathryn S. Walker Frances Wymbs Amber L. Sastry Lizette Flammer Jenna K. Keenan Hema Visweswaraiah Simon Shulman Laura Herbst Lauma Pirvics 《Behavior Therapy》2009,40(2):190-204
Few behavioral parent training (BPT) treatment studies for attention-deficit/hyperactivity disorder (ADHD) have included and measured outcomes with fathers. In this study, fathers were randomly assigned to attend a standard BPT program or the Coaching Our Acting-Out Children: Heightening Essential Skills (COACHES) program. The COACHES program included BPT plus sports skills training for the children and parent-child interactions in the context of a soccer game. Groups did not differ at baseline, and father ratings of treatment outcome indicated improvement at posttreatment for both groups on measures of child behavior. There was no significant difference between groups on ADHD-related measures of child outcome. However, at posttreatment, fathers who participated in the COACHES program rated children as more improved, and they were significantly more engaged in the treatment process (e.g., greater attendance and arrival on time at sessions, more homework completion, greater consumer satisfaction). The implications for these findings and father-related treatment efforts are discussed. 相似文献