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961.
Virginia W. Berninger Kathleen H. Nielsen Ellen Wijsman Wendy Raskind 《Journal of School Psychology》2008,46(2):151-172
Gender differences in mean level of reading and writing skills were examined in 122 children (80 boys and 42 girls) and 200 adults (115 fathers and 85 mothers) who showed behavioral markers of dyslexia in a family genetics study. Gender differences were found in writing and replicated prior results for typically developing children: Boys and men were more impaired in handwriting and composing than were girls and women, but men, who were more impaired in those writing skills, were also more impaired in spelling than women. Men were more impaired than women in accuracy and rate of reading passages orally, but boys were not more impaired than girls on any of the reading measures. Males were consistently more impaired than females in orthographic skills, which may be the source of gender differences in writing, but not motor skills. Population-based studies that report gender differences in reading in children with dyslexia may be confounding reading and writing disorders—the latter being the true source of gender differences in both children and adults with dyslexia. 相似文献
962.
Conway LG Thoemmes F Allison AM Towgood KH Wagner MJ Davey K Salcido A Stovall AN Dodds DP Bongard K Conway KR 《Journal of personality and social psychology》2008,95(5):1029-1044
Integrative complexity broadly measures the structural complexity of statements. This breadth, although beneficial in multiple ways, can potentially hamper the development of specific theories. In response, the authors developed a model of complex thinking, focusing on 2 different ways that people can be complex within the integrative complexity system and subsequently developed measurements of each of these 2 routes: Dialectical complexity focuses on a dialectical tension between 2 or more competing perspectives, whereas elaborative complexity focuses on complexly elaborating on 1 singular perspective. The authors posit that many variables have different effects on these 2 forms of complexity and subsequently test this idea in 2 different theoretical domains. In Studies 1a, 1b, and 2, the authors demonstrate that variables related to attitude strength (e.g., domain importance, extremism, domain accessibility) decrease dialectical complexity but increase elaborative complexity. In Study 3, the authors show that counterattitudinal lying decreases dialectical complexity but increases elaborative complexity, implicating a strategic (as opposed to a cognitive strain) view of the lying-complexity relationship. The authors argue that this dual demonstration across 2 different theoretical domains helps establish the utility of the new model and measurements as well as offer the potential to reconcile apparent conflicts in the area of cognitive complexity. 相似文献
963.
Making choices impairs subsequent self-control: a limited-resource account of decision making, self-regulation, and active initiative 总被引:2,自引:0,他引:2
Vohs KD Baumeister RF Schmeichel BJ Twenge JM Nelson NM Tice DM 《Journal of personality and social psychology》2008,94(5):883-898
The current research tested the hypothesis that making many choices impairs subsequent self-control. Drawing from a limited-resource model of self-regulation and executive function, the authors hypothesized that decision making depletes the same resource used for self-control and active responding. In 4 laboratory studies, some participants made choices among consumer goods or college course options, whereas others thought about the same options without making choices. Making choices led to reduced self-control (i.e., less physical stamina, reduced persistence in the face of failure, more procrastination, and less quality and quantity of arithmetic calculations). A field study then found that reduced self-control was predicted by shoppers' self-reported degree of previous active decision making. Further studies suggested that choosing is more depleting than merely deliberating and forming preferences about options and more depleting than implementing choices made by someone else and that anticipating the choice task as enjoyable can reduce the depleting effect for the first choices but not for many choices. 相似文献
964.
Nairne, Thompson, and Pandeirada (2007) proposed that our memory systems serve an adaptive function and that they have evolved to help us remember fitness-relevant information. In a series of experiments, they demonstrated that processing words according to their survival relevance resulted in better retention than did rating them for pleasantness, personal relevance, or relevance to moving to a new house. The aim of the present study was to examine whether the advantage of survival processing could be replicated, using a control condition that was designed to match the survival processing task in arousal, novelty, and media exposure--the relevance to planning a bank heist. We found that survival processing nonetheless yielded better retention on both a recall (Experiment 1) and a recognition (Experiment 2) test. This mnemonic advantage of survival processing was also obtained when words were rated for their relevance to a character depicted in a video clip (Experiment 3). Our findings provide additional evidence that the mnemonic benefit of survival processing is a robust phenomenon, and they also support the utility of adopting a functional perspective in investigating memory. 相似文献
965.
