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861.
The common assumption that young children egocentrically believe you cannot see them when their own eyes are closed was investigated in two studies. It was found that 2.5-4-year-olds, but not 5-year-olds and adults, would indeed often give negative reply to the experimenter's question “Do I see you?” when their eyes were closed and covered with their hands. However, they would also correctly reply that the experimenter did see their arm and an object placed in front of them and did not see their eyes and back, indicating that they were making veridical, nonegocentric inferences about the experimenter's visual experience. In addition, their eyes being visible to the experimenter did not prove to be either a necessary or a sufficient condition for their judgment that the experimenter could see “them” (“you”). It was concluded that, in this context, adults take “you” to mean their whole body while young children take it to mean primarily their face region. Speculations were made as to how young children could have acquired this meaning, and about possible similarities and differences between the self conceptions of young children and adults. 相似文献
862.
863.
864.
Frederic J. Medway Philip Delp Carol Ierace Susan Lazarus Karen Westphal 《Journal of School Psychology》1978,16(1):34-41
A survey was sent to doctoral school psychologists to determine their research productivity and topical interests. Approximately two thirds of 147 respondents indicated doing some research during 1974–1975. Studies dealing with topics of assessment and program evaluation were most prevalent. Only about one in five studies was actually published and most of these were in nonprestigious periodicals. Academic school psychologists were more likely to do research and publish than were applied school psychologists. Academic and applied psychologists did not differ in terms of numbers of unpublished written or oral research reports. The correspondence of these results with prior data on school psychology research was noted and suggestions to increase the circulation of research findings are presented. 相似文献
865.
Frank L. Kooi Karen K. De Valois David H. Grosof Russell L. De Valois 《Attention, perception & psychophysics》1992,52(4):415-424
We have examined the human ability to determine the direction of movement of a variety of plaid patterns. The plaids were composed of two orthogonal sine-wave gratings. When the plaid components are of unequal spatial frequency or sometimes of unequal contrast, observers judge the direction of movement incorrectly. In terms of the two-stage model of Adelson and Movshon (1982), these errors may result from either a misjudgment in the perceived speeds of each of the components or a failure in the combination of one-dimensional-component movements into a coherent direction of motion of the two-dimensional plaid pattern, or both. A comparison of the perceived direction of motion of plaids with the relative perceived-speeds of the plaid component gratings suggests that both failures occur, but in different circumstances The relative perceived speed of the plaid components was measured with a spatial and a temporal forced-choice technique, the former leading to larger differences. Our results support the notion that the visual system decomposes a moving plaid into oriented components and subsequently recombines the component motions. 相似文献
866.
Data from the evaluation of the DfEE-funded Guidance and Learner Autonomy (GALA) project (1993-96) raise issues about the nature of guidance at the point of learners' induction to courses of higher education. Three institutions of higher education piloted peer tutoring/ guiding arrangements as part of the GALA project: their experiences are analysed The emerging story reported is complex and powerful, and suggests that students have an enhanced role to play in a renegotiated tutor-student relationship. The use of the darkness metaphor aims to convey something of the transition which students experience in moving from the obscurity of their early days at university, towards a more enlightened (and arguably more empowered) position within their institution. 相似文献
867.
Karen Janman 《Sex roles》1989,21(3-4):209-230
This paper describes a series of studies that used projective story cues to elicit the stereotypes held by sixth-form students regarding the likely consequences of males' and females' successes in a variety of academic and occupational settings. Four studies are described. In the first a boyfriend and girlfriend are receiving their advanced level results, in the second a couple are meeting for the first time at a party, in the third a married couple are deciding to start a family, and in the fourth, one member of a couple has been offered promotion that involves a move of 200 miles. Within each of these settings the ratio of the male to female success (academic and/or occupational) was systematically varied. The results, which show that this ratio of male to female success has a more significant influence upon the amount of negative imagery expressed toward the females' than the males' success are discussed, as is the predominance in the students' stories of a female character who was willing to give up her career in order to protect her marriage and family, and her husband's career. These are interpreted as illustrating the strong double standard that still exists for males' and females' successes and careers.This research was conducted in partial fulfillment of the degree of D.Phil. at the University of Oxford, and funded by the Economic and Social Research Council. 相似文献
868.
