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131.
Rachel Woodford Matthew J. Spittal Allison Milner Katie McGill Navneet Kapur Jane Pirkis Alex Mitchell Gregory Carter 《Suicide & life-threatening behavior》2019,49(1):23-40
Assessment of a patient after hospital‐treated self‐harm or psychiatric hospitalization often includes a risk assessment, resulting in a classification of high risk versus low risk for a future episode of self‐harm. Through systematic review and a series of meta‐analyses looking at unassisted clinician risk classification (eight studies; N = 22,499), we found pooled estimates for sensitivity 0.31 (95% CI: 0.18–0.50), specificity 0.85 (0.75–0.92), positive predictive value 0.22 (0.21–0.23), and negative predictive value 0.89 (0.86–0.92). Clinician classification was too inaccurate to be clinically useful. After‐care should therefore be allocated on the basis of a needs rather than risk assessment. 相似文献
132.
Kenneth R. Conner Timothy J. Wiegand Rachel Gorodetsky Rachel F. Schult Kimberly Kaukeinen 《Suicide & life-threatening behavior》2019,49(3):635-642
There are limited data on the medical severity of suicide attempts by intentional self‐poisoning (ISP) associated with ingestion of differing classes of medications and meager data on specific agents. The purpose of the study was to address these gaps. This was an analysis of a consecutive series of ISP cases ages 13 to 65 treated at a U.S. university medical center (N = 671). The outcome, poisoning severity, was dichotomized as “moderate‐severe” and “low” (reference) based on a standard measure. Class of medication (e.g., opiate) and specific agents ingested were the predictors of interest. Covariates were age, sex, and the ingestion of multiple classes of medications. Data were analyzed using multivariate logistic regression models. At the class level, ingestion of opiate was uniquely associated with increased risk for moderate‐severe ISP at a statistically significant level, adjusted odds ratio (95% CI) = 2.97 (1.69, 5.21), p = .0002. Several specific agents were also associated with moderate‐severe ISP. Along with the key role of opiate medications in unintentional overdose morbidity and mortality, opiate medications may also play an important and largely unrecognized role in medically serious suicidal behavior. Results also underscore the variability in toxicity of specific agents within drug classes. 相似文献
133.
134.
The majority of computationally specified models of recognition memory have been based on a single-process interpretation,
claiming that familiarity is the only influence on recognition. There is increasing evidence that recognition is, in fact,
based on two processes: recollection and familiarity. This article reviews the current state of the evidence for dual-process
models, including the usefulness of the remember/know paradigm, and interprets the relevant results in terms of the source
of activation confusion (SAC) model of memory. We argue that the evidence from each of the areas we discuss, when combined,
presents a strong case that inclusion of a recollection process is necessary. Given this conclusion, we also argue that the
dual-process claim that the recollection process is always available is, in fact, more parsimonious than the single-process
claim that the recollection process is used only in certain paradigms. The value of a well-specified process model such as
the SAC model is discussed with regard to other types of dual-process models. 相似文献
135.
Mitchell RL 《Cognitive, affective & behavioral neuroscience》2006,6(4):298-305
We are often required to interpret discordant emotional signals. Whereas equivalent cognitive paradigms cause noticeable conflict
via their behavioral and psychophysiological effects, the same may not necessarily be true for discordant emotions. Skin conductance
responses (SCRs) and heart rates (HRs) were measured during a classic Stroop task and one in which the emotions conveyed by
lexicosemantic content and prosody were congruent or incongruent. The participants’ task was to identify the emotion conveyed
by lexicosemantic content or prosody. No relationship was observed between HR and congruence. SCR was higher during incongruent
than during congruent conditions of the experimental task (as well as in the classic Stroop task), but no difference in SCR
was observed in a comparison between congruence effects during lexicosemantic emotion identification and those during prosodic
emotion identification. It is concluded that incongruence between lexicosemantic and prosodic emotion does cause notable cognitive
conflict. Functional neuroanatomic implications are discussed. 相似文献
136.
It is commonly observed that 'tone deaf' individuals are unable to hear the beat of a tune, yet deficits on simple timing tests have not been found. In this study, we investigated rhythm processing in nine individuals with congenital amusia ('tone deafness') and nine controls. Participants were presented with pairs of 5-note sequences, and were required to detect the presence of a lengthened interval. In different conditions the sound sequences were presented isochronously or in an integer-ratio rhythm, and these were either monotonic or varied randomly in pitch. It was found that the 'tone deaf' participants exhibited inferior rhythm analysis for the sequences that varied in pitch compared to those that did not, whereas the controls obtained equivalent thresholds for these two conditions. These results suggest that the rhythm deficits in congenital amusia result from the pitch-variations in music. 相似文献
137.
In previous research 2-year-olds have failed to show knowledge of solidity in a search task in which a ball rolled behind a screen and was stopped by a barrier. The screen had four doors and the barrier was visible above the door hiding the ball. To establish what cues 2-year-olds might be using, precise point-of-gaze measures were taken during the hiding event. A transparent screen with opaque doors provided two cues: (1) the ball could be tracked until it failed to emerge, and (2) the barrier's position could indicate the correct door. Point-of-gaze measures revealed that children failed to use the more indirect cue of the barrier, which requires reasoning and spatial integration. Their search success was predicted only by the more immediate cue of actively tracking the ball. These findings support the claim that children use best those cues directly related to the object's disappearance, while failing to use cues that entail higher cognitive demands. 相似文献
138.
Autonomy and Nondefensiveness 总被引:1,自引:0,他引:1
Three experimental studies tested whether a priming procedure intended to activate an autonomy orientation would lead to nondefensiveness
and enhanced performance, whether activated control orientation would lead to higher defense and impaired performance, and
whether activated impersonal orientation would lead to the greatest defense and worst performance. Study 1 showed that autonomy-primed
participants report lower desire for escape compared to control-primed, and that impersonally-primed showed most desire to
escape. In Study 2, autonomy-primed participants showed the least self-serving bias, control-primed were in the middle, and
impersonally-primed participants showed the most. In Study 3, rowers autonomy-primed showed the least self-handicapping and
best performance, control-primed showed moderate levels, and impersonally-primed showed the most self-handicapping and worst
performance. Results are discussed in terms of motivation orientation, defensiveness, and performance.
相似文献
Holley S. HodginsEmail: |
139.
Lemerise EA Fredstrom BK Kelley BM Bowersox AL Waford RN 《Journal of abnormal child psychology》2006,34(4):559-571
The social goals and social problem-solving of children who varied in social adjustment were examined in the context of hypothetical ambiguous provocation situations in which provocateurs' emotion displays were systematically manipulated. Children rated the importance of six different social goals and explained how they would solve the problems. Social adjustment was measured with rating and nomination sociometric procedures. Rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive children showed both commonalities and differences in rating the six social goals, the relative importance of the six social goals, and social problem-solving depending on the provocateur's emotion display. When provocateurs were happy, there were few group differences, but when provocateurs were angry or sad, rejected-aggressive children: a) rated hostile/instrumental goals more positively; b) rated prosocial goals less positively; and c) made problem-solving responses that were less friendly than those of other children. Results are discussed in relation to Lemerise and Arsenio's (2000) model of emotion and social information processing. 相似文献
140.
Nerina L. Jimmieson Rachel L. Hannam Gillian B. Yeo 《British journal of psychology (London, England : 1953)》2010,101(3):453-479
The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual‐focused OCB (OCBI – student‐directed behaviour) and two dimensions of organization‐focused OCB (OCBO – civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi‐level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student–teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress. 相似文献