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181.
Lea Pitknen-Pulkkinen 《Aggressive behavior》1981,7(2):97-110
The subjects (60 boys) were drawn from the sample of a longitudinal study of social development and represented extremely aggressive, anxious, constructive, and submissive behaviour at the age of 8. They were presented with three question series concerning (1) their responses to aggressive attacks; (2) reactions in frustration situations presented in short stories; and (3) their aggressive initiatives. In each series the type of aggressive behaviour, attacker, victim, and other situational factors were systematically varied. In series 2 the type of response, open-ended or forced-choice, was also varied. The results showed that the most valid way of studying boys' self-observations on their aggressive behaviour was to ask if they attack somebody without a specific reason (series 3). This correlated with contemporaneous overt aggression at the age of 8 and predicted aggressiveness and various characteristics of antisocial aggressive development at the ages of 14 and 19. Self-observations on one's physical aggression were more valid for ratings of overt aggressiveness than on verbal aggression. The open-ended or forced-choice type of response did not affect the validity of aggressive responses. Of the categories of nonaggression, ‘conciliatory responses’ had the highest concurrent and predictive validity for constructiveness and other indicators of strong self-control. 相似文献
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184.
Global-feature classification can be acquired more rapidly than local-feature classification in both humans and pigeons 总被引:2,自引:0,他引:2
When humans process visual stimuli, global information often takes precedence over local information. In contrast, some recent studies have pointed to a local precedence effect in both pigeons and nonhuman primates. In the experiment reported here, we compared the speed of acquisition of two different categorizations of the same four geometric figures. One categorization was on the basis of a local feature, the other on the basis of a readily apparent global feature. For both humans and pigeons, the global-feature categorization was acquired more rapidly. This result reinforces the conclusion that local information does not always take precedence over global information in nonhuman animals. 相似文献
185.
Julia L. Whisenhunt Catherine Y. Chang Lea R. Flowers Gregory L. Brack Caroline O'Hara Tara C. Raines 《Journal of counseling and development : JCD》2014,92(4):387-397
This article presents the findings of a qualitative study examining the experiences of counselors in their work with clients who self‐injure. Using grounded theory methodology, the authors established 6 categories to explain the counselors’ conceptualization of self‐injury and their process of working with these clients: (a) external factors to self‐injury, (b) defining self‐injury, (c) potential for harm, (d) conditions for treatment, (e) counselors’ reactions to working with clients who self‐injure, and (f) clients’ response to treatment. 相似文献
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187.
Thomas M. Olino Sara J. Bufferd Lea R. Dougherty Margaret W. Dyson Gabrielle A. Carlson Daniel N. Klein 《Journal of abnormal child psychology》2018,46(7):1373-1383
Recent research has described the structure of psychopathology as including one general and multiple specific factors, and this structure has been found in samples across development. However, little work has examined whether this structure is consistent across time, particularly in young children, within the same sample. Further, few studies have examined factors that influence the magnitude of the stability of latent dimensions of psychopathology. In the present study, we examine these issues in a community sample of 545 children assessed at ages 3 and 6. In addition, we explored child temperament, parental history of psychopathology, and parenting behaviors as potential moderators of the longitudinal stability of latent dimensions of psychopathology. We found that the same bifactor model structure identified at age 3 provided an adequate fit to the data at age 6. Further, our model revealed significant homotypic stability of the general, internalizing, and externalizing specific factors. We also found evidence of differentiation of psychopathology over time with the general factor at age 3 predicting the externalizing factor at age 6. However, we failed to identify moderators of the longitudinal associations between psychopathology latent factors. Overall, our results bolster support for the bifactor structure of psychopathology, particularly in early childhood. 相似文献
188.
Avril J. Mewse Stephen E.G. Lea Eleni Ntala J. Richard Eiser 《Psychology & health》2013,28(5):549-565
Associations between the sun exposure and sun protective behaviours of adolescents and their friends were examined along with the role played by authoritative parenting and other family and peer socialisation factors. Four hundred and two adolescents (198 males, 204 females) participated in the research. It was found that these adolescents and their friends shared similar sun exposure and sun protective behaviours and had similar parenting backgrounds. Parental authoritativeness was positively associated with the use of sun protection, even after the effects of other familial and peer variables were controlled, but not with the time spent sunbathing which was associated with friends’ behaviours. The theoretical and practical implications of these findings are discussed. 相似文献
189.
Robert Pasnak Julie K. Kidd K. Marinka Gadzichowski Debbie A. Gallington Katrina Lea Schmerold Heather West 《The Journal of genetic psychology》2013,174(3):171-193
The ability to understand sequences of items may be an important cognitive ability. To test this proposition, 8 first-grade children from each of 36 classes were randomly assigned to four conditions. Some were taught sequences that represented increasing or decreasing values, or were symmetrical, or were rotations of an object through 6 or 8 positions. Control children received equal numbers of sessions on mathematics, reading, or social studies. Instruction was conducted three times weekly in 15-min sessions for seven months. In May, the children taught sequences applied their understanding to novel sequences, and scored as well or better on three standardized reading tests as the control children. They outscored all children on tests of mathematics concepts, and scored better than control children on some mathematics scales. These findings indicate that developing an understanding of sequences is a form of abstraction, probably involving fluid reasoning, that provides a foundation for academic achievement in early education. 相似文献
190.
Sanghag Kim Jamie Koenig Nordling Jeung Eun Yoon Lea J. Boldt Grazyna Kochanska 《Journal of abnormal child psychology》2013,41(1):43-56
Effortful control (EC), the capacity to deliberately suppress a dominant response and perform a subdominant response, rapidly developing in toddler and preschool age, has been shown to be a robust predictor of children’s adjustment. Not settled, however, is whether a view of EC as a heterogeneous rather than unidimensional construct may offer advantages in the context of predicting diverse developmental outcomes. This study focused on the potential distinction between “hot” EC function (delay-of-gratification tasks that called for suppressing an emotionally charged response) and more abstract “cool” EC functions (motor inhibition tasks, suppressing-initiating response or Go-No Go tasks, and effortful attention or Stroop-like tasks). Children (N?=?100) were observed performing EC tasks at 38 and 52 months. Mothers, fathers, and teachers rated children’s behavior problems and academic performance at 67, 80, and 100 months, and children participated in a clinical interview at 100 months. Structural Equation Modeling (SEM) analyses with latent variables produced consistent findings across all informants: Children’s scores in “hot” EC tasks, presumably engaging emotion regulation skills, predicted behavior problems but not academic performance, whereas their scores in “cool” EC tasks, specifically those engaging effortful attention, predicted academic performance but not behavior problems. The models of EC as a heterogeneous construct offered some advantages over the unidimensional models. Methodological and clinical implications of the findings are discussed. 相似文献