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171.
Xiao‐yan Cao Zhi Li Hugo M. Metcalfe Tian‐xiao Yang Shu‐ping Tan Ya Wang Xiao‐hong Hong Zhan‐jiang Li Xin Yu Eric F. C. Cheung David L. Neumann David H. K. Shum Raymond C. K. Chan 《PsyCh Journal》2013,2(3):175-182
This study aimed to examine verbal and visual‐spatial working memory (WM) dysfunction in patients with schizophrenia. We compared 60 patients with schizophrenia with 57 healthy controls (matched for age, educational level, and IQ) on three WM tasks. Patients with schizophrenia performed significantly more poorly than healthy controls on verbal, visual, and spatial WM tests. Moreover, WM deficits were inversely associated with both the positive and negative symptoms of the patients. Taken together, these findings suggest that there are pervasive WM impairments in patients with schizophrenia. In addition, clinical features may play a significant role in the expression of WM deficits. 相似文献
172.
It is well‐established that matching images of unfamiliar faces is rather error prone. However, there is an important mismatch between face matching in laboratory and realistic settings. All of the currently available face‐matching databases were designed to establish the baseline level of unfamiliar face perception. Therefore, target and test images for each face identity have been taken on the same day, minimizing within‐face variations. In realistic settings, on the other hand, faces do vary, even day to day. This study examined the proficiency of matching images of unfamiliar faces, which were taken on the same day or months apart. In two experiments, same‐day images were matched substantially more accurately and faster than different‐date photographs using the standard 1‐in‐10 and pairwise face‐matching tasks. This suggests that experimental studies on face matching underestimate its difficulty in real‐world situations. Photographs of unfamiliar faces seem to be unreliable proofs of identity, especially if the ID documents do not use very recent images of the holders. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
173.
After a pre‐treatment screening analysis suggested that rumination exhibited by a boy with autism occurred in the absence of social consequences, we evaluated the effect of a verbal reprimand contingent on the target behavior via a reversal design. The reprimand reduced rumination to near‐zero levels; we then thinned the reprimand schedule and rumination remained infrequent. Follow‐up data collected 6, 12, and 18 months after initial treatment suggested that intervention effects were maintained. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
174.
Mike Prentice PhD Candidate Marc Halusic Kennon M. Sheldon 《Social and Personality Psychology Compass》2014,8(2):73-85
Two conceptions of psychological needs predominate within contemporary motivational science. Motive disposition theory conceives of needs as behavioral motives which direct behavior (needs‐as‐motives), while self‐determination theory conceives of needs as universally required experiences for optimal functioning (needs‐as‐requirements). Until recently, these perspectives on psychological needs have proceeded without much intersection, despite the fact that they address the same fundamental concept. Here we summarize the Two Process Model of Psychological Needs, which attempts to bridge these two conceptions. We argue that psychological needs are best defined as tendencies to seek out certain basic types of psychosocial experiences, to a somewhat varying extent across individuals, and to feel good and thrive when those basic experiences are obtained, to the same extent across individuals. We suggest that this definition allows a reconciliation of needs‐as‐motives and needs‐as‐requirements perspectives and a more consilient science of human motivation. Empirical support for the TPM is also summarized. 相似文献
175.
Louisa Bogaerts Arnaud Szmalec Wibke M. Hachmann Mike P.A. Page Evy Woumans Wouter Duyck 《Memory (Hove, England)》2013,21(2):268-277
Recent findings show that people with dyslexia have an impairment in serial-order memory. Based on these findings, the present study aimed to test the hypothesis that people with dyslexia have difficulties dealing with proactive interference (PI) in recognition memory. A group of 25 adults with dyslexia and a group of matched controls were subjected to a 2-back recognition task, which required participants to indicate whether an item (mis)matched the item that had been presented 2 trials before. PI was elicited using lure trials in which the item matched the item in the 3-back position instead of the targeted 2-back position. Our results demonstrate that the introduction of lure trials affected 2-back recognition performance more severely in the dyslexic group than in the control group, suggesting greater difficulty in resisting PI in dyslexia. 相似文献
176.
C. Harry Hui Wilfred W. F. Lau Sing-Hang Cheung Shu-Fai Cheung Esther Y. Y. Lau Jasmine Lam 《The International journal for the psychology of religion》2013,23(2):107-129
The two studies reported here revised Hunt's (1972) LAM (Literal, Anti-Literal, Mythological) Scale to include a Metaphorical dimension. The first study investigated the relationship between preference for literal versus metaphorical interpretations of religious language and structural levels of religious thinking. As predicted, participants who preferred a literal interpretation of religious statements gave evidence of a low developed structure of religious judgment. The predicted relationship between preference for metaphorical interpretations and style of religious thinking was not found. The second study compared samples of participants scoring highest on the Literal and the Metaphorical subscales. Literal participants scored lower on imaginative thinking and made greater use of religious language in an objectifying manner than did metaphorical participants. The meaning of these data for mature religious thinking is considered. 相似文献
177.
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179.
Mike Rinck Axel Cleeremans Arnaud Destrebecqz Rick Dale Morten Christiansen 《Journal of Cognitive Psychology》2013,25(3):427-432
Abstract Oakhill, J. &; Garnham, A. (1988). Becoming a skilled reader, Oxford: Blackwell. Pp. 206. ISBN 0-631-15244X £27.50 (hardback), ISBN 0-631-15776X £8.95 (paperback). Brewin, C. R. (1988). Cognitive foundations of clinical psychology. London: Lawrence Erlbaum Associates Ltd. Pp. 224. ISBN 0-86377-098-3 £24.50 (hardback), ISBN 0-86377-099-1 £8.95 (paperback). 相似文献
180.
Mike Marlowe Ace Cossairt Charles Moon John Errera Adele MacNeel Rogene Peak Joan Ray Cheryl Schroeder 《Journal of abnormal child psychology》1985,13(2):185-198
This study investigated the relationships of metal levels and metal combinations to children's classroom behavior. Hair-metal concentrations of lead, arsenic, mercury, cadmium, and aluminum were determined in 80 randomly selected elementary-age children, who were also rated by their classroom teacher on the Walker Problem Behavior Identification Checklist (WPBIC). Parents were interviewed to control for confounding variables that may have affected behavioral development. Regression analysis indicated that the set of metals was significantly related to increased scores on four of the five WPBIC subscales and on the total scale, with lead being a major contributor to four of the six dependent measures. Metal combinations were significantly related to increased scores on the WPBIC subscales measuring acting-out, disturbed peer relations, and immaturity, and on the total scale. A continuing reexamination of metal poisoning concentrations is needed because metal levels and metal combinations previously thought harmless may be associated with nonadaptive classroom behavior. 相似文献