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201.
Meta-analysis of cognitive-behavioral interventions on HIV-positive persons' mental health and immune functioning. 总被引:1,自引:0,他引:1
Nicole Crepaz Warren F Passin Jeffrey H Herbst Sima M Rama Robert M Malow David W Purcell Richard J Wolitski 《Health psychology》2008,27(1):4-14
OBJECTIVE: To evaluate the efficacy of cognitive-behavioral interventions (CBIs) for improving the mental health and immune functioning of people living with HIV (PLWH). DESIGN: Comprehensive searches of electronic databases from 1988 to 2005, hand searches of journals, reference lists of articles, and contacts with researchers. Meta-analytic approaches were used in synthesizing findings. MAIN OUTCOME MEASURES: Intervention effects on symptoms of depression, anxiety, and anger, stress, and CD4 cell counts were assessed. RESULTS: Data from 15 controlled trials were analyzed. Significant intervention effects were observed for improving symptoms of depression (d = 0.33), anxiety (d = 0.30), anger (d = 1.00), and stress (d = 0.43). There is limited evidence suggesting intervention effects on CD4 cell counts (d = 0.08). The aggregated effect size estimates for depression and anxiety were statistically significant in trials that provided stress management skills training and had more than 10 intervention sessions. CONCLUSION: CBIs are efficacious in improving various psychological states of PLWH. Future research should examine the relationship among interventions, psychological states, medication adherence, and immune functions, and identify other relevant factors associated with intervention effects. 相似文献
202.
We examine how extended engagement in argumentation with peers leads to enhanced metalevel understanding of argumentive discourse. Following such engagement, young adolescents demonstrated enhanced understanding of counterargument and use of evidence as objectives of skilled argumentation, relative to a nonparticipating comparison group. Among the participating group, analysis of metatalk (talk about the discourse, distinguished from talk about the topic) during electronic peer dialogs proved revealing regarding participants’ evolving awareness of and adherence to discourse norms. Metatalk became more reciprocal and sustained with time and revealed an increasing focus on the argumentation process and engagement in talk that seeks to direct it. Implications are considered for understanding and studying argumentation as a social practice that encompasses not only individual skills but also the less visible norms that govern it and that members of a social group come to share. 相似文献
203.
Jennifer Dunn Nicole E. Ruedy Maurice E. Schweitzer 《Organizational behavior and human decision processes》2012
Organizations often expect employees to collaborate with and trust the same coworkers with whom they compete for promotions and raises. This paper explores how social comparisons in self-relevant achievement domains influence affective and cognitive trust. We find that both upward and downward social comparisons harm trust. Upward comparisons harm affective trust and downward comparisons harm cognitive trust. We find no benefits of upward comparisons on cognitive trust, and we find no benefits of downward comparisons on affective trust. 相似文献
204.
Jennifer E. C. Lee Stacey Gibson Marie-Pierre L. Markon Louise Lemyre 《Current psychology (New Brunswick, N.J.)》2009,28(2):69-84
A plethora of studies on terrorism underscores the challenges of managing the psychological and behavioural impacts of terrorist
events. This literature also emphasizes the idea that the global pending threat of terrorism, prior to the occurrence of any event, may also give rise to significant reactions among members of the
public. Drawing from the literature on proactive coping, the current study presents the results of factor analyses performed
on sections of a national survey that assessed appraisals of as well as actual responses to the threat of terrorism in Canada
(N = 1,502). Findings revealed that items assessing individual response to terrorism were represented by three factors in this
context: Individual Preparedness, Information Seeking, and Avoidance Behaviour. Further analyses demonstrated a tendency for
actual preparedness behaviours to be associated with decreased psychological stress, and actual avoidance behaviours to be
associated with heightened psychological stress. Furthermore, the divergent patterns of relationships of terrorism response
appraisals and corresponding actual responses with psychological stress emphasized the need to distinguish different stages
in the process of preventive coping with terrorism. Theoretical and practical implications of findings for individual preparedness
in Canada are discussed.
相似文献
Jennifer E. C. LeeEmail: |
205.
