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941.
Badanta Barbara González-Cano-Caballero María Suárez-Reina Paola Lucchetti Giancarlo de Diego-Cordero Rocío 《Journal of religion and health》2022,61(4):2679-2725
Journal of Religion and Health - The aim of this study is to analyze the influence of Confucianism on health behaviors, health outcomes and medical decisions. The research was conducted using the... 相似文献
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Todorov João Claudio Casalecchi João Guilherme S. Severo João Vianney B. C. Mendes Marina S. Nishiyama Sofia V. Hanna Elenice S. 《The Psychological record》2022,72(4):745-749
The Psychological Record - The study replicated research on metacontingencies that used a chessboard simulating a simplified chess game, in a completely online environment, with participants in... 相似文献
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Felton Julia W. Havewala Mazneen Myerberg Lindsay Lee Jessica Collado Anahi 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2022,40(2):388-405
Journal of Rational-Emotive & Cognitive-Behavior Therapy - The college years are a time of significant upheaval, including changes in social relationships and dramatic increases in the... 相似文献
944.
David Schena II Rocío Rosales James L. Soldner 《Journal of applied behavior analysis》2024,57(1):236-246
Interteaching is a behavioral teaching method that has demonstrated efficacy in higher education. Of particular interest is the use of a preparation guide (a guided reading assignment), which is designed to promote engagement in the other areas of the interteaching process. The present study compared the use of a preparation guide completed before the start of class with that of a quiz administered at the start of the class. The quiz was hypothesized to serve as a functional alternative to the preparation guide. A total of 38 undergraduate students enrolled in an Introduction to Psychology course participated in this study. The primary dependent measure was student performance on tests following each condition. The analysis revealed no statistically significant difference between the conditions, F(1, 302) = 0.103, p = .748, though qualitative feedback revealed student preference for preparation guides. Future research is necessary to examine the effects of quizzing while addressing the limitations of this study. 相似文献
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Recent research has shown that becoming an expert in a certain domain may lead to a transfer of the acquired skills to other domains requiring similar abilities. Thus, the cognitive skills acquired by professional interpreters after intensive training may also transfer to other domains. Simultaneous interpreters are known to develop high working memory capacity (e.g., Christoffels, de Groot, & Kroll, 2006; Signorelli, Haarmann, & Obler, 2012). However, little is known about transfer of other processes such us updating and some aspects of attention also involved in interpretation. In Experiment 1, we found that interpreters outperformed a control group in updating skills, as measured through a dual version of the n-back task (Jaeggi et al., 2007). In Experiment 2, use of the ANTI-V allowed us to reveal that interpreting differentially modulates the interactions between attentional networks. Thus, we found no group differences in conflict resolution, but the interaction between the alertness and orienting networks differed between interpreters and non-interpreters. Taken together, these results suggest that experience in simultaneous interpreting transfers to other domains, but this transfer seems specific to the cognitive processes more closely involved in the interpreting tasks. 相似文献
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