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101.
Connie Lamm Olga L. Walker Kathryn A. Degnan Heather A. Henderson Daniel S. Pine Jennifer Martin McDermott Nathan A. Fox 《Developmental science》2014,17(5):667-681
Behavioral inhibition (BI) is a temperament associated with heightened vigilance and fear of novelty in early childhood, and social reticence and increased risk for anxiety problems later in development. However, not all behaviorally inhibited children develop signs of anxiety. One mechanism that might contribute to the variability in developmental trajectories is the recruitment of cognitive‐control resources. The current study measured N2 activation, an ERP (event‐related potential) associated with cognitive control, and modeled source‐space activation (LORETA; Low Resolution Brain Electromagnetic Tomography) at 7 years of age while children performed a go/no‐go task. Activation was estimated for the entire cortex and then exported for four regions of interest: ventromedial prefrontal cortex (VMPFC), ventrolateral prefrontal cortex (VLPFC), dorsal anterior cingulate cortex (dorsal ACC), and dorsal lateral prefrontal cortex (DLPFC). BI was measured in early childhood (ages 2 and 3 years). Anxiety problems and social reticence were measured at 7 years of age to ascertain stability of temperamental style. Results revealed that BI was associated with increased performance accuracy, longer reaction times, greater (more negative) N2 activation, and higher estimated dorsal ACC and DLPFC activation. Furthermore, early BI was only associated with social reticence at age 7 at higher (more negative) levels of N2 activation or higher estimated dorsal ACC or DLPFC activation. Results are discussed in the context of overcontrolled behavior contributing to social reticence and signs of anxiety in middle childhood. 相似文献
102.
Finch Kacey R. Williams Catherine L. Kestner Kathryn M. 《The Psychological record》2022,72(4):675-695
The Psychological Record - Renewal is one form of behavioral relapse in which a previously reduced response reemerges following a contextual change. Renewal is prevalent during clinical... 相似文献
103.
Egbert Amy H. Smith Kathryn E. Ranzenhofer Lisa M. Goldschmidt Andrea B. Hilbert Anja 《Journal of abnormal child psychology》2022,50(7):945-957
Research on Child and Adolescent Psychopathology - Affective instability is common during adolescence, but at high levels it is associated with a variety of internalizing and externalizing... 相似文献
104.
Newcomb-Anjo Sarah Mulvihill Kathryn Karbainova Daria Barker Erin T. 《Journal of Adult Development》2022,29(2):121-135
Journal of Adult Development - How well emerging adults adapt to transitions, like entering or graduating from post-secondary education, may depend on individual differences. Emotional wellbeing... 相似文献
105.
Kroeper Kathryn M. Fried Audrey C. Murphy Mary C. 《Social Psychology of Education》2022,25(2-3):371-398
Social Psychology of Education - Students who perceive their instructors to endorse growth (vs. fixed) mindset beliefs report better classroom experiences (e.g., greater belonging, fewer evaluative... 相似文献
106.
Carlos Valiente Jodi Swanson Kathryn Lemery-Chalfant Rebecca H. Berger 《Journal of School Psychology》2014
Given that early academic achievement is related to numerous developmental outcomes, understanding processes that promote early success in school is important. This study was designed to clarify how students’ (N = 291; M age in fall of kindergarten = 5.66 years, SD = 0.39 year) effortful control, relational peer victimization, and classroom participation relate to achievement, as students progress from kindergarten to first grade. Effortful control and achievement were assessed in kindergarten, classroom participation and relational peer victimization were assessed in the fall of first grade, and achievement was reassessed in the spring of first grade. Classroom participation, but not relational peer victimization, mediated relations between effortful control and first grade standardized and teacher-rated achievement, controlling for kindergarten achievement. Findings suggest that aspects of classroom participation, such as the ability to work independently, may be useful targets of intervention for enhancing academic achievement in young children. 相似文献
107.
Sarah V. Stevenage Sarah Hale Yasmin Morgan Greg J. Neil 《British journal of psychology (London, England : 1953)》2014,105(1):1-16
Recent literature has raised the suggestion that voice recognition runs in parallel to face recognition. As a result, a prediction can be made that voices should prime faces and faces should prime voices. A traditional associative priming paradigm was used in two studies to explore within‐modality priming and cross‐modality priming. In the within‐modality condition where both prime and target were faces, analysis indicated the expected associative priming effect: The familiarity decision to the second target celebrity was made more quickly if preceded by a semantically related prime celebrity, than if preceded by an unrelated prime celebrity. In the cross‐modality condition, where a voice prime preceded a face target, analysis indicated no associative priming when a 3‐s stimulus onset asynchrony (SOA) was used. However, when a relatively longer SOA was used, providing time for robust recognition of the prime, significant cross‐modality priming emerged. These data are explored within the context of a unified account of face and voice recognition, which recognizes weaker voice processing than face processing. 相似文献
108.
Kathryn J. Holland Verónica Caridad Rabelo Lilia M. Cortina 《American journal of community psychology》2014,54(3-4):289-303
Sexual assault is an insidious problem in the United States military. In 2005 the Department of Defense (DoD) created the Sexual Assault Prevention and Response Office, which centralizes responsibility for sexual assault training. However, this training initiative has undergone little evaluation by outside researchers. Addressing this need, we analyzed responses from over 24,000 active duty personnel who completed the 2010 DoD Workplace and Gender Relations Survey. We assessed whether sexual assault training exposure (None, Minimal, Partial, or Comprehensive) predicted accurate knowledge of sexual assault resources and protocols. Using a social-ecological framework, we investigated whether institutional and individual factors influenced Service members’ training exposure and judgment of training effectiveness. According to our results, exposure to comprehensive training predicted lower sexual assault incidence and superior knowledge. However, comprehensive training differed as a function of military branch, rank, gender, and sexual assault history. Judgments of training effectiveness also varied across these dimensions. Our results highlight the importance of considering context, gender, and victimization history when evaluating institutional efforts to end sexual violence. The DoD’s 2010 annual report on military sexual assault concluded that “most Active Duty members receive effective training on sexual assault” (p. 104). Our results cast doubt on that assertion. 相似文献
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