We compared rates of academic responses and problem behavior during mathematics with distributed and accumulated reinforcer arrangements for 3 students with Attention‐Deficit Hyperactivity Disorder who engaged in chronic, severe problem behavior. All 3 students engaged in more academic responding and less problem behavior when reinforcers accumulated throughout the session, relative to conditions in which reinforcers were distributed throughout the session or withheld completely. We then conducted concurrent‐chain analyses to evaluate student preference for the reinforcer arrangements. Two students preferred distributed reinforcers, even though this arrangement continued to produce problem behavior. One student preferred accumulated reinforcers. Our data replicate previous findings regarding the efficacy of accumulated‐reinforcer arrangements, but suggest that students do not always prefer the most efficacious reinforcer arrangement. 相似文献
206.
The goal of this study is to examine the central executive of working memory in normal aging, specifically focusing on its capacities to manipulate or modify the format of the to-be-recalled material. The central executive was measured with the alphabetical span procedure, during which subjects were asked to recall a random series of words in their alphabetical order. The storage demand was equalized across subjects by adjusting the list lengths according to individual span. Experiments 1, 2, and 3 showed that elderly subjects were not impaired in manipulating information, relative to young controls, even when the difficulty of the task was increased. In Experiment 4, validity was tested by asking young subjects to perform the task under the conditions of full or divided attention. Alphabetical recall was more impaired than direct recall during the divided attention condition, which suggests a larger involvement of the central executive component in the former. These results are discussed in relation to the hypothesis of a central executive impairment being associated with normal aging. 相似文献
207.
Charles Spence Michael E. R. Nicholls Nicole Gillespie Jon Driver 《Attention, perception & psychophysics》1998,60(4):544-557
Three experiments investigated cross-modal links between touch, audition, and vision in the control of covert exogenous orienting. In the first two experiments, participants made speeded discrimination responses (continuous vs. pulsed) for tactile targets presented randomly to the index finger of either hand. Targets were preceded at a variable stimulus onset asynchrony (150,200, or 300 msec) by a spatially uninformative cue that was either auditory (Experiment 1) or visual (Experiment 2) on the same or opposite side as the tactile target. Tactile discriminations were more rapid and accurate when cue and target occurred on the same side, revealing cross-modal covert orienting. In Experiment 3, spatially uninformative tactile cues were presented prior to randomly intermingled auditory and visual targets requiring an elevation discrimination response (up vs. down). Responses were significantly faster for targets in both modalities when presented ipsilateral to the tactile cue. These findings demonstrate that the peripheral presentation of spatially uninforrnative auditory and visual cues produces cross-modal orienting that affects touch, and that tactile cues can also produce cross-modal covert orienting that affects audition and vision. 相似文献
208.
Studies using Posner’s spatial cueing paradigm have demonstrated that participants can allocate their attention to specific target locations based on the predictiveness of preceding cues. Four experiments were conducted to investigate attentional orienting processes operating in a high probability condition (cues 75% predictive) as compared to a low probability condition (cues 50% predictive) using various types of centrally-presented cues. Spatially-informative cues (arrows and circles with gaps) resulted in cueing effects (CEs) for both probability conditions, with significantly larger CEs in the high probability conditions than the low probability conditions. Participants in the high probability conditions reported little or no awareness of cue–target probabilities after task completion. Our results provide support for an implicit learning account of the proportion valid effect under experimental conditions involving spatially-informative central cues and relatively short stimulus onset asynchronies (SOAs). 相似文献
209.
Lenwood Gibson Jr. Gwendolyn Cartledge Starr E. Keyes 《Journal of Behavioral Education》2011,20(4):260-282
This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency,
reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according
to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency (ORF)
winter benchmark, indicating the potential for reading failure. Participants engaged in a supplemental, computer-based reading
program designed to improve reading fluency and comprehension. Treatment sessions were conducted 3–4 times per week, for 14–16 weeks.
Following the treatment, each participant received the DIBELS ORF spring benchmark as a post-test measure. A pre-intervention/post-intervention
analysis showed that all of the participants increased their reading fluency, 5 of the 8 participants reduced their risk status,
and 7 of the 8 students increased their reading rate. All of the students improved their comprehension scores. The results
support supplementary interventions and computer-based reading programs. The findings are discussed in the context of reading
needs and instruction for African American primary-aged students. 相似文献
210.