Jeanne Funk Christine Fox Margaret Chan Kathleen Curtiss 《Journal of applied developmental psychology》2008,29(3):187-196
Empathic responding is implicated in antisocial behaviors such as bullying, sexual offending, and violent crime. Identifying children and adolescents at risk for antisocial behavior and evaluating interventions designed to address problem behaviors require valid and reliable measures. Definitional controversies and limited measurement models have hindered measurement. This study describes the development and analysis of the Children's Empathic Attitudes Questionnaire (CEAQ) using both classical and modern techniques. Rasch analyses provided probabilistic results over large item and person groups, enabling meaningful inferences from patterns of responses at the construct level. Analyses of fifth through seventh graders' responses to the final version of the CEAQ provide support for its reliability, validity, and functionality. Four meaningful item clusters were identified, each reflecting more cognitively advanced empathic attitudes. These analyses suggest that the CEAQ provides a theoretically sound, hierarchically meaningful measure of empathic attitudes that will be useful in identification and intervention with children and adolescents at risk for antisocial behavior. 相似文献
966.
967.
Cognitive theories of obsessive-compulsive disorder (OCD) posit that appraisals about the significance of thoughts are critical in the development and persistence of obsessions. Rachman [(1997). A cognitive theory of obsessions. Behaviour Research and Therapy, 35, 793-802.] proposes that appraisals of unwanted thoughts distinguish clinical obsessions from normal intrusive thoughts; thoughts appraised as important and personally significant are expected to be upsetting and recur. Appraisals are also expected to be related to symptoms of OCD. To explore the features of normal appraisals of obsession-like thoughts, nonclinical participants in two studies rated the personal significance of intrusive thoughts portrayed in vignettes containing prototypical themes associated with primary obsessions: aggressive, sexual, and blasphemous thoughts. Unwanted intrusive thoughts that were described as occurring more frequently were appraised as more personally significant, but participants appraised these socially unacceptable thoughts similarly whether they imagined having personally experienced them or a friend confiding about having experienced them. Appraisals in both studies were related to subclinical OC symptoms and OC beliefs. 相似文献
968.
Parts and 'holes': gaps in rational number sense among children with vs. without mathematical learning disabilities 总被引:1,自引:0,他引:1
Many middle-school students struggle with decimals and fractions, even if they do not have a mathematical learning disability (MLD). In the present longitudinal study, we examined whether children with MLD have weaker rational number knowledge than children whose difficulty with rational numbers occurs in the absence of MLD. We found that children with MLD failed to accurately name decimals, to correctly rank order decimals and/or fractions, and to identify equivalent ratios (e.g. 0.5 = 1/2); they also 'identified' incorrect equivalents (e.g. 0.05 = 0.50). Children with low math achievement but no MLD accurately named decimals and identified equivalent pairs, but failed to correctly rank order decimals and fractions. Thus failure to accurately name decimals was an indicator of MLD; but accurate naming was no guarantee of rational number knowledge - most children who failed to correctly rank order fractions and decimals tests passed the naming task. Most children who failed the ranking tests at 6th grade also failed at 8th grade. Our findings suggest that a simple task involving naming and rank ordering fractions and decimals may be a useful addition to in-class assessments used to determine children's learning of rational numbers. 相似文献
969.
Conlon E Herkes K 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2008,15(4):446-470
Sensitivity to the attributes of a stimulus (form or motion) and accuracy when detecting rapidly presented stimulus information were measured in older (N = 36) and younger (N = 37) groups. Before and after practice, the older group was significantly less sensitive to global motion (but not to form) and less accurate on a rapid sequencing task when detecting the individual elements presented in long but not short sequences. These effect sizes produced power for the different analyses that ranged between 0.5 and 1.00. The reduced sensitivity found among older individuals to temporal but not spatial stimuli, adds support to previous findings of a selective age-related deficit in temporal processing. Older women were significantly less sensitive than older men, younger men and younger women on the global motion task. Gender effects were evident when, in response to global motion stimuli, complex extraction and integration processes needed to be undertaken rapidly. Significant moderate correlations were found between age, global motion sensitivity and reports of perceptions of other vehicles and road signs when driving. These associations suggest that reduced motion sensitivity may produce functional difficulties for the older adults when judging speeds or estimating gaps in traffic while driving. 相似文献
970.
Kathleen Lynne Lane Sally M. Barton-Arwood J. Ron Nelson Joseph Wehby 《Journal of Behavioral Education》2008,17(1):43-62
This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional
and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems,
with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that
elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures.
Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age
groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing,
and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective
factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research
are addressed. 相似文献