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681.
Luisa A. Ribeiro Beth Casey Eric Dearing Kristin Berg Nordahl Cecília Aguiar Henrik Zachrisson 《Journal of cognition and development》2020,21(2):282-311
ABSTRACTThe aim of this study is to investigate whether maternal spatial support during two types of joint manipulative toy play tasks with 2-year-old children was longitudinally associated with math screening test scores in second grade. The interaction between spatial support and maternal education was explored as well. We also investigated predictions of a teacher rating of math performance at second grade, although these effects were less robust. Data were drawn from BONDS (The Behavior Outlook Norwegian Developmental Study), a longitudinal study of Norwegian children and their families. Participants were a subsample of 932 mothers and their 2-year-olds. Mothers were asked to help their children solve both a puzzle task and a shape-color sorting task. Mothers’ spatial support included spatial language, gestures, and placement of objects. Results showed that higher levels of spatial support during mother-child interaction tasks at 2 years of age was significantly associated with fewer math difficulties in second grade. This was the case for a puzzle task (a task associated with spatial visualization skills), but not for a shape-color sorting task (a task associated with shape and color feature discriminations). Conclusions are drawn with respect to the importance of identifying optimal parental spatial strategies associated with better math outcomes. These findings on parental facilitation of spatial skills during joint early play may be useful for future training interventions directed at parents of children at risk for poor math skills. 相似文献
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Gay and lesbian political activists encourage lesbians to "come out" and get involved. Is this good advice for lesbian couples? In these secondary analyses of data collected form 784 lesbian couples in 1979 for the American Couples Study (Blumstein & Schwartz, 1983), we examined whether social involvement and disclosure of sexual orientation were systematically associated with the quality of women's relationships. We predicted and found that partners matched on level of social involvement were happier than mismatched couples. The extent of women's social involvement had a curvilinear association with relationship quality: moderately involved couples were the most satisfied. Contrary to predictions, lesbians who had disclosed to a greater number of important others did not have more satisfying romantic relationships, nor did partner matching on self-disclosure enhance relationship quality. 相似文献
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Kristin Liebal Malinda Carpenter Michael Tomasello 《The British journal of developmental psychology》2013,31(1):88-96
Human social interaction depends on individuals identifying the common ground they have with others, based both on personally shared experiences and on cultural common ground that all members of the group share. We introduced 3‐ and 5‐year‐old children to a culturally well‐known object and a novel object. An experimenter then entered and asked, ‘What is that?’, either as a request for information or in a recognitory way. When she was requesting information, both 3‐ and 5‐year‐olds assumed she was asking about the novel object. When she seemed to recognize an object, 5‐year‐olds assumed she was referring to the culturally well‐known object. Thus, by 3 years of age, children are beginning to understand that they share cultural common ground with other members of their group. 相似文献
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Tim Shallice Peter McLeod Kristin Lewis 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1985,37(4):507-532
A dual-task paradigm is used to investigate whether the auditory input logogen is distinct from the articulatory output logogen. In the first two experiments it is shown that the task of detecting an unspecified name in an auditory input stream can be combined with reading aloud visually presented words with relatively little single- to dual-task decrement. The stimuli for both tasks are independent streams of random words presented at rapid rates. A series of control experiments suggest that the first task places a considerable information processing load on the auditory input logogen, the second a considerable load on the phonological output logogen, and that subjects do not switch between the two tasks. The fact that the two tasks can be combined with ease is therefore interpreted as supporting the view that the systems underlying reading aloud and listening are separate. The ease of performance when the input streams are in different modalities, compared to the difficulties when they are in the same, has implications for general models of attention. 相似文献
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Kristin L. Serowik Lizabeth Roemer Michael Suvak Gabrielle Liverant 《Cognitive behaviour therapy》2020,49(5):412-424
ABSTRACT Effective interventions for generalized anxiety exist, but barriers to treatment prevent their broad dissemination. Commercially available self-help materials may help bridge this gap, but few have been empirically evaluated. This study compared self-reported change in generalized anxiety symptomology and associated problems between community members with excessive worry who were randomly assigned to receive the Worry Less, Live More: The Mindful Way through Anxiety Workbook (n = 35) and those in a delayed condition (n = 29). Participants in the workbook condition reported significantly greater reductions between baseline and 11-week follow-up in self-reported worry (η 2 =.15), general anxiety/tension (η 2 =.13), and anxiety (η 2 =.24) than those in the delayed condition, although no statistically significant differences across condition on changes in depression, functional impairment or acceptance were detected. This pilot study provides support for continued research examining the efficacy of acceptance-based behavioral therapy delivered in a self-help format. 相似文献