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941.
Four studies were conducted on the development and validation of the Measure of Sexual Identity Exploration and Commitment (MoSIEC). Exploratory factor analysis of an initial item pool yielded a 22-item measure with 4 distinct factors assessing commitment, exploration, sexual orientation identity uncertainty, and synthesis/integration. Exploratory factor analysis findings support the argument that sexual identity is a broad, multidimensional construct and that the MoSIEC assesses the construct of sexual identity in a manner consistent with J. E. Marcia's (1966) model of identity development. Confirmatory factor analyses demonstrated the stability of the MoSIEC factor structure, providing evidence of construct validity. Test-retest stability, internal consistency, and validity coefficients supported the use and continued development of the MoSIEC. Significant differences in levels of exploration and sexual orientation identity uncertainty were found among different sexual orientation identity groups, establishing the criterion-related validity of the MoSIEC. Implications for further development and use of the MoSIEC are discussed. 相似文献
942.
It was hypothesized that a specialized gait recognition skill enables humans to distinguish the gait of familiar from unfamiliar individuals, and that this may have relevance in team sports. Runners seen for less than half a second can be classified as teammates or not by adult players, so it may be asked whether this skill would also be demonstrated by young team players. In the current study, junior football players (M age = 10.0 yr., SD = 0.8, N = 13) viewed 400-msec. video clips of runners sprinting past a fixed forward facing digital video camera and similarly showed teammate recognition scores significantly above chance. Given the variation among the junior players in this skill, it seems possible for researchers to assess whether improvement can be obtained with structured training for young team players, where running teammates are seen in peripheral vision during training drills. 相似文献
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Millotte S René A Wales R Christophe A 《Journal of experimental psychology. Learning, memory, and cognition》2008,34(4):874-885
Two experiments tested whether phonological phrase boundaries constrain online syntactic analysis in French. Pairs of homophones belonging to different syntactic categories (verb and adjective) were used to create sentences with a local syntactic ambiguity (e.g., [le petit chien mort], in English, the dead little dog, vs. [le petit chien] [mord], in English, the little dog bites, where brackets indicate phonological phrase boundaries). An expert speaker recorded the sentences with either a maximally informative prosody or a minimally informative one. Participants correctly assigned the appropriate syntactic category to the target word, even without any access to the lexical disambiguating information, in both a completion task (Experiment 1) and an abstract word detection task (Experiment 2). The size of the experimental effect was modulated by the prosodic manipulation (maximally vs. minimally informative), guaranteeing that prosody played a crucial role in disambiguation. The authors discuss the implications of these results for models of online speech perception and language acquisition. 相似文献
945.
Shepard RN 《Cognitive Science》2008,32(1):3-35
Examples from Archimedes, Galileo, Newton, Einstein, and others suggest that fundamental laws of physics were—or, at least, could have been—discovered by experiments performed not in the physical world but only in the mind. Although problematic for a strict empiricist, the evolutionary emergence in humans of deeply internalized implicit knowledge of abstract principles of transformation and symmetry may have been crucial for humankind's step to rationality—including the discovery of universal principles of mathematics, physics, ethics, and an account of free will that is compatible with determinism. 相似文献
946.
This article examines the ability of the panic attack-posttraumatic stress disorder (PTSD) model to predict how panic attacks are generated and how panic attacks worsen PTSD. The article does so by determining the validity of the panic attack-PTSD model in respect to one type of panic attack among traumatized Cambodian refugees: orthostatic panic (OP) attacks (i.e. panic attacks generated by moving from lying or sitting to standing). Among Cambodian refugees attending a psychiatric clinic, the authors conducted two studies to explore the validity of the panic attack-PTSD model as applied to OP patients (i.e. patients with at least one episode of OP in the previous month). In Study 1, the panic attack-PTSD model accurately indicated how OP is seemingly generated: among OP patients (N = 58), orthostasis-associated flashbacks and catastrophic cognitions predicted OP severity beyond a measure of anxious-depressive distress (Symptom Checklist-90-R subscales), and OP severity significantly mediated the effect of anxious-depressive distress on Clinician-Administered PTSD Scale severity. In Study 2, as predicted by the panic attack-PTSD model, OP had a mediational role in respect to the effect of treatment on PTSD severity: among Cambodian refugees with PTSD and comorbid OP who participated in a cognitive behavioural therapy study (N = 56), improvement in PTSD severity was partially mediated by improvement in OP severity. 相似文献
947.
Working memory skills are positively associated with academic performance. In contrast, high levels of trait anxiety are linked with educational underachievement. Based on Eysenck and Calvo's (1992) processing efficiency theory (PET), the present study investigated whether associations between anxiety and educational achievement were mediated via poor working memory performance. Fifty children aged 11-12 years completed verbal (backwards digit span; tapping the phonological store/central executive) and spatial (Corsi blocks; tapping the visuospatial sketchpad/central executive) working memory tasks. Trait anxiety was measured using the State-Trait Anxiety Inventory for Children. Academic performance was assessed using school administered tests of reasoning (Cognitive Abilities Test) and attainment (Standard Assessment Tests). The results showed that the association between trait anxiety and academic performance was significantly mediated by verbal working memory for three of the six academic performance measures (math, quantitative and non-verbal reasoning). Spatial working memory did not significantly mediate the relationship between trait anxiety and academic performance. On average verbal working memory accounted for 51% of the association between trait anxiety and academic performance, while spatial working memory only accounted for 9%. The findings indicate that PET is a useful framework to assess the impact of children's anxiety on educational achievement. 相似文献
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