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211.
This study examined the effects on recall of story details of congruity or incongruity between the hedonic valence of literary texts and odours inhaled while reading them. During the reading session, 24 undergraduates (12 males and 12 females) read two passages involving positive subject matter and two with negative subject matter while sniffing pleasant or unpleasant odours in a within‐subject fully counterbalanced design. Subjects rated their experience of each text on eleven 7‐point scales. During the test session 48 hours later, subjects read a two‐word title associated with each of the passages and inhaled the odour that was paired with it in the reading session. They also rated their experience on six of the scales that had been used during the reading session. Results showed that hedonic congruence between the passage and the odour fostered enhanced recall during the test session. The combination of positive subject matter and positive odour was reflected in more accurate recall of character details, while pairing negative subject matter and negative odour resulted in more accurate recall of setting details. Regression analysis showed that overall recall accuracy was increased by identifying with the characters in the stories and for passages that were found pleasing and personally meaningful. Consistent with the literature on implicit learning involving odours, recall accuracy varied inversely with perceived odour intensity. Implicit learning involving odours and literary passages is therefore fostered by unity in the reading experience. 相似文献
212.
Julie D. Henry Louise H. Phillips 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(3-4):529-551
ABSTRACT Standard measures of phonemic and semantic fluency, as well as fluency measures that impose additional demands upon set-switching were administered to younger and older adults. No age effect was found for total output on semantic fluency, while older participants generated significantly more responses relative to their younger counterparts on the phonemic measure. However, older adults made significantly more perseverative errors on both these measures. For tests of alternating fluency, only where participants were required to switch between two semantic dimensions, was an age deficit observed. Although the correlation between phonemic repetitions and age remained significant when performance on the Digit Symbol Test or a measure of fluid intelligence was partialled out, age effects for semantic repetitions and semantic alternating fluency were substantially reduced. The age benefit for number of correct responses upon phonemic fluency was significantly attenuated when a measure of crystallized intelligence was entered as a control variable. The theoretical and practical implications of these results are discussed. 相似文献
213.
Russell E. Phillips III Clara Michelle Cheng Kenneth I. Pargament Carmen Oemig Sonya D. Colvin Ashley N. Abarr 《The International journal for the psychology of religion》2013,23(4):231-243
Researchers in the United States have examined spiritual coping in Christians, Jews, Hindus, and Muslims, but rarely Buddhists. Using qualitative methodology, the present study represents an initial investigation into Buddhist forms of coping. Twenty-four Buddhists from across the United States were interviewed by phone, examining how their spirituality is used to cope with stress. Thematic analyses revealed six forms of Buddhist coping—right understanding, meditation, mindfulness, spiritual struggles, morality, and finding support in one's sangha. Implications of the study are discussed, including possibilities for future research on Buddhist coping. 相似文献
214.
Comila Shahani Robert L. Dipboye Amanda P. Phillips 《Journal of personality assessment》2013,95(1-2):276-288
We examined the dimensionality of one of the most frequently used measures of global self-esteem, the Rosenberg Self-Esteem Scale (RSE; Rosenberg, 1965). Although the RSE is assumed to be unidimensional, Kaplan and Pokorny (1969) provided evidence that the scale taps two independent constructs: self-derogation versus defensive assertion of self-worth, in our study a confirmatory factor analysis was conducted which supported the superiority of the Kaplan and Pokorny two-factor model over a one-factor model but indicated that their model provided a poor fit to the data. Consequently, an exploratory factor analysis was conducted which revealed two dimensions, one mostly defined by negatively worded items (self-derogation) and the second by positively worded items (self-enhancement). Although the correlations obtained were generally quite small, relations with work-related attitudes shown for the negative factor were in the opposite direction and somewhat larger than those shown for the positive factor. Thus, additional support was provided for a two-dimensional conceptualization of the scales. 相似文献
215.
