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21.
Kenneth J. Zucker Richard Green Christina Garofano Susan J. Bradley Katherine Williams Howard M. Rebach Claire B. Lowry Sullivan 《Journal of abnormal child psychology》1994,22(1):1-13
A mother's (prenatal) wish for a girl has, at times, been implicated as an etiological factor for boyhood femininity or its DSM-III-R diagnostic equivalent, the Gender Identity Disorder of Childhood. In one sample of 52 feminine and 52 nonclinical control boys from Los Angeles, the proportion of mothers who recalled a wish for a girl during the pregnancy did not differ significantly between groups (26.9% vs. 19.2%, respectively); however, in both groups, the maternal wish for a girl was significantly more common in sibships in which all of the proband's older siblings were male. In a second sample of 103 feminine boys from Toronto, the maternal wish for a girl was significantly higher than that found in the Los Angeles sample (43.7% vs. 26.9%), but a control group was not available; as in the Los Angeles sample, the maternal wish for a girl was significantly more common in sibships in which all of the proband's older siblings were male. Implications of these findings for further study of maternal influences on boyhood femininity are discussed. 相似文献
22.
This research reports findings in a 10-year study of an apraxic adult, who was one of five subjects described by Shankweiler and Harris, (Cortex, ,2 277–292, 1966). Confusion matrices and feature analysis were used to compare 1965 and 1975 performances. Results indicate that over the 10-year period, errors of place, manner, and omission were markedly reduced. Voicing errors, however, while reduced in total number, still constituted a significant percentage of the patient's residual errors. Implications of these findings are discussed. 相似文献
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Several recent experiments have demonstrated that modulation of the facial expressive response is accompanied by changes in autonomic arousal and subjective response to painful stimuli. The present study asked whether facial self-regulation may also bring about changes in covert vicarious emotional experience. Three groups of subjects were exposed to a videotaped model displaying intermittent pain to shock in a differential vicarious autonomic conditioning paradigm. Subjects in the inhibit and amplify groups were asked, respectively, (a) to inhibit their facial muscles or (b) to pose a facial response of pain when the model was shocked. It was predicted that the inhibit group would show less autonomic arousal to the model's expressive display (empathy) and less conditioning (as measured by skin conductance and heart rate change), and the amplify group more empathy and conditioning, than a third group who was given no facial instruction. In fact, the amplify group showed more skin conductance arousal, heart rate acceleration, and activity in response to the model's expressive display of pain than did the other two groups (which were not different from each other), but no more autonomic or facial conditioning. The overall pattern of physiological data is interpreted as generally supportive of a facial feedback theory of emotion: where significant between-groups' differences were obtained in facial activity, as in vicarious instigation, autonomic arousal differences also emerged; where no expressive differences were obtained, as in vicarious conditioning, no differences in autonomic arousal were found. 相似文献
25.
Dr. Fabricio E. Balcazar Ph.D. Richard Majors Ph.D. Katherine A. Blanchard M.A. Adrienne Paine M.A. Yolanda Suarez-Balcazar Ph.D. Stephen B. Fawcett Ph.D. Ray Murphy M.A. Jim Meyer B.A. 《Journal of Behavioral Education》1991,1(4):445-454
Recruiting help from mentors and other potential helpers is a promising strategy for helping disadvantaged and minority youths meet their personal and educational goals. Three African-American high school seniors participated in a project designed to evaluate the effectiveness of training procedures that would allow them to ask for help in attaining educational and other personal goals. A behavioral training procedure that included instructional materials, role-play practice, praise, and feedback was used. Targeted skills included goal setting and 30 responses involved in the process of meeting with a potential helper. Role-play situations were used to evaluate participants' help-recruiting skills before and after training. Participants increased their help-recruiting skills from an average of 38% during baseline, to an average of 75% after training. Self-reported measures of goal attainment suggested that the students benefited from the training. Implications for mentoring programs designed to increase minority students' opportunities to reach educational goals were discussed. 相似文献
26.
Diane A. Koch Michael J. Chandler David W. Harder Katherine F. Paget 《Journal of applied developmental psychology》1982,3(1):11-21
This study sought to explore the possible relationship between parental style of psychological defense and children's social competence in 50 families in which one parent had been hospitalized for a psychiatric disorder. Based upon a formal analysis of the logical transformations inherent in various defense mechanisms, three levels of complexity of defenses were identified, along with a counterpart set of cognitive operations necessary for decoding these defense levels. It was hypothesized that children lacking the requisite cognitive skills to grasp the logical complexities of their disturbed parent's primary mode of psychological defense would be less socially adjusted and judged less competent than children who could understand the defensive transformations of their parent. The results suggested that children who, due to their cognitive immaturity, are potentially 相似文献
27.
PARENT REINFORCEMENT FOR CHILD ACHIEVEMENT: THE USE OF A LOTTERY TO MAXIMIZE PARENT TRAINING EFFECTS
This study describes and evaluates a reinforcement program in which parents earned lottery tickets and won prizes for the progress made by their handicapped children during home-based intervention. An ABAB reversal design replicated across three families was used to assess the effects of the lottery on the children's mastery of language skills. Results showed that the reinforcement of the parents for training accomplishments, as indexed by their children's achievements, produced clinically significant increases in the children's progress when compared with the children's progress under the routine supportive practices of the baseline condition. The implications of the findings for parent training programs in general are discussed. 相似文献
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Katherine Nelson 《Developmental Review》1986,6(4)
In response to Moerk (1986, Developmental Review, 6, 365–385) the following points are discussed: (a) Semantic and conceptual development must be conceived in terms of systems that undergo developmental change, (b) Objects are viewed as embedded in events and as being conceptualized first within a syntagmatic and later a paradigmatic system, (c) While the nature of the input to the child is important, its effects cannot be considered independently of the state of the child's conceptual and linguistic system. (d) The neurological considerations discussed by Moerk are not relevant to the particular developmental issues discussed in my book. 相似文献
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