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251.
Rachel B. Blass 《The International journal of psycho-analysis》2003,84(3):669-682
In this paper the author points to a puzzle raised by Freud's contradictory use of an analogy of a jigsaw puzzle. She shows how, through the attempt to resolve this puzzle, meanings and implications of Freud's difficult struggle with his search for truth in Moses and monotheism come alive, both in Freud's writing and in the author herself. Central to this struggle is an encounter with the sources of doubt and conviction that ultimately allows one to embrace ideas experienced as true, although they are not demonstrable evidentially. The paper sheds light on the importance of Moses and monotheism as a theoretical text that reflects on developments in Freud's thinking on truth, and the possibility, dangers and inherent difficulties of grasping it. 相似文献
252.
Kurtz PF Chin MD Huete JM Tarbox RS O'Connor JT Paclawskyj TR Rush KS 《Journal of applied behavior analysis》2003,36(2):205-219
The assessment and treatment of self-injurious behavior (SIB) has received much attention in the literature; however, few studies have focused on early intervention for this behavior. In the current study, functional analyses with developmentally appropriate modifications were conducted in an outpatient clinic with 30 children (aged 10 months to 4 years 11 months) to assess SIB and problem behavior in its early stages. The reported mean age of SIB onset was 17 months, and head banging was the most prevalent topography. Functional analyses identified sources of reinforcement for SIB in 62.1% of cases; with the inclusion of all forms of problem behavior, sources of reinforcement were identified for 87.5% of cases. Function-based treatments were developed for 24 cases, with functional communication training prescribed most often (70.8% of cases). Implications of these findings for the development of early intervention programs for SIB are discussed. 相似文献
253.
Catherine A. Sanderson Rachel M. Holloway 《Journal of applied social psychology》2003,33(9):1837-1861
This research examined how women respond to different types of messages regarding eat ing disorders, and specifically whether women's degree of drive for thinness moderated their responsiveness to particular messages. In this study, 112 undergraduate women were randomly assigned to receive a condition focusing on either healthy eating or disordered eating. First, and as hypothesized, findings at an immediate posttest revealed that women found the healthy eating condition more enjoyable, personally relevant, and interesting, whereas they found the disordered eating condition more anxiety‐provoking and fear‐inducing. Second, and contrary to predictions, findings at the 3‐month follow‐up indicated that those who were high on drive for thinness were hurt by participation in the disordered eating condition, whereas those who were low on drive for thinness were helped by participation in this condition. Discussion focuses on the theoretical and applied implications of these findings. 相似文献
254.
Naomi P. Moller Rachel T. Fouladi Christopher J. McCarthy Katharine D. Hatch 《Journal of counseling and development : JCD》2003,81(3):354-369
Two constructs integral to adolescent development, continuing parental attachment and social support, were investigated to assess whether the constructs are differentially related to indices of adjustment following a romantic relationship breakup. Participants were 241 undergraduate students (M age = 20.62 years, 61% female, 39% male) with a relationship breakup within the last year. As hypothesized, hierarchical regression analyses showed that current attachment levels were related to the outcome variables. Indices of social support accounted for additional variance only when broadly conceptualized as perceived connection to the social environment, rather than perceived support from family and friends. Implications for counseling are discussed. 相似文献
255.
Shmuel Ellis Rachel Mendel Merav Aloni-Zohar 《Journal of applied social psychology》2009,39(3):541-563
Two studies (one field, one experimental) found that the more accurately individuals evaluated their performance, the better they performed on a subsequent task. The first study also found that the more individuals overestimated their previous performance, the lower was their performance on the next task. In contrast, the evaluation accuracy of the underestimators was unrelated to their subsequent performance. The second study found that when participants received feedback from an external authority, the effect of the inaccuracy of self-performance evaluation on subsequent performance was reduced. The results of the 2 studies are explained in motivational and cognitive terms. 相似文献
256.
