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121.
Preoperative psychological distress has been shown to predict both postoperative distress and subsequent cardiac morbidity in patients undergoing coronary artery bypass graft (CABG) surgery. This study assessed the associations between illness perceptions and psychological well-being among 56 patients awaiting CABG surgery using the Profile of Mood States (POMS) and the Illness Perception Questionnaire-Revised (IPQ-R). Patient perceptions of their illness as chronic were associated with reduced beliefs in both personal control over illness and efficacy of treatment, and increased perceived consequences of illness in terms of life functioning. In addition, psychological distress regarding illness was significantly correlated with psychological distress in general. Reduced illness coherence was also associated with increased psychological distress. Preoperative psycho-education aimed at helping patients better understand their illness, treatment, and its effects may reduce psychological distress, and perhaps improve future well-being as a result. 相似文献
122.
123.
Matthew J. Sharps Sandy S. Day Michael A. Nunes Amy Neff Ellen Woo 《Current psychology (New Brunswick, N.J.)》2004,22(4):379-393
Research indicates the presence of an age-related pictorial processing deficit, for which the elderly may attempt to compensate
through the use of relational information. Cognitive asynchrony theory, a recent synthetic formulation which unites elements
of the generalized slowing hypothesis, environmental support theory, and the item-specific/relational information distinction,
has proven useful in a number of experiments in explaining these aspects of visual cognitive aging. The present experiments
tested this theoretical formulation under high processing demand conditions in both the relational and the pictorial/item-specific
realm. Young and older adults yielded a complex pattern of results consistent with the cognitive asynchrony synthesis of these
theoretical considerations. The present experiments add to the growing body of findings indicating that the cognitive subsystems
of memory decline at different rates, that the differences in cognitive processing between young and older adults tend to
be more quantitative than qualitative, and that the global age-related memory deficits of popular belief are in fact relatively
circumscribed and specific.
This research was supported by grant AG11605 from the National Institute on Aging, and by a grant from the College of Science
and Mathematics, California State University. 相似文献
124.
This review describes applied behavioral research involving functional analyses conducted in public school settings. Functional analyses in public school settings often require added conditions. The modified conditions described herein include changes to experimental designs, antecedent changes that include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention, and altered escape. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
125.
Jill M. Norvilitis P. Bernard Szablicki Sandy D. Wilson 《Journal of applied social psychology》2003,33(5):935-947
The current study examined the relationship between money attitudes, impulsivity, locus of control, life satisfaction, and stress and credit‐card debt in 227 college students. Students reported an average credit‐card debt of $ 1,518, with over 75% of students holding at least one credit card. Students with credit cards from on‐campus solicitation had higher debt‐to‐income ratios than did those with credit cards from other sources. Personality variables were generally unrelated to level of debt, although they were related to attitudes toward money. Many students requested information about credit and debt, suggesting that knowledge of financial issues may be an important variable for future consideration. 相似文献
126.
“Watch out!”: Effects of instructed threat and avoidance on human free‐operant approach–avoidance behavior
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Michael W. Schlund Kay Treacher Oli Preston Sandy K. Magee David M. Richman Adam T. Brewer Gemma Cameron Simon Dymond 《Journal of the experimental analysis of behavior》2017,107(1):101-122
Approach–avoidance paradigms create a competition between appetitive and aversive contingencies and are widely used in nonhuman research on anxiety. Here, we examined how instructions about threat and avoidance impact control by competing contingencies over human approach–avoidance behavior. Additionally, Experiment 1 examined the effects of threat magnitude (money loss amount) and avoidance cost (fixed ratio requirements), whereas Experiment 2 examined the effects of threat information (available, unavailable and inaccurate) on approach–avoidance. During the task, approach responding was modeled by reinforcing responding with money on a FR schedule. By performing an observing response, participants produced an escalating “threat meter”. Instructions stated that the threat meter levels displayed the current probability of losing money, when in fact loss only occurred when the level reached the maximum. Instructions also stated pressing an avoidance button lowered the threat level. Overall, instructions produced cycles of approach and avoidance responding with transitions from approach to avoidance when threat was high and transitions back to approach after avoidance reduced threat. Experiment 1 revealed increasing avoidance cost, but not threat magnitude, shifted approach–avoidance transitions to higher threat levels and increased anxiety ratings, but did not influence the frequency of approach–avoidance cycles. Experiment 2 revealed when threat level information was available or absent earnings were high, but earnings decreased when inaccurate threat information was incompatible with contingencies. Our findings build on prior nonhuman and human approach–avoidance research by highlighting how instructed threat and avoidance can impact human AA behavior and self‐reported anxiety. 相似文献
127.
Keith Devlin 《Erkenntnis》2008,68(3):359-379
Recent years have seen a growing acknowledgement within the mathematical community that mathematics is cognitively/socially
constructed. Yet to anyone doing mathematics, it seems totally objective. The sensation in pursuing mathematical research
is of discovering prior (eternal) truths about an external (abstract) world. Although the community can and does decide which
topics to pursue and which axioms to adopt, neither an individual mathematician nor the entire community can choose whether
a particular mathematical statement is true or false, based on the given axioms. Moreover, all the evidence suggests that
all practitioners work with the same ontology. (My number 7 is exactly the same as yours.) How can we reconcile the notion
that people construct mathematics, with this apparent choice-free, predetermined objectivity? I believe the answer is to be
found by examining what mathematical thinking is (as a mental activity) and the way the human brain acquired the capacity
for mathematical thinking.
相似文献
Keith DevlinEmail: |
128.
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
129.
130.
Sandy W. Chiu Shannon Gervan Courtney Fairbrother Laurel L. Johnson Allison F. H. Owen-Anderson Susan J. Bradley Kenneth J. Zucker 《Sex roles》2006,55(5-6):385-395
The present study was designed to assess sex-dimorphic color preferences in children with gender identity disorder (47 boys, 18 girls), clinical controls (65 boys, 35 girls), and community controls (65 boys, 35 girls). The mean age of the children was 7.63 years (range?=?3–12 years). Children were shown a hexagon-shaped display of 144 colors extracted from PowerPoint?. Each child was asked to choose his or her three favorite colors (Trials 1–3) by pointing to them, naming them, and then to provide a justification for each choice. From the entire array, children labeled a total of 11 different colors: black, blue, brown, gray, green, orange, pink, purple, red, white, and yellow. For three of the colors (blue, pink/purple, and red), there was evidence for normative sex differences in color preference, and, for the colors blue and pink/purple, the gender-referred children showed inverted patterns of color preference. For the color blue, luminance values showed that the gender-referred boys and control girls preferred lighter shades, whereas the gender-referred girls and control boys preferred darker shades. Qualitative analysis indicated that gender-specific justifications were uncommon, even for the sex-dimorphic colors. Gender-referred children showed inverted gender-stereotyped color preferences, which are likely related to their more general pattern of cross-gender identification. Principles of gender-differentiated development derived from gender-schema theory are used to explain the group differences in color preferences. 相似文献