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Anderson Ross Warren Narelle Misajon RoseAnne DPsych Stuart Lee 《Applied research in quality of life》2020,15(4):1183-1202
Applied Research in Quality of Life - This article explores the discussions of 21 young Australians (aged 12–25) with vision impairment regarding their lived experiences and what it meant for... 相似文献
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Prevalence of ADHD and comorbid disorders among elementary school children screened for disruptive behavior 总被引:8,自引:0,他引:8
Gerald J. August Ph.D. George M. Realmuto Angus W. MacDonald III Sean M. Nugent Ross Crosby 《Journal of abnormal child psychology》1996,24(5):571-595
In the context of a school-based prevention of conduct disorder program, 7,231 first- through fourth-grade children were screened for cross-setting disruptive behavior. Frequencies of DSM-III-R psychiatric disorders and patterns of comorbidity were assessed. We also examined the association of psychiatric diagnosis with child and parent characteristics to determine differential risk based on diagnostic subgroups. Attention deficit hyperactivity disorder (ADHD) and oppositional-defiant disorder (ODD) were the most frequent diagnoses. Mood and anxiety disorders were infrequent as single diagnoses. Patterns of comorbidity demonstrated that both externalizing and internalizing disorders commonly cooccurred with ADHD. More severe degrees of psychopathology and psychosocial risk accrued to the subgroup of youths with ADHD plus a comorbid externalizing disorder.This study was supported by grant MN-46584 from the National Institute of Mental Health. 相似文献
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Choosing Your Words and Pictures Wisely: When Do Individuation Instructions Reduce the Cross‐Race Effect? 下载免费PDF全文
Recognition accuracy for faces of an individual's own race typically exceeds recognition accuracy for other‐race faces. The categorization–individuation model (Hugenberg, Young, Bernstein, & Sacco, 2010) attributes this cross‐race effect to motivation to encode distinctive features of own‐race faces but category defining features for other‐race faces. Two experiments using different stimuli tested hypotheses generated from this model with both Black and White participants. For White participants, instructions to individuate reduced the cross‐race effect in both studies but did not eliminate it in Study 1. Black participants did not exhibit the cross‐race effect in either study, but individuation instructions improved both their same‐race and other‐race sensitivity. The present quality of interracial contact moderated the relationship between instructions and other‐race sensitivity for both Black and White participants in Study 1 but not in Study 2. Overall, results provide mixed support for this social categorization model. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献