Cognitive-Behavioral Treatment of Men and Anger: Three Single Case Studies

The treatment of men with anger problems presents significant challenges for practitioners. This article discusses a cognitive-behavioral, individual therapy, approach within the framework of three single case studies involving men. Treatment challenges and methodology are presented. Key treatment issues included: establishing a therapeutic relationship; facilitating understanding of the cognitive basis of anger; and addressing male-role socialization messages and male-identity schema that contributed to the experience and expression of anger in these men. Limitations relative to the small sample (n = 3) and the lack of a randomized control group preclude any definitive statements regarding the effectiveness or generalizability of the intervention. Nevertheless, the study highlights important theoretical and practical concerns for practitioners and future researchers to consider when working with men and anger.     

Underlying dimensions of ecocentric and anthropocentric environmental beliefs

This study focuses on the cognitive components of general environmental attitudes. Taking as a starting point the scale of Thompson and Barton (1994) to identify ecocentric and anthropocentric motives in environmental conservation, the beliefs that guide attitudes in the person-environment relationship are analyzed. Confirmatory factor analysis was used to contrast the tripartite structure of these beliefs--based on egoistic, socioaltruistic, and biospheric aspects-with a two-dimensional structure that confronts ecocentric and anthropocentric orientations. The results obtained from two samples, a student sample (n = 212) and a sample from the general population of Madrid (n = 205), indicate the existence of a three-dimensional structure of environmental beliefs: an anthropocentric dimension based on the instrumental value of the environment for human beings, a biospheric dimension that values the environment for its own sake, and, lastly, an egobiocentric dimension that values the human being within nature as a whole.     

Gender differences in pressure pain threshold in a repeated measures assessment

The objective of this study was to evaluate gender differences in the pain threshold, considering the type of pressure point, its location and the repetition of the assessment. The pressure pain threshold was evaluated in 30 healthy volunteers (12 men and 18 women) in three assessment sessions separated by 15 min and 7 days, respectively. Each assessment session was in turn composed of two trials in each of which 24 different pressure points (symmetrically located), representing the 18 tender points for the diagnosis of fibromyalgia and six control points, were assessed. Gender differences were found in the pain threshold for all of the points and the measures taken, women showing a lower pain threshold in comparison to men and being these differences more pronounced for control points than for tender points, the former reaching statistical significance in all cases. The analysis of the influence of repeated measures on gender differences in the pain threshold showed a distinct pattern of recuperation in men than in women, although only one difference in pain threshold was significant. The utility of the tender point concept to study gender differences in pain threshold and the mechanisms that may explain different patterns of recuperation between genders are discussed.     

Question answering and database querying: Bridging the gap with generalized quantification

Even though Questions Answering and Database Querying have very different goals and frameworks, collaboration between the two fields could be mutually beneficial. However, the different assumptions in each field makes such collaboration difficult. In this paper, we introduce a query language with generalized quantifiers (QLGQ) and show how it could be used to help bridge the gap between the two fields.     

类似性比较对3～5岁儿童内隐推理的影响

本研究以三个实验探讨了3～5岁儿童词汇学习的内隐推理过程。实验1首先让被试者看一个熟悉物体的标准图片,分别以熟悉的或者不熟悉的名词命名,然后要求从两个选项中选择一个图片与标准图片匹配。结果表明3～4岁儿童可以不熟悉名词完成词汇扩展作业,但是只有5岁儿童可以熟悉名词完成词汇扩展作业,这表明5岁儿童可能有一个内隐推理加工过程。实验2以不熟悉物体作为标准图片,以熟悉名词与指代词分别作为指导语进一步测试5岁儿童的内隐推理过程,结果表明这个年龄阶段儿童的类概念形成有一种自上而下加工的内隐推理过程。实验3呈现基本概念的图片检验什么因素影响3～5岁儿童词汇学习的内隐推理过程,结果表明在类似性比较条件下与3～4岁儿童相比,5岁儿童更加明显地表现了内隐推理的加工过程。最后以类似性理论讨论了本研究的结果。     

