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991.
992.
The authors tested 2 motivation measures, the Motivation Sources Inventory (MSI; J. E. Barbuto & R. W. Scholl, 1998) and the Job Choice Decision-Making Exercise (A. M. Harrell & M. J. Stahl, 1981) as predictors of leaders' influence tactics. The authors sampled 219 leader-member dyads from a variety of organizations and communities throughout the central United States. Results strongly favored the MSI as a predictor of influence tactics. Limitations of the study include low power of relationships, sample size as limited by the research design, and education levels of participants. Future researchers should use larger and more diverse samples and test other relevant antecedents of leaders' behaviors. 相似文献
993.
The present study investigated the effects of modality presentation on the verbal learning performance of 26 older adults and 26 younger cohorts. A multitrial free-recall paradigm was implemented incorporating three modalities: Auditory, Visual, and simultaneous Auditory plus Visual. Older subjects learned fewer words than younger subjects but their rate of learning was similar to that of the younger group. The visual presentation of objects (with or without the simultaneous auditory presentation of names) resulted in better learning, recall, and retrieval of information than the auditory presentation alone. 相似文献
994.
A current debate in psycholinguistics concerns how speakers take addressees' knowledge or needs into account during the packaging of utterances. In retelling stories, speakers are more likely to mention atypical instruments than easily inferrable, typical instruments; in a seminal study, Brown and Dell (1987) suggested that this is not an adjustment to addressees but is simply easiest for speakers. They concluded that manipulating addressees' knowledge did not affect speakers' mention of instruments. However, their addressees were confederates who heard the same stories repeatedly. We had speakers retell stories to naive addressees who either saw or did not see a picture illustrating the main action and instrument. When addressees lacked pictures, speakers were more likely to mention atypical instruments, to mention them early (within the same clause as the action verb), and to mark atypical instruments as indefinite. This suggests that with visual copresence, speakers can take addressees' knowledge into account in early syntactic choices. 相似文献
995.
In this paper we examine the characteristics of preschool attention deficit hyperactivity disorder (ADHD) from both mental disorder and developmental psychopathology points of view. The equivalence of preschool and school-aged hyperactivity as a behavioral dimension is highlighted together with the potential value of extending the use of the ADHD diagnostic category to the preschool period where these behaviours take an extreme and impairing form (assuming age appropriate diagnostic items and thresholds can be developed). At the same time, the importance of identifying pathways between risk and later ADHD is emphasized. Developmental discontinuity and heterogeneity are identified as major characteristics of these pathways. We argue that models that distinguish among different developmental types of early-emerging problems are needed. An illustrative taxonomy of four developmental pathways implicating preschool hyperactivity is presented to provide a framework for future research. 相似文献
996.
Torras-Garcia M Lelong J Tronel S Sara SJ 《Learning & memory (Cold Spring Harbor, N.Y.)》2005,12(1):18-22
A rapidly learned odor discrimination task based on spontaneous foraging behavior of the rat was used to evaluate the role of N-methyl-D-aspartate (NMDA) receptors (NMDARs) in ongoing memory consolidation. Rats were trained in a single session to discriminate among three odors, one of which was associated with palatable food reward. Previous experiments showed that the NMDAR antagonist DL-APV induced amnesia for this task when injected immediately after training. In the present study, memory was reactivated 24 h after training by exposure to the rewarded odor within the experimental context after which rats received an intracerebroventricular injection of APV. Combined reactivation-drug treatment induced profound amnesia when tested 48 h later. Animals receiving drug alone, in absence of reactivation, showed perfect retention. It is concluded that NMDARs support a consolidation process taking place after memory reactivation. 相似文献
997.
The early evolution of Jean Piaget's clinical method 总被引:1,自引:0,他引:1
Mayer SJ 《History of psychology》2005,8(4):362-382
This article analyzes the early evolution of Jean Piaget's renowned "clinical method" in order to investigate the method's strikingly original and generative character. Throughout his 1st decade in the field, Piaget frequently discussed and justified the many different approaches to data collection he used. Analysis of his methodological progression during this period reveals that Piaget's determination to access the genuine convictions of children eventually led him to combine 3 distinct traditions in which he had been trained-naturalistic observation, psychometrics, and the psychiatric clinical examination. It was in this amalgam, first evident in his 4th text, that Piaget discovered the clinical dynamic that would drive the classic experiments for which he is most well known. 相似文献
998.
This paper poses a feminist challenge to stage models of spiritual development and suggests alternative metaphors to the common image of a heroic journey. Women's spirituality is typically more intuitive and relational than rational and individualistic and to express this, we employ metaphors of the web and the quilt. Support for the relevance of these metaphors comes from the spiritual autobiography of Jane Goodall, an anthology of African American women's writings about spirituality, and two qualitative research investigations of older women's spirituality. We conclude with an autobiographical account of our own spiritual development and engage in a dialogue-on-the-page in which we respond to each other's narratives. 相似文献
999.
Susan Heitler 《Journal of Psychotherapy Integration》2001,11(3):349-383
This paper illustrates how couple and individual treatment formats can be intertwined. A conflict resolution theoretical framework structures treatment around three goals: (1) relieving symptoms (anger, depression, and marital distress), (2) facilitating resolution of the couple's conflicts, and (3) building communication and conflict resolution skills. The literature review focuses on why combining individual and couple therapy is often important for married clients. Two Bicycles, an illustrative case incorporating both conjoint and individual interventions, is presented and analyzed with regard to when each format seems beneficial. Ethical and practical issues raised by dual format treatment include potential harm, informed consent, dual roles, confidentiality, and time and financial costs. 相似文献
1000.
Diane Benoit Sheri Madigan Sandra Lecce Barbara Shea Susan Goldberg 《Infant mental health journal》2001,22(6):611-626
The display of atypical behaviors and disrupted communication during parent–infant interactions, as assessed by the Atypical Maternal Behavior Instrument for Assessment and Classification (AMBIANCE), has been linked to disorganized infant attachment, which, in turn, has been linked to psychopathology. The present study examined the usefulness of the AMBIANCE as an indicator of the efficacy of two brief interventions in reducing atypical behaviors and disrupted communication during play interactions. Twenty‐eight mother–infant dyads participated (14 per intervention). All infants had feeding problems. One intervention, Interaction Guidance, focused on training caregivers to respond sensitively to their infants (play‐focused intervention). The other intervention focused on training mothers to use new feeding techniques (feeding‐focused intervention). Results showed a significant decrease in AMBIANCE scores in the play‐focused group from pre‐ to postintervention, but not in the feeding‐focused group. There was a significant decrease in the level of disrupted communication from pre‐ to postintervention sessions in the play‐focused group but not in the feeding‐focused group. 73% of mothers from the play‐focused group and 17% of mothers from the feeding‐focused group initially classified as “disrupted” attained a classification of “nondisrupted” at the postintervention session. Some limitations of the study include small sample size, differences in timing of assessment for each intervention, and use of samples of convenience. Nonetheless, these findings provide preliminary evidence both of the usefulness of AMBIANCE as an instrument for assessing clinical efficacy and the efficacy of Interaction Guidance. ©2001 Michigan Association for Infant Mental Health. 相似文献