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291.
Pierluigi Zoccolotti Maria De Luca Laura Lami Claudia Pizzoli Maria Pontillo Donatella Spinelli 《Child neuropsychology》2013,19(6):639-647
In this study, we examined the effect of multiple versus single stimulus presentation in typically developing readers and children with developmental dyslexia. The tasks involved either reading single words or arrays of words or naming single or multiple colors and digits (rapid automatized naming or RAN). To be able to compare these sets of conditions, we recorded total response times (i.e., the time between stimulus onset and the end of the participant’s vocal response) in all cases. The study included 43 typically developing readers and 25 children with dyslexia. Results indicate that typically developing readers have a clear advantage with multiple over single items on both RAN and reading tasks. The children with dyslexia showed a moderate advantage for multiple stimuli in naming colors and digits but presented the opposite pattern in reading.With regard to reading, the disproportionate impairment of the children with dyslexia in dealing with multiple arrays suggests difficulty in integrating the multiple subcomponents of the reading task over and above the basic nuclear deficit in decoding words. Regarding the RAN tasks, results confirm that the requirement of integrating multiple subcomponents may be critical in mediating the predictive value of these measures on reading. 相似文献
292.
A large body of literature has examined the relationship between working memory and arithmetic achievement, but results are still ambiguous. To examine this relationship, we compared the performance of third and fifth graders with arithmetic difficulties (AD) and controls of the same age, grade, and verbal intelligence on a battery of working memory tasks, differentiating between different aspects of working memory. Children with AD scored significantly lower on active working memory tasks requiring manipulation of the to-be-recalled information (Listening Completion task, Corsi Span Backwards, Digit Backwards), but not in passive working memory tasks, requiring the recall of information in the same format in which it had been presented (Digit, Word, and Corsi Forwards Span tasks), nor in tasks involving word processing (word articulation rate, forwards and backwards word spans). A regression analysis showed that the best predictors of differences between AD children and the control group were the Corsi Span Backwards, the Listening Completion task, and the rate of articulation of pseudowords. The analysis of strategies used by children in mental calculation revealed the greater tendency of children with AD to rely on more primitive strategies: finger use never appeared as the most frequent strategy in skilled children, whereas it was the most used strategy in children with AD. Verbal and visual strategies appeared associated with successful performance in third graders, but in fifth grade, the most successful strategy was verbalization. 相似文献
293.
294.
This article describes the possible impact of emotional intelligence on identity negotiation of a racial minority group in a majority school context. The study investigated the adjustment and functioning of racial minority groups in majority school contexts, as well as the identity negotiation associated with it, and determined whether there is a correlation between the former and the Emotional Intelligence (EI) of the participants. Participants were 16 black and 21 white learners attending two schools where they were in the minority (mean age = 16.23 years; SD = 1.49 years). The learners attended Grades 9–12. Data were first organised, after which themes and patterns were identified, and the data appraised and categorised (Creswell, 2007), after which a comparison was drawn between the identified categories of existing knowledge. Findings suggest that racial integration in both high schools actually occurred in name only; most participants chose to mingle within their own racial groups and the black participants in particular were exposed to racism, discrimination and prejudice on a regular basis. Despite the necessary steps taken and implemented by government in order to oppose racism in the country and promote racial integration in schools, it seems that the consequences of apartheid remain for the foreseeable future. 相似文献
295.
We report on a volunteer programme for undergraduate psychology students, as a prospective career pathway into the inpatient mental health context. Data on motives for joining the programme, as well as their expectations and career plans were collected from 56 students (mainly under 25 years of age; approximately 80% females) in a volunteer placement within an inpatient mental health setting. About 89.3% of the volunteers reported being on the programme to enhance their applications for postgraduate training prospects in the same field. Only 10.7% were motivated primarily by the desire to help mentally ill patients. Over three-quarters planned to pursue postgraduate training in clinical psychology. 相似文献
296.
Félix Neto Adrian Furnham Maria da Conceição Pinto 《Journal of Psychology in Africa》2013,23(2):143-151
This study examined the estimations of multiple intelligences for self, partner and parents. One hundred and fifty two students (males = 81, females = 68, and 3 have not indicated their sex; mean age = 24.02, SD = 3.08) from Guinea Bissau estimated their own, their partners', and their parents' IQ scores on each of Gardner's ten multiple intelligences: verbal (linguistic), logical (mathematical), spatial, musical, body-kinesthetic, interpersonal, intrapersonal, existential, spiritual and naturalistic. In contrast to previous results (A. Furnham, 2001) sex differences in self-estimates did not occur in this Guinean sample. Participants rated overall intelligence of their father higher than that of their mother. An existing data set on estimates of intelligence in a Portuguese sample was used for a cross-cultural comparison between Portuguese and Guinean participants. There were consistent and clear culture differences. Guinean gave higher self, partner and family ratings than Portuguese. Results are discussed in terms of the growing literature in the self-estimates of intelligence, as well as limitations of that approach. 相似文献
297.
