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411.
Nelson G Van Andel AK Curwood SE Hasford J Love N Pancer SM Loomis C 《American journal of community psychology》2012,49(1-2):294-306
This study examined the long-term effects of the Better Beginnings, Better Futures project, a community-based early childhood development program, on 18–19 year-old youths’ narratives about turning points in their lives. The sample consisted of youth who participated in Better Beginnings from ages 4–8 (n = 62) and youth from a comparison community who did not participate in Better Beginnings (n = 34). Controlling for covariates, significant differences favoring youth from the Better Beginnings sites were found on several dimensions of the turning point stories: ending resolution, personal growth, meaning-making, coherence, and affect transformation. Effect sizes ranged from .45 to .76 for these outcome dimensions, indicating moderate to large effects. Also, turning point story dimensions were found to be significantly correlated with two standardized measures of well-being: youths’ self-esteem and community involvement. Youths’ self-esteem was directly related to story ending resolution, personal growth, and meaning making, and youths’ community involvement was directly related to story specificity, meaning making, and coherence. Family functioning was also examined in relation to these narrative dimensions but was not found to be significantly related to them. The findings suggest the utility of a narrative approach for the evaluation of the long-term outcomes of early childhood development programs. 相似文献
412.
It is common to use verbal instructions when performing complex tasks. To evaluate how such instructions contribute to cognitive control, mixing costs (as a measure of sustained concentration on task) were evaluated in two task-switching experiments combining the list and alternating runs paradigms. Participants responded to bivalent stimuli according to a characteristic explicitly defined by a visually presented instructional cue. The processing of the cue was conducted under four conditions across the two experiments: Silent Reading, Reading Aloud, Articulatory Suppression, and dual mode (visual and audio) presentation. The type of cue processing produced a substantial impact on the mixing costs, where its magnitude was greatest with articulatory suppression and minimal with reading aloud and dual mode presentations. Interestingly, silently reading the cue only provided medium levels of mixing cost. The experiments demonstrate that relevant verbal instructions boost sustained concentration on task goals when maintaining multiple tasks. 相似文献
413.
Mickes L Walker DE Parris JL Mankoff R Christenfeld NJ 《Psychonomic bulletin & review》2012,19(1):108-112
It has often been asserted, by both men and women, that men are funnier. We explored two possible explanations for such a
view, first testing whether men, when instructed to be as funny as possible, write funnier cartoon captions than do women,
and second examining whether there is a tendency to falsely remember funny things as having been produced by men. A total
of 32 participants, half from each gender, wrote captions for 20 cartoons. Raters then indicated the humor success of these
captions. Raters of both genders found the captions written by males funnier, though this preference was significantly stronger
among the male raters. In the second experiment, male and female participants were presented with the funniest and least funny
captions from the first experiment, along with the caption author’s gender. On a memory test, both females and males disproportionately
misattributed the humorous captions to males and the nonhumorous captions to females. Men might think men are funnier because
they actually find them so, but though women rated the captions written by males slightly higher, our data suggest that they
may regard men as funnier more because they falsely attribute funny things to them. 相似文献
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