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111.
112.
Foran-Tuller K Robiner WN Breland-Noble A Otey-Scott S Wryobeck J King C Sanders K 《Journal of clinical psychology in medical settings》2012,19(1):117-125
The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic
Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs.
The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted
as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major
components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research.
Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated
in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average
ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed
by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation,
and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize
when mentoring ECPs. 相似文献
113.
This study replicates and extends prior studies of the dimensionality, convergent, and external validity of African Self-Consciousness Scale scores with appropriate exploratory factor analysis methods and a large gender balanced sample (N = 348). Viable one- and two-factor solutions were cross-validated. Both first factors overlapped significantly and were labeled "Embracing African Heritage." The second subscale of the two-factor solution was labeled "Refusal to Deny African Heritage." Only the structural validity of the first factor of the two-factor solution was fully consistent with prior findings. Partial evidence of convergent validity was found for all factors, and only the second factor of the two-factor solution received external validity support. Implications for usage of the African Self-Consciousness Scale and recommendations for further investigation are discussed. 相似文献
114.
Shen D Liversedge SP Tian J Zang C Cui L Bai X Yan G Rayner K 《Journal of experimental psychology. Applied》2012,18(2):192-202
The effect of spacing in relation to word segmentation was examined for four groups of non-native Chinese speakers (American, Korean, Japanese, and Thai) who were learning Chinese as second language. Chinese sentences with four types of spacing information were used: unspaced text, word-spaced text, character-spaced text, and nonword-spaced text. Also, participants' native languages were different in terms of their basic characteristics: English and Korean are spaced, whereas the other two are unspaced; Japanese is character based whereas the other three are alphabetic. Thus, we assessed whether any spacing effects were modulated by native language characteristics. Eye movement measures showed least disruption to reading for word-spaced text and longer reading times for unspaced than character-spaced text, with nonword-spaced text yielding the most disruption. These effects were uninfluenced by native language (though reading times differed between groups as a result of Chinese reading experience). Demarcation of word boundaries through spacing reduces non-native readers' uncertainty about the characters that constitute a word, thereby speeding lexical identification, and in turn, reading. More generally, the results indicate that words have psychological reality for those who are learning to read Chinese as a second language, and that segmentation of text into words is more beneficial to successful comprehension than is separating individual Chinese characters with spaces. 相似文献
115.
Kelly Staples 《Res Publica》2012,18(1):93-106
This article focuses on the account of disrespect found in Honneth’s theory of recognition. In it, I am particularly interested
in the form of misrecognition or disrespect which is the negation of respect, and which is clearly represented by statelessness. Respect, for Honneth, is closely connected to legal recognition. Guided
by Honneth’s view of critical theory as ‘not entirely without a foundation in social reality’, the article puts together an
analysis of the political dynamics of his model of disrespect. This analysis is used to challenge certain aspects of Honneth’s
political theory and in particular the implications of his conception of the state. The article argues that the way in which
the state is used has the effect of obscuring significant political obstacles to recognition, and in particular, the way in
which the state limits respect. 相似文献
116.
In an effort to understand teacher-student relationships much research has investigated how teacher expectations of student performance in the classroom affect achievement growth. However, little research has focused on how teacher expectations of students?? educational attainment are formed. In this paper, we examine how students?? high school track placements affect teacher expectations regarding students?? educational attainment in the NELS data. NELS is a large, nationally representative longitudinal study from the United States of the graduating class of 1992. We focus on students with discrepant track placements to determine how different teachers evaluate the same student. Overall, for the same student, teachers in high track classes have higher college expectations than teachers in lower track classrooms. 相似文献
117.
Feedback on task performance is often phrased in subjective language (e.g., “not bad!”), but how do recipients understand or translate that feedback into a clear, objective, performance metric? We suggest that when feedback is provided in a stereotype-relevant domain, translation is made with reference to stereotyped expectations for one's group. In Study 1, women and men were exposed to negative subjective feedback about their performance on a leadership task; in Study 2, Black and White participants were provided subjective negative feedback, or no feedback, on an academic writing task. Women relative to men, and Black students relative to White students, translated their feedback to indicate objectively worse performance. Furthermore, this translation mediated a drop in the importance placed on the domain among women and Blacks. This research extends the literature on gender- and race-based reactions to feedback by noting the importance of the immediate interpretation of the feedback received. 相似文献
118.
In this commentary, we do two things. First, we sketch two further routes to psychological constructionism. They are complementary to Lindquist et al.'s meta-analyses and have potential to add new evidence. Second, we look at a challenging kind of case for constructionism, namely, emotional anomalies where there are correlated, and probably relevant, brain anomalies. Psychopaths are our example. 相似文献
119.
Kelly Denton‐Borhaug 《Dialog》2012,51(2):125-134
Abstract : This article digs beneath the surface of American assumptions regarding war to explore the ethical interconnections between national identity, war, and religion. Striking differences emerge between the dynamics of religion and politics with regard to war and peace in presidential speeches regarding the Iraq and Afghanistan wars, and the analysis of war from an earlier generation, encapsulated by Dr. Martin Luther King Jr.'s “Beyond Vietnam: A Call to Conscience,” from 1967. Study of this political discourse helps us better understand our own reality in the United States, and the moral consequences of our beliefs about war, sacrifice, the human character, and the identity of the nation. 相似文献
120.
Schmitz A Merikangas K Swendsen H Cui L Heaton L Grillon C 《Journal of experimental child psychology》2011,110(2):159-170
Research has highlighted the need for new methods to assess emotions in children on multiple levels to gain better insight into the complex processes of emotional development. The startle reflex is a unique translational tool that has been used to study physiological processes during fear and anxiety in rodents and in human participants. However, it has been challenging to implement developmentally appropriate startle experiments in children. This article describes a procedure that uses predictable and unpredictable aversive events to distinguish between phasic fear and sustained anxiety in children and adolescents. We investigated anxious responses, as measured with the startle reflex, in youths (N = 36, mean age = 12.63 years, range = 7-17) across three conditions: no aversive events (N), predictable aversive events (P), and unpredictable aversive events (U). Short-duration cues were presented several times in each condition. Aversive events were signaled by the cues in the P condition but were presented randomly in the U condition. Participants showed fear-potentiated startle to the threat cue in the P condition. Startle responses were also elevated between cues in the U condition compared with the N condition, suggesting that unpredictable aversive events can evoke a sustained state of anxiety in youths. This latter effect was influenced by sex, being greater in girls than in boys. These findings indicate the feasibility of this experimental induction of the startle reflex in response to predictable and unpredictable events in children and adolescents, enabling future research on interindividual differences in fear and anxiety and their development in youths. 相似文献