Perfectionism and Suicidal Preoccupation 总被引:1,自引:0,他引:1
ABSTRACT One hundred twenty-nine undergraduate students were assessed for suicidal preoccupation, using the Alabama Adolescent Health Survey (AAHS) and selected cards from the Thematic Apperception Test (TAT). They were also administered the Multidimensional Perfectionism Scale (MPS) to assess perfectionistic tendencies. Objective scoring of the TAT was found to be highly reliable. Canonical correlational analyses were nonsignificant for a relationship between perfectionism and suicidal themes on the TAT. However, the more direct questions of the AAHS relating to suicide were significantly related to perfectionism. Results suggest that passive perfectionists who procrastinate out of fear of making mistakes are more likely to be preoccupied with suicide, unlike perfectionists whose strivings produce achievement. High personal standards and parental expectations do not appear related to suicidal preoccupations. 相似文献
869.
Karen L. Gould William L. Coventry Richard K. Olson Brian Byrne 《Journal of abnormal child psychology》2018,46(2):251-263
Although attention-deficit/hyperactivity disorder (ADHD) is highly heritable, emerging evidence suggests symptoms are associated with interactions between genes and the environment (GxE) during development. This study tested whether heritability of ADHD symptoms is moderated by two environmental factors: socioeconomic status (SES) and chaos (household disorganisation). A population sample of 520 twin pairs (N = 1040, 52.3% female) from 6 to 15 years completed measures of behavior and home environment. Structural equation modelling was then used to test whether environmental factors were associated with a change in the extent to which genes explain variability in ADHD symptoms. Neither chaos nor SES moderated heritability, with consistent contributions from both genes and environment indicated across socioeconomic strata and levels of chaos. This finding contrasts with those of previous research, underlining the need to replicate results in the emerging field of GxE research across different populations and statistical methods. Robust findings may assist in developing targeted interventions for genetically vulnerable individuals. 相似文献
870.
Janine V. Olthuis Patrick J. McGrath Charles E. Cunningham Michael H. Boyle Patricia Lingley-Pottie Graham J. Reid Alexa Bagnell Ellen L. Lipman Karen Turner Penny Corkum Sherry H. Stewart Patrick Berrigan Kathy Sdao-Jarvie 《Journal of abnormal child psychology》2018,46(8):1613-1629
Disruptive behavior disorders are prevalent in youth, yet most children with disruptive behavior do not have access to timely, effective treatment. Distance-delivered service (e.g., via telephone, Internet) can overcome several barriers to care. This study tested the effectiveness of a 12-week parent training program, Strongest Families? Parenting the Active Child, delivered via written material, skill-based videos, and telephone coaching sessions, as compared to usual care in reducing child externalizing behavior. Participants were 172 primary caregivers of a 6- to 12-year-old (29% girls; M age?=?8.5 years) recruited from community children’s mental health clinics. Participants were randomized to either Strongest Families? or usual care and completed measures of child externalizing behavior, parenting practices, parent distress, and intervention services consumed at baseline and 5-, 10-, 16-, and 22-months post-baseline. Growth curve analysis showed significant reductions in externalizing behavior in both conditions over time. Improvements were significantly greater at 10 months in the Strongest Families? condition (d =?0.43). At 22 months, however, the differences were not significant and small in magnitude (d =??0.05). The intervention decreased inconsistent discipline significantly more than usual care. Parents in both conditions showed significant reductions in distress. We also conducted a cost-effectiveness analysis to assess the value for money of the Strongest Families? program versus usual care. Distance parent training is a promising way to increase access to, and reduce costs associated with, mental health care for families with a child with disruptive behavior. 相似文献