课间缓解学习疲劳的一项探索性研究

学习疲劳是影响学生心理健康和学习效率的重要因素。学生课间心理保健操是根据我国大、中、小学生的生理、心理特点,参考Jacobson的渐进放松技术编制而成的,一般在学生学习最疲劳的课间组织实施。经过8所大、中、小学921名被试的实验研究,结果显示:学生课间心理保健操对大、中、小学生都有作用,能够有效地缓解学生的学习疲劳,恢复认知水平,特别是注意水平;对男生和女生普遍适用。适合大面积推广。     

Antecedents and consequences of retirement planning and decision-making: A meta-analysis and model

In this study, meta-analytic procedures were used to examine the relationships between retirement planning, retirement decision and their antecedent and consequences. Our review of the literature generated 341 independent samples obtained from 99 primary studies with 188,222 participants. A small effect size (ES) for antecedents of retirement planning (poor health, negative working conditions and positive attitudes toward retirement) was obtained (ranging from r = .05 to r = .19), whereas a medium ES was obtained for work involvement and job satisfaction (r = −.31 and r = −.34). Regarding retirement decision, lower effect sizes were obtained. Effect sizes for the relationships with consequences were medium for retirement planning and bridge employment (r = .28), for retirement decision-volunteer work (r = .26), and for retirement decision-retirement satisfaction (r = .26). Structural equation analysis using the pooled correlation matrix allowed us to test a more complex model. Potential moderator variables were examined, and it was found that they explained only a small percentage of variability of primary studies. Results are discussed, and theoretical and empirical implications are suggested.     

Regulatory mode preferences for autonomy supporting versus controlling instructional styles

Background Three studies carried out in educational settings examined determinants of teacher's instructional styles and students' degree of satisfaction with the learning climates created by such styles. Aims Based upon regulatory mode theory, Studies 1 and 2 tested the hypotheses that teachers' locomotion orientation will be positively related, and their assessment orientation will be negatively related, to autonomy supportive (vs. controlling) instructional styles. Study 3 tested the hypothesis that students' regulatory mode will exhibit a fit effect with the prevalent learning climate in their school. Samples Participants for Study 1 were 378 teachers (278 females); for Study 2 were 96 teachers (65 females); and for Study 3 were 190 students (all males). Method Participants completed questionnaires that included measures of teaching styles (Studies 1 and 2), perceived learning climate and satisfaction (Study 3), and regulatory mode orientations (Studies 1 and 3). In Study 2 regulatory mode orientations were experimentally induced. Results Results confirmed that teachers' autonomy supportive versus controlling styles were positively related to their locomotion orientations and negatively related to their assessment orientation, and that students with a stronger locomotion (vs. assessment) orientation reported a higher level of satisfaction when the learning climate was perceived as autonomy supportive (vs. controlling). Conclusions The present studies show that teachers' preference for adopting an instructional style is influenced by their regulatory mode orientations, and that the effects of a learning climate on students' satisfaction are contingent on a fit between type of learning climate and students' regulatory mode orientations.     

外显自尊脑机制研究实验材料的筛选

本研究试图检测出与自尊相关的自我评价,以此作为外显自尊脑机制研究的指标,因此对实验材料进行筛选.以积极触及自尊符合词、消极触及自尊不符合词、非自尊符合词和非自尊不符合词作为实验材料,采用"人物对象--人格形容词"评价范式,让180名在校大学生用这四类词语对"自我"和"他人"进行评价.得到以下结果:(1)与自尊相关的自我评价体现为个体用积极或者消极触及自尊词进行的自我评价;(2)个体对正性他人的评价可以作为一个参照指标,由于个体对负性他人评价的一致性较低,因此在脑机制研究中的"人物对象"不包括负性他人.