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411.
Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale-Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content. 相似文献
412.
Lukatela G Eaton T Sabadini L Turvey MT 《Journal of experimental psychology. Human perception and performance》2004,30(1):151-162
What form is the lexical phonology that gives rise to phonological effects in visual lexical decision? The authors explored the hypothesis that beyond phonological contrasts the physical phonetic details of words are included. Three experiments using lexical decision and 1 using naming compared processing times for printed words (e.g., plead and pleat) that differ, when spoken, in vowel length and overall duration. Latencies were longer for long-vowel words than for short-vowel words in lexical decision but not in naming. Further, lexical decision on long-vowel words benefited more from identity priming than lexical decision on short-vowel words, suggesting that representations of long-vowel words achieve activation thresholds more slowly. The discussion focused on phonetically informed phonologies, particularly gestural phonology and its potential for understanding reading acquisition and performance. 相似文献
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415.
Research continues to confirm that sharing one's life story through the process of life review enhances psychological well-being and increases life satisfaction. Although researchers have outlined techniques and activities that may be used in life review with older adults, little work has focused on the use of life review methods with terminally ill patients. Additionally, researchers have suggested that life review can take on the form of a spiritual assessment; and that such spiritually oriented life reviews may enhance a sense of meaning and foster reconciliation as one approaches dying. In this article, the authors provide a brief review of the research on and the practice of life review. Further, by merging concepts of life review with systematic theology, they offer a sample instrument--using the example of one faith framework--with which pastoral caregivers can better approach the spiritual needs of patients and facilitate a less traumatic death in the terminally ill. 相似文献
416.
The development of explicit memory for basic perceptual features 总被引:1,自引:0,他引:1
Gulya M Rossi-George A Hartshorn K Vieira A Rovee-Collier C Johnson MK Chalfonte BL 《Journal of experimental child psychology》2002,81(3):276-297
In three experiments with 164 individuals between 4 and 80 years old, we examined age-related changes in explicit memory for three perceptual features--item identity, color, and location. In Experiments 1-2, feature recognition was assessed in an incidental learning, gamelike task resembling the game Concentration. In Experiment 3, feature recognition was assessed using a pencil-and-paper task after intentional learning instructions. The form of the explicit memory function across the life span varied with the particular perceptual feature tested and the type of task. Item recognition was excellent at all ages but was significantly poorer for older adults than children, color recognition peaked in late childhood on the gamelike task, and location recognition peaked in early adulthood on the pencil-and-paper task. These findings indicate that performance on explicit memory tests is not a consistent inverted U-shaped function of age across various features. Explicit memory performance depends on what is measured and how. Because explicit memory typically reflects a composite of different features, age-related changes in explicit memory will not necessarily correspond to the function for any single one. 相似文献
417.
Jack M Fletcher Barbara R Foorman Amy Boudousquie Marcia A Barnes Christopher Schatschneider David J Francis 《Journal of School Psychology》2002,40(1):27
Assessment practices for children with learning disabilities (LD) in reading are driven by the three primary components of the federal definition of LD: discrepancy, heterogeneity, and exclusion. This article reviews the implications of these three components for the assessment of children with reading disabilities and other forms of LD. We propose a rationale and procedures for more efficient approaches to the identification of children as learning disabled in reading or at-risk for these disabilities that are aligned with research on reading disabilities and other forms of LD. This approach emphasizes the assessment of academic skills and their components in an effort to develop intervention plans. Intelligence tests are not necessary for the identification of children as learning disabled and do not contribute to intervention planning. 相似文献
418.
Marcia Radosevich Lonn Lanza‐Kaduce Ronald L. Akers Marvin D. Krohn 《Deviant behavior》2013,34(2):145-169
This is Part II of our general assessment of the state of sociological research on adolescent substance use. In Part I, presented in the previous issue of this journal, we analyzed the methodological issues in the field and summarized findings on extent and trends of use. Here, we summarize structural, interactional, and attitudinal correlates of teenage drinking and drug behavior. We characterize the field as being theoretically underdeveloped and argue that the place to look for theory to organize empirical generalizations and derive testable hypotheses is among the existing sociological theories of deviance, which have been given scant attention in the adolescent drug and drinking literature. The field of study is in need of primary data collected to test hypotheses from a single general theory that is capable of integrating structural, interactional, and attitudinal variables. 相似文献
419.
Marcia D. Brown-standridge 《The American journal of family therapy》2013,41(3):206-224
Abstract This paper proposes that operating from an ecosystemic epistemology does not preclude a family therapist from focusing on the individual responsibility of each family member. Rather, a systemic therapist can examine the family's pattern of distributing responsibility and map how this perpetuates the presenting problem. Examples from early, middle, and late therapy illustrate how a clinician can design interventions to encourage responsible behavior on the part of each individual, while being mindful of typical transactional patterns in the system 相似文献