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331.
Janice Kay Ruth Lesser 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1985,37(1):39-81
Investigation of a neurological patient (PT) who presents with a relatively pure disorder of reading was carried out. His performance on a number of oral reading tasks was very similar to that of the surface dyslexic patient (HTR) reported by Shallice, Warrington and McCarthy (1983). Both patients showed an effect of “degree” of regularity in terms of accuracy of reading response. PT did not, however, show an effect of “typicality of divergence”, which was considered by Shallice and his colleagues to be responsible for the former effect. The size of orthographic-phonological unit operational in PT's oral reading was experimentally determined. PT appeared to rely on grapheme-phoneme correspondences that were assigned in a probabilistic rather than an “all-or-none” manner. No evidence for the existence of the sub-syllable as an independent unit was found. In contrast, this unit apparently mediated the performance of skilled adult readers. Implications of these results for models of the phonological route are discussed. 相似文献
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W Jack Rejeski Lawrence R Brawley Walter T Ambrosius Peter H Brubaker Brian C Focht Capri G Foy Lesley D Fox 《Health psychology》2003,22(4):414-423
In this 12-month trial standard exercise training was compared with a group-mediated cognitive-behavioral (GMCB) intervention with respect to effects on long-term adherence and change in physical function of older adults who were either at risk for or had cardiovascular disease. Participants (147 older men and women) were randomized to the 2 treatments. Outcomes included self-reportedphysical activity, fitness, and self-efficacy. The GMCB treatment produced greater improvements on all outcomes than did standard exercise therapy. Regardless of treatment assignment, men had more favorable change on the study outcomes than did women. Analysis of a self-regulatory process measure in the GMCB group revealed that change in barriers efficacy was related to change in physical activity and fitness. Results suggest that teaching older adults to integrate physical activity into their lives via GMCB leads to better long-term outcomes than standardized exercise therapy. 相似文献
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Dr. Nicole S. Bell ScD MPH Thomas C. Harford PhD Paul J. Amoroso MD Ilyssa E. Hollander MPH Ashley B. Kay MSPH 《Suicide & life-threatening behavior》2010,40(4):407-415
Suicides among U.S. Army soldiers are increasing and, in January 2009, outpaced deaths due to combat. For this study, 1,873 army suicides identified through death, inpatient, and emergency room records were matched with 5,619 controls. In multivariate models, older, male, White, single, and enlisted soldiers with a prior injury (OR = 2.04, 95% CI = 1.64‐2.54), alcohol (OR = 3.41, 95% CI = 2.32‐4.99), or mental health hospitalization (OR = 6.62, 95% CI = 4.77‐9.20) were at increased risk for suicide. Risk was greatest immediately following diagnoses, but remained elevated even after 5 or more years of follow‐up. Most injury hospitalizations were unintentional but, nonetheless, significantly associated with suicide. Interactions indicate soldiers with both mental health and injury history are particularly vulnerable. 相似文献
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Abstract Reading comprehension skills are routinely taught and they are often learned to a point of “mastery” on criterion referenced tests; but students relatively seldom apply them effectively when they read content‐area materials. In this paper we argue that the problem can best be solved not by abandoning skill‐centered teaching but by discovering ways to help students make effective use of the skills they acquire through skill‐centered instruction. Our approach is to develop procedures for glossing expository text; that is, we are using marginal and other intratext notations‐‐gloss‐‐to direct students’ attention while they read in order to help them internalize, direct, and apply specific skills and strategies. We describe the purpose and rationale for our developmental approach and show how we are attempting to bring research implications to bear on our work. 相似文献
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William K. Kay 《Journal of Beliefs & Values》2001,22(1):107-110
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