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The ability to understand the causes and likely triggers of emotions has important consequences for children's adaptation to their social environment. Yet, little is currently known about the processes that contribute to the development of emotion understanding. To assess how well children understood the antecedents of emotional reactions in others, we presented children with a variety of emotional situations that varied in outcome and equivocality. Children were told the emotional outcome and asked to rate whether a situation was a likely cause of such an outcome. We tested the effects of maltreatment experience on children's ability to map emotions to their eliciting events and their understanding of emotion–situation pairings. The present data suggest that typically developing children are able to distinguish between common elicitors of negative and positive events. In contrast, children who develop within maltreating contexts, where emotions are extreme and inconsistent, interpret positive, equivocal, and negative events as being equally plausible causes of sadness and anger. This difference in maltreated children's reasoning about emotions suggests a critical role of experience in aiding children's mastery of the structure of interpersonal discourse. 相似文献
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Charles R. Greenwood Barbara Terry Carmen Arreaga-Mayer Rebecca Finney 《Journal of applied behavior analysis》1992,25(1):101-116
We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity. 相似文献
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This study investigated the relationship between self-image, brand image, and brand loyalty by asking whether people use products
to enhance self-image. Subjects described themselves on an adjective checklist, then listed product brands to which they consider
themselves loyal or not loyal. One month later, using the same adjective checklist, subjects described the type of person
who would buy a particular brand to which they are loyal and a brand to which they are not loyal for both gender and non-gender
related products. Significant differences between the two groups and a high correlation between self and product user ratings,
were found. 相似文献