Leslie Podlog Ross Wadey Andrea Stark Marc Lochbaum James Hannon Maria Newton 《Psychology of sport and exercise》2013,14(4):437-446
ObjectivesThe purpose of this investigation was to examine adolescent athletes' injury recovery and return-to-sport experiences. Given previous research highlighting competence, autonomy, and relatedness concerns among returning athletes (Podlog & Eklund, 2006), we sought to examine the extent to which basic psychological needs theory (BPNT: Ryan & Deci, 2007) could be used as framework for interpreting the research findings.DesignA qualitative design was employed in the present investigation.MethodEleven Australian athletes (M age = 15.3) who had incurred a range of severe injuries (e.g., anterior cruciate ligament tears, shoulder dislocations) were interviewed on 2–3 occasions (n = 27 interviews) spanning an 11-month period.ResultsAnalysis of the data revealed the following four key themes: (a) injury stress, (b) coping strategies, (c) experiences with social support, and (d) recovery outcomes. Injury stress provides insights into a range of stressors and strain responses reported by the adolescents across the recovery phases, while the theme on coping highlights the specific strategies used to maintain motivation, reduce uncertainties associated with the injury experience, and to keep focused on future athletic attainment. The third theme, experiences with social support, considers the transactions the adolescents held with members of their social network throughout their recovery. The final theme, recovery outcomes, describes participant perceptions of a successful/unsuccessful recovery and stress-related growth.ConclusionsResults suggest that competence and relatedness issues highlighted in BPNT may be relevant in exploring adolescent athletes' injury experience. Somewhat less evidence for the autonomy dimension of BPNT was apparent in adolescent comments. 相似文献
298.
Maria Adamuti-Trache Paul Anisef Robert Sweet David Walters 《Journal of International Migration and Integration》2013,14(1):139-156
The Longitudinal Survey of Immigrants to Canada is employed to compare recent immigrant post-secondary education participants and non-participants with respect to a range of factors, including demographic, socio-economic, and cultural differences, official language competency, recognition of educational credentials and employment experiences, and social capital. A multilevel logit model was employed to identify the (changing) impact of factors on post-secondary participation. The cumulative post-secondary participation rate increased from 10% to 33% to 44% within 6 months, 2 years and 4 years of arrival, respectively. Gender, age, prior level of education, self-reported language proficiency, social capital and situational factors were significant in explaining the cumulative increase. 相似文献
299.
Natalia Rak Christian Bellebaum Patrizia Thoma 《Cognitive, affective & behavioral neuroscience》2013,13(4):869-884
The feedback-related negativity (FRN) and the P300 have been related to the processing of one’s own and other individuals’ feedback during both active and observational learning. The aim of the present study was to elucidate the role of trait-empathic responding with regard to the modulation of the neural correlates of observational learning in particular. Thirty-four healthy participants completed an active and an observational learning task. On both tasks, the participants’ aim was to maximize their monetary gain by choosing from two stimuli the one that showed the higher probability of reward. Participants gained insight into the stimulus–reward contingencies according to monetary feedback presented after they had made an active choice or by observing the choices of a virtual partner. Participants showed a general improvement in learning performance on both learning tasks. P200, FRN, and P300 amplitudes were larger during active, as compared with observational, learning. Furthermore, nonreward elicited a significantly more negative FRN than did reward in the active learning task, while only a trend was observed for observational learning. Distinct subcomponents of trait cognitive empathy were related to poorer performance and smaller P300 amplitudes for observational learning only. Taken together, both the learning performance and event-related potentials during observational learning are affected by different aspects of trait cognitive empathy, and certain types of observational learning may actually be disrupted by a higher tendency to understand and adopt other people’s perspectives. 相似文献
300.
Maria M. Steenkamp William P. Nash Leslie Lebowitz Brett T. Litz 《Cognitive and behavioral practice》2013,20(4):471-475
We comment on Smith, Duax, and Rauch’s (2013--this issue) explication of their approach to treating perpetration-related guilt and shame using prolonged exposure (PE) therapy, with the aim of promoting a discourse about the mechanisms, techniques, and assumptions that underlie the treatment of moral injury in veterans and service members. We first discuss the theoretical foundation underlying PE and consider the extent to which it accounts for the phenomenology of moral injury. We then examine the treatment strategies used in the PE approach and the mechanisms by which these techniques ameliorate perpetration-related guilt and shame. We also briefly highlight points of similarity and contrast between PE and adaptive disclosure, a brief cognitive behavioral intervention targeting combat-related moral injury and traumatic loss. 相似文献