This study explores the attitudes of Australian evangelical Christian doctors to healing, suffering and good practice, using in-depth interviews. Doctors described an intellectualised faith, in which medical care was conceived in itself as a way of bearing witness. The alleviation of suffering, for these doctors, included supporting patients to rediscover purpose and meaning in their lives. There was diversity of opinion about evangelising, with many feeling that this was a contingent activity best conducted outside the consultation. This cohort of doctors, mostly non-denominational, had consciously engaged in work with the poor and marginalised as an expression of their faith. 相似文献
216.
217.
Ian Phillips 《Philosophy and phenomenological research》2013,87(2):417-453
218.
Professor D. E. Phillips 《The Journal of genetic psychology》2013,174(2):206-230
Abstract The Distribution and Relation of Educational Abilities. By Cyril Burt. London, Darling, 1917. 93 p. The Child's Unconscious Mind. By Wilfrid Lay. N. Y., Dodd, Mead and Co., 1919. 329 p. Education For Character. By Frank C. Sharp. Indianapolis, Bobbs-Merrill Co., 1917. 453 p. Mental Hygiene of Childhood. By William A. White. (With an introduction by H. Addington Bruce.) Boston, Little, Brown and Co., 1919. 193 p. Experimental Education. By Robert R. Rusk. N. Y., Longmans, Green and Co., 1919. 346 p. The American Language. By H. L. Mencken. N. Y., Knopf, 1919. 374 p. The Winston Simplified Dictionary. Edited by William D. Lewis and Edgar A. Singer. Phil., Winston Co., 1919. 820 p. First Lessons in Business. By J. A. Bexell. Philadelphia, Lippincott, 1919. 174 p. (Thrift Text Series). 相似文献
219.
Michael W. Vasey Casaundra N. Harbaugh Chistopher J. Lonigan Beth M. Phillips Benjamin L. Hankin Lore Willem Patricia Bijttebier 《Journal of research in personality》2013,47(6):908-921
High negative emotionality (NE), low positive emotionality (PE), and low self-regulatory capacity (i.e., effortful control or EC) are related to depressive symptoms and furthermore, may moderate one another’s relations to such symptoms. Indeed, preliminary evidence suggests they may operate in a three-way interaction (Dinovo & Vasey, 2011), but the replicability of that finding remains unknown. Therefore, we tested this NE × PE × EC interaction in association with depressive symptoms in 5 independent samples. This interaction was significant in 4 of the 5 samples and a combined sample and approached significance in the fifth sample. In contrast, the NE × PE × EC interaction was unrelated to general anxious symptoms and thus may be specific to symptoms of depression. Implications, directions for future research, and limitations are discussed. 相似文献
220.
Julia C. Phillips Mike C. Parent V. Casey Dozier Pamela L. Jackson 《Counselling psychology quarterly》2017,30(2):188-210
The present study empirically examined the relationship between perceived depth of discussion of multicultural identities in clinical supervision and supervision outcomes in 132 practicum trainees and interns from American Psychological Association-accredited doctoral programs in counseling, clinical, and combined psychology. Results indicated that ethnic minority trainees and gay, lesbian, and bisexual trainees perceived increased depth of discussion of their corresponding identities compared to White trainees and heterosexual trainees, respectively. However, women and men reported no difference in perceptions of depth of discussion regarding gender. Perceived depth of discussions of three multicultural identities (gender, race/ethnicity, and sexual orientation) was significantly and positively correlated with supervisory working alliance, multicultural intervention self-efficacy, and general counseling self-efficacy, and significantly and negatively correlated with role ambiguity and role conflict. These relationships between perceived depth of discussion and role ambiguity and working alliance-rapport remained significant for the three identities while controlling for past training experiences. The relationships between perceived depth of discussion of gender and role conflict, of race/ethnicity and working alliance client focus, and of sexual orientation and role conflict, multicultural intervention, and working alliance client focus also remained significant while controlling for past training experiences. Implications for supervisory practice, training, and research are discussed. 相似文献