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61.
The disambiguation of threat/neutral homophones was investigated in high- and low-trait anxiety subjects who had been exposed
to either a positive or a negative mood manipulation procedure. Subjects were required first to spell each auditorily presented
word and second, to generate and speak a sentence using the word. Difference indices were calculated for the spelling and
the sentence usage data, i.e. the number of threat minus neutral interpretations. Examination of these indices revealed that
subjects exposed to the negative mood manipulation procedure produced relatively more threat than neutral interpretations
(for both spelling and sentence usage) than did subjects exposed to the positive mood manipulation procedure. Multiple regression
analyses revealed that both the trait anxiety and mood manipulation variables contributed significantly to the prediction
of the difference index on the spelling task. In the analysis of the use of homophones in sentences, only the mood manipulation
variable contributed significantly to the prediction of the difference index on the sentence usage task. 相似文献
62.
The structure of a course entitled Family Therapy with Major Psychopathology taught annually in the Mercer University Graduate Marriage and Family Therapy Program is presented. An epistemological presentation regarding the interface of psychiatric nosology and family systems assessment is discussed. Methods of diagnosing and assessing dysfunctional family systems are presented and training in individual psychiatric nosology is discussed, with particular attention given to family systems dysfunction as an etiological factor in the development of individual psychopathology. Learning techniques are discussed including lecture, discussion, case presentations, readings, and testing methods. 相似文献
63.
64.
Patricia M. Barbetta Ph.D. William L. Heward Ed.D. 《Journal of Behavioral Education》1993,3(3):217-233
An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests. 相似文献
65.
David C. Geary Pierre Cormier Judith P. Goggin Patricia Estrada Melanie C. E. Lunn 《International journal of psychology》1993,28(2):185-201
Two experiments compared rates of solving simple and complex addition and multiplication problems in groups of speakers of French or English in Experiment 1 (n = 35) and Spanish or English in Experiment 2 (n = 84). Subjects were divided into groups of English unilinguals, weak bilinguals, and strong bilinguals according to their performance on a naming task. In both experiments, simple problems consisted of two single-digit numbers. At least three single-digit numbers were used for complex problems in Experiment 1 and double-digit numbers in Experiment 2. Mean solution times, particularly for complex problems, were lowest for the monolingual group, followed in turn by the weak bilingual and strong bilingual groups, but these differences were not statistically reliable in either experiment. In Experiment 2, however, componential analyses of solution times indicated that strong bilingual subjects were slower at executing the carry operation when solving complex problems, relative to the two remaining groups. Results were interpreted in terms of the relationship between bilingualism and the representation and processing of numerical information. 相似文献
66.
Manuel Ruiz Ruiz Ph.D. M.D. Patricia Fernández-Baca M.D. Gloria Busby M.A. 《Journal of Contemporary Psychotherapy》1993,23(1):61-67
Paradigmatic complexes in family psychotherapy have been indicating a revolutionary change and the creation of new paradigms for the past thirty years. Starting with the application of the general systems theory and the development of those concepts that have been emerging regarding psychosomatic illnesses we discuss the epistemological confusion created, the methodological problems and the dissociation between theory and practice. We suggest a double process of investigation of the family structure using a knowledge of the basic attitudes and the development of a psychotherapy programme within the family of the psychosomatic patient. 相似文献
67.
Lori J. Stark Lenora G. Knapp Anne M. Bowen Scott W. Powers Elissa Jelalian Sylvia Evans Mary Anne Passero Mary M. Mulvihill Mel Hovell 《Journal of applied behavior analysis》1993,26(4):435-450
Three mildly malnourished children with cystic fibrosis and their parents participated in a behavioral group-treatment program that focused on promoting and maintaining increased calorie consumption. Treatment included nutritional education, gradually increasing calorie goals, contingency management, and relaxation training, and was evaluated in a multiple baseline design across four meals. Children's calorie intake increased across meals, and total calorie intake was 32% to 60% above baseline at posttreatment. Increased calorie consumption was maintained at the 96-week follow-up (2 years posttreatment). The children's growth rates in weight and height were greater during the 2 years following treatment than the year prior to treatment. Increases in pace of eating and calories consumed per minute were also observed 1 year posttreatment. These findings replicated and extended earlier research supporting the efficacy of behavioral intervention in the treatment of malnutrition in children with cystic fibrosis. 相似文献
68.
Janice E. Murray Pierre Jolicoeur Patricia A. McMullen Margaret Ingleton 《Memory & cognition》1993,21(5):604-610
The effects of stimulus orientation on naming were examined in two experiments in which subjects identified line drawings of natural objects following practice with the objects at the same or different orientations. Half the rotated objects were viewed in the orientation that matched the earlier presentations, and half were viewed at an orientation that mismatched the earlier presentations. Systematic effects of orientation on naming time were found during the early presentations. These effects were reduced during later presentations, and the size of this reduction did not depend on the orientation in which the object had been seen originally. The results are consistent with a dual-systems model of object identification in which initially large effects of disorientation are the result of a normalization process such as mental rotation, and in which attenuation of the effects is due to a shift from the normalization system to a feature/part-based 相似文献
69.
70.