An 11-year-old boy presented in an outpatient clinic with a vocal habit that occurred during reading and conversation. A brief reading assessment was conducted to determine an effective intervention to decrease the habit. A modified version of the word error-correction procedure resulted in positive changes and was implemented by his mother during home reading practices. Significant decreases in the rate of vocal habit were observed during home reading probes, generalization probes, and follow-up. 相似文献
257.
Mary Ann Foley Hugh J. Foley Rachel Scheye Angelica M. Bonacci 《Memory (Hove, England)》2013,21(6):616-633
The purpose of this series of four experiments was to examine the possible role of spontaneous imagery in memory confusions about the way in which visual information had been experienced. After viewing pictures of familiar objects, complete or incomplete in visual form, participants were asked to remember the way in which the objects had been presented. Although, as predicted, memory for the objects themselves was quite good, participants falsely remembered seeing complete versions of pictures that were actually presented as incomplete. These false reports were observed across a variety of encoding and testing conditions. The results suggest that the false reports (referred to here as completion errors) are due to internal representations based on filling-in processes in response to the encoding of incomplete visual information. As such, the results also speak to alternative explanations for the completion errors and, more broadly, to theoretical perspectives that draw on filling-in processes when accounting for object identification and object memory. 相似文献
258.
Although some research suggests that misinformation provided by a co-witness could be more influential than that obtained from other sources, most of this research has compared the effect of co-witness information against non-social forms of misinformation only. To better understand the influence of co-witnesses we compared the influence of co-witness misinformation with the influence of misinformation provided by an interviewer. Across two experiments using the MORI paradigm we found no evidence that a co-witness is particularly influential relative to another social source of post-event misinformation. In fact, the source of the misinformation delivered by our interviewer was less likely to be correctly recalled than the source of the misinformation delivered by a co-witness. There was some evidence that misinformation delivered by both a co-witness and an interviewer has a stronger effect on witnesses' accuracy and confidence than misinformation obtained from either source alone. Finally, our results suggest that the opportunity to provide an early individual memory account might protect against the effect of subsequently-encountered co-witness misinformation. These results have important implications for the way that criminal investigations are conducted. 相似文献
259.
Sarah O’Neill Rachel Zajac 《British journal of psychology (London, England : 1953)》2013,104(1):14-38
The negative effect of cross‐examination‐style questioning on children's accuracy is likely to be due to the complex and credibility‐challenging questions that characterize the interview. Given that cross‐examination occurs after at least one prior interview, however, it is equally possible that repeated interviewing per se impairs children's accuracy, and that the questions asked have little bearing on children's responses. To examine this issue, 5‐ and 6‐year‐old children (n= 82) and 9‐ and 10‐year‐old children (n= 103) took part in a surprise event and were then interviewed using an analogue of direct examination. Either 1 week or 6 months later, half of the children were re‐interviewed with an analogue of cross‐examination designed to challenge their direct examination responses. Remaining children were re‐interviewed with the same questions that were asked during direct examination. Children's accuracy decreased following their second interview, irrespective of age or delay; however, delay particularly impacted younger children's second interview performance. Children's accuracy was most impaired following a cross‐examination‐style interview. Overall, cross‐examination‐style questioning appears to be particularly detrimental to obtaining accurate event reports from children. 相似文献
260.
Positive words (e.g., faith) were recognised better when presented in white fonts than in black fonts, whereas the opposite was true for negative words (e.g., enemy). A neural basis for this type of association between emotional valence and brightness was investigated using a visual half-field paradigm. Positive and negative words were presented in black or white fonts and presented to the left visual field–right hemisphere (LVF–RH) or right visual field–left hemisphere (RVF–LH) in a word valence judgement task (i.e., positive vs. negative). A cross-over interaction between emotional valence and brightness was observed; valence judgements were facilitated when a positive word appeared in white and when a negative word appeared in black. This interaction was qualified by a higher-order interaction. The cross-over interaction appeared only for LVF–RH trials, suggesting that the right hemisphere was responsible for the association between emotional valence and brightness. 相似文献