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151.
Lucy A. Henry 《Memory (Hove, England)》2013,21(4-6):233-247
Working memory performance was examined in children aged 11-12 years who had borderline, mild, and moderate learning disabilities. Comparisons with children of average abilities were used to determine whether those with more severe learning disabilities had greater impairments in working memory. Seven measures of working memory span were used to assess temporary phonological short-term storage (digit span, word span), temporary visuo-spatial short-term storage (pattern span, spatial span), and temporary short-term storage with additional processing, or central executive, demands (listening span, odd one out span, reverse digit span). Children with mild and moderate learning disabilities were impaired on all measures of working memory compared to children of average abilities. Children with borderline learning disabilities were just as good as children with average abilities on visuo-spatial and complex span tasks, but showed an impairment on phonological span tasks. Children with moderate learning disabilities were indistinguishable from children with mild learning disabilities on simple span tasks, but were significantly poorer than the mild group on the more demanding complex span tasks. For the group as a whole, working memory was strongly related to mental age. 相似文献
152.
Sebastian Poloczek Lucy A. Henry David J. Messer Gerhard Büttner 《Memory (Hove, England)》2013,21(6):758-771
ABSTRACTUse of verbal rehearsal is a key issue in memory development. However, we still lack detailed and triangulated information about the early development and the circumstances in which different forms of rehearsal are used. To further understand significant factors that affect children’s use of various forms of rehearsal, the present study involving 108 primary school children adopted a multi-method approach. It combined a carefully chosen word length effect method with a self-paced presentation time method to obtain behavioural indicators of verbal rehearsal. In addition, subsequent trial-by-trial self-reports were gathered. Word length effects in recall suggested that phonological recoding (converting images to names – a necessary precursor for rehearsal) took place, with evidence of more rehearsal among children with higher performance levels. According to self-paced presentation times, cumulative rehearsal was the dominant form of rehearsal only for children with higher spans on difficult trials. The combined results of self-paced times and word length effects in recall suggest that “naming” as simple form of rehearsal was dominant for most children. Self-reports were in line with these conclusions. Additionally, children used a mixture of strategies with considerable intra-individual variability, yet strategy use was nevertheless linked to age as well as performance levels. 相似文献
153.
Lucy Allais 《International Journal of Philosophical Studies》2013,21(4):369-392
This paper compares Kant's transcendental idealism with three main groups of contemporary anti‐realism, associated with Wittgenstein, Putnam, and Dummett, respectively. The kind of anti‐realism associated with Wittgenstein has it that there is no deep sense in which our concepts are answerable to reality. Associated with Putnam is the rejection of four main ideas: theoryindependent reality, the idea of a uniquely true theory, a correspondence theory of truth, and bivalence. While there are superficial similarities between both views and Kant's, I find more significant differences. Dummettian anti‐realism, too, clearly differs from Kant's position: Kant believes in verification‐transcendent reality, and transcendental idealism is not a theory of meaning or truth. However, I argue that part of the Dummettian position is extremely useful for understanding part of Kant's position – his idealism about the appearances of things. I argue that Kant's idealism about appearances can be expressed as the rejection of experiencetranscendent reality with respect to appearances. 相似文献
154.
This study investigated associations between complementary medicine use and treatment and illness beliefs. Previously validated questionnaire measures of treatment beliefs, illness beliefs, and complementary medicine use were presented and advertised online. Completed questionnaires were received from 247 participants. Logistic regression analysis showed that demographic characteristics, treatment beliefs, and illness beliefs accounted for approximately 36% of the variance in complementary medicine use. Separate analyses were conducted to predict use of different types of complementary medicine. The strength of associations between beliefs and complementary medicine use was related to the type of complementary medicine used. The results suggest that people use complementary medicine because they are attracted to it rather than because they are disillusioned with orthodox medicine, and that both treatment and illness beliefs have an important role in explaining why people use complementary medicine. 相似文献
155.
156.
Therese Van Elderen Stan Maes Gerard Seegers Hans Kragten Lucy Relik-Van Wely 《Psychology & health》2013,28(4):317-330
Abstract Effects of a post-hospitolization group health education programme for patients with coronary heart disease. A health education programme was offered to groups of coronary heart patients and their partners after discharge from hospital. A randomized pre-test post-test control group design was used to evaluate the effects of this experimental intervention. The health education programme was offered to 109 coronary heart patients in groups of between five and eight patients together with their partners in addition to standard medical care and physical training. A control group of 108 patients received only standard medical care and physical training. The intervention consisted of eight weekly two-hour group health education sessions and one follow-up session. All sessions focused on the promotion of healthy habits and the reduction of adverse psychosocial consequences of the incident. In the short term (about four months after the incident) the health education programme showed statistically significant intervention effects on knowledge about coronary heart diseases, smoking cessation, healthy eating habits and the number of consultations with the family physician, but no effects on emotional distress. In the long term (one year after the incident) there was only a significant intervention effect on smoking cessation. These results suggest that the effects of the programme are modest, especially in terms of maintenance of behavioural change. As a consequence, it is suggested that the programme should not be offered to all coronary patients during cardiac rehabilitation, but only to those who can be expected to profit most from it. 相似文献
157.
The aim of this paper is to provide context for the quantitative content analyses of gender roles that are to be included in both parts of this special issue. First, a timeline of historical uses of the content analysis methodology is presented. Second, research objectives that frequently drive content analysis of gender roles are described; these include: to support feminist claims, to compare media with real life, to predict effects on audiences, and to detect effects of media producers on content. Third, previous content analyses published in Sex Roles and other gender-focused journals are reviewed and categorized in terms of medium, genre, time span, gender, and nationality. Finally, contributions of each of the articles in this special issue are outlined. 相似文献
158.
159.
Shelton TL Barkley RA Crosswait C Moorehouse M Fletcher K Barrett S Jenkins L Metevia L 《Journal of abnormal child psychology》2000,28(3):253-266
This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment. 相似文献
160.
Humans often look at other people in natural scenes, and previous research has shown that these looks follow the conversation and that they are sensitive to sound in audiovisual speech perception. In the present experiment, participants viewed video clips of four people involved in a discussion. By removing the sound, we asked whether auditory information would affect when speakers were fixated, how fixations between different observers were synchronized, and whether the eyes or mouth were looked at most often. The results showed that sound changed the timing of looks—by alerting observers to changes in conversation and attracting attention to the speaker. Clips with sound also led to greater attentional synchrony, with more observers fixating the same regions at the same time. However, looks towards the eyes of the people continued to dominate and were unaffected by removing the sound. These findings provide a rich example of multimodal social attention. 相似文献