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Clive R. Hollin Julia C. Houston Maria F. Kent 《Personality and individual differences》1985,6(4):485-492
Studies with clinical populations have shown a high level of neuroticism amongst those with an eating disorder. It is unclear however whether the elevated neuroticism is a function of the disorder, or if it is an aetiological factor in the disorder's development. The present survey of a non-clinical female population revealed that those high in neuroticism gave higher—but not abnormally high—scores on a measure of concern about eating. The high-N group also reported a significantly greater number of undesirable life events; a greater familiarity with ‘diet literature’; increased dieting; but no difference in body weight from those in the middle and lower ranges on the N scale. On the basis of these findings it is suggested that neuroticism is an aetiological factor in disordered eating, at least with secondary if not primary disorders. It is propesed that neuroticism is one mediating psychological factor in a triadic relationship between personal environment contingencies, socio-cultural pressures for thinness and psychological variables. Suggestions are made for future investigation of the role of neuroticism in eating disturbance, with note of potential therapeutic application of such knowledge. 相似文献
3.
Mary L. Jasnoski David S. Cordray B. Kent Houston Wayne H. Osness 《Motivation and emotion》1987,11(1):1-17
This psychophysiological evaluation of an aerobic exercise program examined specifically whether aerobic training modified Pattern A for those individuals at behavioral risk for developing coronary heart disease, i.e., young Type A individuals. At pretest and posttest of this secondary prevention study, Type A and Type B subjects were assessed in three conditions: aerobic exercise program, nonaerobic activity (Aikido, a martial art) control, and notreatment control. After 10 weeks, Type A but not Type B subjects exhibited lower Pattern A behavior in the aerobic program than in control conditions. Average workout pulse rates and differentially reliable increases in aerobic capacity indicated that aerobic training was indeed aerobic, whereas aikido activity was not. Even though selected nonaerobic factors, such as locus of control and group participation, did not mediate the Pattern A decrease for Type A's when comparing aikido and aerobic conditions, changes in aerobic capacity may have been the mediator. Generalizability of the results and implications for theoretical development and clinical intervention are discussed. 相似文献
4.
Gerry Kent 《Behaviour research and therapy》1986,24(6):625-628
One reason why exposure to a feared stimulus does not result in a reduction in anxiety involves patients' cognitions as to the typicality of the encounter. This possibility was tested by relating the discrepancy between the discomfort dental patients expect to feel and their actual experience to their views of the typicality of the appointment and any change in dental anxiety reported 3 months later. As predicted, a large discrepancy between expected and experienced pain was associated with a change in anxiety only when the patients were confident that the discrepancy was a typical one. Implications for the design of therapeutic programmes are discussed. 相似文献
5.
The notion of perceptual tuning is investigated by presenting alternatives either before, after, or both before and after a tachistoscopic stimulus. Study 1 (N = 12) showed that identification accuracy is best with alternatives both before and after the stimulus, poorest with alternatives after the stimulus, and intermediate with alternatives only before the stimulus. Study 2 (N = 3) indicated that performance with alternatives both before and after the stimulus varies according to where S is permitted to fixate prior to each exposure. The possibility of a central tuning mechanism was not strongly supported. 相似文献
6.
Kent L. Norman 《Current Psychology》1990,9(2):141-161
The introduction of hypermedia into the classroom presents both an opportunity to expand the power of teaching through electronic
facilitation of the media and a challenge to redesign the classroom and instructional environment to exploit the enhanced
features of hypermedia. This paper briefly surveys the current state of computers in the classroom and then argues that a
more integrated approach is required. To this end, the concept of an electronic teaching theater is proposed which takes advantage
of hypermedia and collaborative work environments. The aim of the electronic teaching theater is not to totally redesign the
classroom and instructional interaction, but rather to facilitate it using well understood metaphors to lay out the dynamics
of classroom interaction on the electronic media and to use the results from research in human/computer interaction to design
the interface. To facilitate the application of hypermedia, a model of instructional interaction among the students, the instructors,
the course material, and the products of instruction is presented. A number of component models pertaining to course preparation,
lectures, note taking, and other instructional activities are then discussed that should prove useful in designing the electronic
classroom. The origin of these models is the mental representation of the interaction as perceived by the teacher and the
student. The idea is to start with such models as a base metaphor, to instantiate the metaphors in the electronic classroom,
and then to explore innovations in the technology that go beyond the strict application of the metaphor.
This work was supported in part by a grant from AT&T to the University of Maryland during the author’s visit to the Medical
Research Council—Applied Psychological Unit, Cambridge, England. Appreciation is expressed to Patricia Wright and Richard
M. Young for their helpful comments on this paper. 相似文献
7.
This paper describes a pilot follow-up study of a behavioral program for 20 young people with learning disabilities and challenging behavior. Eighteen participants made good overall improvement during the treatment period, and this was partially maintained at follow-up. Eight had continued to improve, eight had deteriorated slightly and four had deteriorated markedly. Adaptive skills were generally maintained. The reemergence of challenging behaviors explained the difference between the Good and Poor Outcome groups. Those participants in the Good Outcome group were younger on admission, scored lower on adaptive skills and higher on challenging behaviors. In addition they had remained on the treatment programme for 12–18 months and had been discharged from the Unit for longer. The overall level of independent living had increased from preadmission and the majority of participants were living in less restrictive placements. These results confirm and extend the findings of previous research. The paper concludes by highlighting the need for more detailed longitudinal follow-up studies in this area. 相似文献
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9.
The reaction-time probability effect on isolated trials was found to be asymmetrical in an experiment on 64 college students. There was a large drop in RT for a high-probability probe trial embedded in a block of low-probability trials, but a much smaller rise for a low-probability trial embedded in high-probability trials. Thus, low- but not high-probability responses seem to be influenced by characteristics of the trial block. If the basis of the probability effect were the strategic placement of the criterion for response initiation, symmetrical results should have been obtained. A motivational account which accords with the present data is that the subject is ordinarily willing to prepare but is averse to doing so in some (not entirely specified) low-probability circumstances. 相似文献
10.
Fifty-six fourth-grade children were categorized as either high or low in trait anxiety and then assigned to a self-instruction treatment, minimal-treatment, or no-treatment control condition. At both pretest and posttest, the subjects recited a memorized poem while being videotaped with the expectation that they would be judged on their performance. State anxiety measures, a behavior rating of anxiety, a measure of performance accuracy and the time involved in reciting a poem were obtained at both pretest and posttest. Contrary to expectation, the self-instructional training resulted in subjects' exhibiting greater signs of behavioral anxiety, subjects' hurrying through the task (taking less time to recite the poem) and high trait-anxiety subjects' reporting more state anxiety while anticipating reciting the poem. Correlational analyses indicated that trait anxiety was significantly related to the measures of state anxiety and the behavior rating of anxiety but not to performance accuracy. 相似文献