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Bishop SJ Cohen JD Fossella J Casey BJ Farah MJ 《Cognitive, affective & behavioral neuroscience》2006,6(1):62-70
Early studies of genetic effects on brain activity have been conducted to investigate primarily either the influence of polymorphisms
in dopaminergic genes, especially the catechol-O-methyltransferase (COMT) gene, on prefrontal cognitive processes such as working memory, or that of polymorphisms in the
serotonin transporter gene on the amygdala response to threatening stimuli. Here, we address genetic influences on the neural
systems underlying cognitive-affective interactions. Specifically, we assess the effect of the COMT val158met polymorphism on frontal regulation of attention under emotional distraction. Healthy volunteers were scanned while performing
a house-matching task with affectively negative versus neutral distractors. Effects of val allele load were examined on frontal
regions associated with attentional control and emotion regulation, and on parahippocampal regions associated with perception
of houses. As we predicted, val load correlated positively with activity in control- and task-related regions during performance
under emotional distraction. These findings provide an initial step toward identifying genetic contributions to interindividual
variability in recruitment of mechanisms that regulate affective processing. 相似文献
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The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (self-esteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults' adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants' adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults' academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research. 相似文献
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Luke W. Hyde Daniel S. Shaw Kristin L. Moilanen 《Journal of abnormal child psychology》2010,38(2):197-209
The purpose of the study was to advance our understanding of the developmental precursors of Moral Disengagement (MD) and
the role of MD in the development of antisocial behavior from early risk among an ethnically diverse sample of 187 low-income
boys followed prospectively from ages 1.5 to 17. Results indicated associations between early rejecting parenting, neighborhood
impoverishment, and child empathy and later MD. The link between some of these early constructs and later antisocial behavior
was mediated by MD. Finally, in an exploratory path model both MD and biases in social information processing were found to
mediate separate paths from early risk factors to later antisocial behavior. Results were partially consistent with the notion
that adolescent MD was predicted by a combination of early family, neighborhood, and child risk factors, and that MD may be
a mechanism underlying some boys’ risk of antisocial behavior. 相似文献
108.
Seventy-four pre-service teachers in an urban graduate school of education were administered VIEW: An Assessment of Problem Solving Style and a questionnaire in which they were asked to rate the importance of numerous principles of learning, teaching, and problem solving. Judges had previously classified these principles according to the six different VIEW problem solving styles (Explorer, Developer, External, Internal, Person-oriented, Task-oriented). Participants categorized by a particular style rated more highly those principles that matched their style. Implications for instruction and the development of problem solving skills are discussed. 相似文献
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