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951.
Sean P. Reilley Andrew L. Geers Dawn L. Lindsay Laura Deronde William N. Dember 《Current Psychology》2005,24(1):43-59
Optimism and pessimism are personality variables that have repeatedly been shown to affect health, job performance, and social
relationships. Various instruments purport to measure these dispositions that differ substantially in their theoretical and
measurement models. While research has examined relations between subsets of these measures, their unique predictive ability
has been neglected. Three sequential studies evaluated the interrelation and predictive ability of the three most utilized
instruments, the Life Orientation Test (LOT), the O/P Instrument (OPI) and variants of the Attributional Style Questionnaire
(ASQ). Consistent with expectations, measures sharing a future-expectancy component (LOT and OPI) were moderately related
and most predictive of health, depression, and coping. ASQ measures were modestly related to the LOT and OPI and offered less
consistent predictions. 相似文献
952.
Symptoms of attention deficit hyperactivity disorder (ADHD) have been widely reported in children with autism spectrum disorder (ASD). The current study investigated attention and response control in children with ASD, ADHD, and typical development using the Integrated Visual and Auditory Continuous Performance Test. Results indicate that many children with ASD show significant deficits in visual and auditory attention and greater deficits in impulsivity than children with ADHD or typical development. These findings suggest that many of the children with ASD demonstrate significant ADHD-like deficits. These findings are discussed in the context of symptoms, subtypes, and comorbidity. 相似文献
953.
Peter Aczel Laura Crosilla Hajime Ishihara Erik Palmgren Peter Schuster 《Studia Logica》2006,84(3):361-368
Working in the weakening of constructive Zermelo-Fraenkel set theory in which the subset collection scheme is omitted, we
show that the binary re.nement principle implies all the instances of the exponentiation axiom in which the basis is a discrete
set. In particular binary re.nement implies that the class of detachable subsets of a set form a set. Binary re.nement was
originally extracted from the fullness axiom, an equivalent of subset collection, as a principle that was su.cient to prove
that the Dedekind reals form a set. Here we show that the Cauchy reals also form a set. More generally, binary refinement
ensures that one remains in the realm of sets when one starts from discrete sets and one applies the operations of exponentiation
and binary product a finite number of times.
Presented by Victor Marek 相似文献
954.
Analogical Processes in Language Learning 总被引:1,自引:0,他引:1
ABSTRACT— The acquisition of language has long stood as a challenge to general learning accounts, leading many theorists to propose domain-specific knowledge and processes to explain language acquisition. Here we review evidence that analogical comparison is instrumental in language learning, suggesting a larger role for general learning processes in the acquisition of language. 相似文献
955.
This study examined the effectiveness and efficiency of combining classwide peer tutoring (CWPT) and constant time delay (CTD) on the academic performance of 3 students with learning disabilities (LD) and 15 students without LD enrolled in an inclusive sixth-grade language arts class. Treatment integrity checklists were used to measure the extent to which the tutors with LD used the constant time delay procedure correctly. A multiple-probe design across behaviors replicated across students was used to examine the effectiveness of the CTD peer tutoring procedures. The results indicated that students with LD reliably implemented the CTD peer tutoring procedures with a high degree of treatment integrity. When implemented by students without LD, the procedures were effective and efficient for teaching targeted vocabulary words to students with LD. Similarly, students without LD mastered the targeted vocabulary words when tutored by peers with LD and by peers without LD using the CTD peer tutoring procedures. Additionally, students with LD and without LD maintained the targeted vocabulary words over time, generalized the words across context, and generalized the CTD peer tutoring procedures across content. Finally, measures of social validity indicate that students and teachers involved in this study were satisfied with the CTD peer tutoring procedures. 相似文献
956.
Laura J. Burton Jaci L. VanHeest Sharon F. Rallis Sally M. Reis 《Journal of Adult Development》2006,13(3-4):124-136
Using qualitative methods design, this research examined the talent development process of US female Olympians. In addition,
models of talent development in gifted women in other domains assisted in understanding the development of talent in elite
female athletes. Interpretation of the experiences of the participants indicated that the models of talent development for
gifted women contribute to an understanding of female athletic talent development. Yet, models presented in both sport and
other professional domains do not capture all aspects of talent development as lived by the participants in this project.
Within current models of talent development for athletes there is no discussion regarding what occurs after an athlete reaches
the elite level of participation. A more fully integrated model of talent development must also include the contributions
of athletic talent development toward development as fully actualized human beings. The participants in this research acknowledged
significant development that occurred following their elite level of participation. 相似文献
957.
Laura K. Simmons 《Teaching Theology & Religion》2006,9(3):194-195
Books reviewed: Discussion‐Based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment. By Tisha Bender. Sterling, Virginia: Stylus Publishing, 2003. xviii + 206 pages. ISBN 1‐57922‐065‐7. $24.95 (paperback). 相似文献
958.
Laura Hammond Graham F. Wagstaff Jon Cole 《Journal of Investigative Psychology & Offender Profiling》2006,3(2):117-130
This study examined the comparative efficacy of two brief techniques for facilitating eyewitness memory in police investigations. Adult and child participants (N = 126; 64 children and 62 adults) who had viewed a videotape of a crime were subsequently tested for their memory of the event following either a focused meditation procedure (FM, derived from hypnotic interviewing techniques), a context reinstatement procedure (CR, a component of the cognitive interview), or a control procedure (no memory facilitation instructions). For both adults and children, the FM and CR procedures enhanced performance on both open‐ended and closed questions to levels above those achieved by controls, although those in the CR condition produced significantly more correct responses than those in the FM condition. However, only those in the CR group displayed elevated levels of confidence in relation to incorrect responses on closed questions. Implications for the possible use of such procedures are discussed. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
959.
Laura J. Summerfeldt Patricia H. Kloosterman Martin M. Antony James D. A. Parker 《Journal of psychopathology and behavioral assessment》2006,28(1):57-68
There has been no published investigation made of the relationship between social anxiety and emotional intelligence (EI), or of their shared impact upon interpersonal adjustment. This study examined these questions using structural equation modeling with self-report data from a large nonclinical sample (N = 2629). EI was found to be highly related to social interaction anxiety, but not performance anxiety. A model permitting these three predictors to inter-correlate indicated that the EI factor was the dominant predictor of interpersonal adjustment, substantially reducing the unique contribution made by interaction anxiety. This pattern reflected the principal contributions made to interaction anxiety by the interpersonal and, particularly, intrapersonal domains of EI. 相似文献
960.
Catherine R. Squires Laura P. Kohn-Wood Tabbye Chavous Prudence L. Carter 《Sex roles》2006,55(11-12):725-737
The results of this study provide insights into the ways that African American adolescents think about gendered interpersonal violence. African American high school students were invited to discuss images and incidents from contemporary urban music culture (events based on incidents with famous hip hop figures and lyrics from rap music) in a focus group format. We explored how African American youth perceived and responded to examples of gendered violence portrayed in vignettes and musical lyrics. The main analyses focus on the question of how youths’ perceptions of hip hop images, hypothetical stories, and lyrics were linked to their views of “normative” gender interactions and interpersonal relationships for their racial group. 相似文献