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211.
F R D'Amato 《Journal of comparative psychology (Washington, D.C. : 1983)》1988,102(2):146-151
Differences in reproduction as well as in behavior in the presence of females were evaluated according to dominant and subordinate male rank in albino mice, in the temporary absence of each male's antagonist. Dominant males reproduced more successfully than subordinate males. Subordinate males were generally inactive, except for displacement activities, during the first 15 min they were exposed to female partners. These findings suggest that mechanisms other than male-male interference or mating order may be operating or influencing behavior and reproductive results. 相似文献
212.
Anthony J. Goreczny Phillip J. Brantley Ray R. Buss William F. Waters 《Journal of psychopathology and behavioral assessment》1988,10(3):259-267
Although stress and anxiety have long been assumed to play an exacerbatory role in asthma, no study has systematically documented that daily exacerbations of asthma symptoms are related to stress and/or anxiety. In this study, 24 airways obstruction patients (12 asthmatics and 12 chronic obstructive pulmonary disease patients) were instructed to monitor the severity of daily respiratory symptoms. In addition, subjects recorded their daily anxiety level and the number and perceived impact of daily stressors. The results showed that although there were differences between high- and low-stress days for both groups, there were no differences between groups on symptom severity or between high- and low-anxiety days, as measured by the State-Trait Anxiety Inventory (STAI). Thus, although the number and impact of daily stressors were found to be directly associated with the severity of asthma symptoms, anxiety does not appear to have a direct role in the exacerbation of asthma. The findings failed to support the anxiety theory of asthma but provided an explanation for the poor results obtained in previous treatment studies which employed anxiety management with asthmatics. 相似文献
213.
Celeste P. M. Wilderom 《Knowledge, Technology, and Policy》1988,1(3):57-68
In our rapidly changing environment, both profit and non-profit organizations confront an increasing demand for technological,
economic, and social innovation. In response to this demand, organizations are taking on the role of “change agents” by transforming
existing practices into innovative action. Libraries, as centers that accumulate and disperse knowledge, can support these
organizations in their “change agent” roles. This paper delineates the way public libraries can help organizations meet the
increasing need for external information associated with innovation. Policy issues concerned with efficient information transfer
to user organizationss are specified, and two concrete examples of information transfer systems are described. In order to
best utilize existing knowledge,personal-professional assistance in selecting potentially innovative,impersonal written materials is recommended.
Dr. Celeste P. M. Wilderom is an assistant professor at the School of Economics of the Free University of Amsterdam, The Netherlands
and a research associate in organization behavior at the School of Management, S.U.N.Y., Buffalo. NY 14260. Her Ph.D. is in
organizational psychology from S.U.N.Y., Buffalo, Where she taught in the Schools of Management and Social Work. Dr. Wilderom's
research interests are behaviors in service and nonprofit organizations, problems of cross-cultural managemet and educational
issues in the social sciences. 相似文献
214.
P. Paul Heppner Ann H. Baumgardner Lisa M. Larson Richard E. Petty 《Counselling psychology quarterly》1988,1(2-3):129-143
This study examined the usefulness of an 8-week applied problem-solving training program. Specifically, the study examined (a) whether problem-solving training that emphasised self-management principles would be useful, (b) if the effects of training would persist over time, (c) whether an individual difference variable (problem-solving appraisal) would affect training outcomes, and (d) whether the cognitive responses of the subjects during the course of training were related to their problem-solving appraisal or the change process. Results indicated that problem solving training was effective at enhancing students’ problem-solving appraisal, and that the self-report changes were maintained at a 1 year follow-up. In particular, training seemed most useful for students who initially appraised their problem solving very negatively. Finally, the results suggested that the process-oriented cognitive responses were related to students' initial problem-solving self-appraisal as well as the impact of training. Implications of the results are discussed in terms of counselling interventions, problem solving training, the interpersonal influence process, and future research. 相似文献
215.
Counseling training programs have failed to differentiate between and among behavioral, cognitive, and unconsciousness dimesnsions. This omission has resulted in confusion and competition in many counseling curricula in that valuable programs are competing for space rather than being integrated systematically. This article proposes a multilevel model of intentionality which integrates the several aspects of the counselor-client relationship. In turn, this integration of behavioral, cognitive, and unconscious dimensions will have important applications in counselor daily practice. 相似文献
216.
Edward F. Krieg 《Behavior research methods》1988,20(3):361-361
217.
This study investigated social sensitivity and self-concept in students with learning disabilities (LD) and their non-learning-disabled (non-LD) peers. Thirty students each from public junior and senior high schools and a community college participated in the study; at each grade level, half were identified as learning disabled and half experienced no learning problem. Students were individually assessed in 30-minute interviews for their accuracy in interpreting the thoughts and feelings of actors in tape-recorded stories depicting two adults in happy angry, anxious, and sad interactions. A questionnaire assessing four dimensions of self-concept in learning situations (motivation, task orientation, problem-solving ability, and class membership) was also administered. LD students at all grade levels were significantly less accurate at interpreting social situations than were their non-LD peers, and had significantly lower self-concepts. These results support the need for remediation efforts specifically aimed at social skills for overcoming social deficits in adulthood. 相似文献
218.
Differences in school behavior and achievement between students from intact, reconstituted, and single-parent families were analyzed. Students from intact two-parent families had fewer absences and tardies, higher grade point averages, and fewer negative and more positive teacher behavioral ratings than did those from reconstituted and single-parent families. 相似文献
219.
To investigate the moderating role of individual differences in hypnotic susceptibility and visuospatial skills on afterimage persistence, we presented a codable (cross) flash of light to 40 men and 46 women who had been dark adapted for 20 min. In an unrelated classroom setting, subjects had previously been given two standardized scales of hypnotic susceptibility (Harvard Group Scale of Hypnotic Susceptibility, Shor & Orne, 1962; Group Stanford Hypnotic Susceptibility Scale, Form C, Crawford & Allen, 1982) and the Mental Rotations Test (Vandenberg & Kuse, 1978). The first afterimage interval and the afterimage duration correlated significantly with hypnotic responsiveness, supporting Wallace (1979), but did not show the anticipated relationships with mental rotation visuospatial skills. Individuals in the high hypnotizable group had (a) significantly longer afterimage intervals between its first appearance and first disappearance than did those in medium or low groups, as well as (b) significantly longer afterimages between the first appearance and the final disappearance than did those in low groups, but those in medium groups did not differ significantly from the other groups. Discriminant analysis using the afterimage persistence measures classified correctly 65.2% of high hypnotizables, 37.5% of medium hypnotizables, and 54.8% of low hypnotizables. Hypothesized cognitive skills that assist in the maintenance of afterimages and underlie hypnotic susceptibility include abilities to maintain focused attention and resist distractions over time and to maintain vivid visual images. 相似文献
220.
F Busch 《Journal of the American Psychoanalytic Association》1992,40(4):1089-1115
Analysis of the unconscious ego resistances is one of those clinical concepts more honored in the breach than in the observance. This same point has been made periodically over the past fifty years. It has not been sufficiently realized that a true psychoanalytic understanding of resistance analysis could only begin with Freud's second theory of anxiety. Freud himself never fully embraced this theory, and clinical contributions since then have varied in their ability to use the techniques inherent in the second theory of anxiety. Recent contributions to the literature have not eliminated the espousal of theories of resistance based on earlier views of anxiety. Reasons cited for this include: the ambiguities in Freud's writing, the direction of the early ego theorists, and proclivities toward deeper interpretations. 相似文献