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891.
Mary-Kate Duffy Lauren K. Ruegger Sara B. Tiegreen John E. Kurtz 《Journal of Adult Development》2017,24(1):40-47
The theory and measurement of ego development (Loevinger in Ego development: Conceptions and theories. Jossey-Bass, San Francisco, 1976) have enjoyed success in the empirical literature as a means of conceptualizing psychological maturity. One unresolved issue concerns the uncertain relationship between ego development and positive adjustment or well-being. The current study tests the hypothesis that ego development in the transition to young adulthood entails an increase in internalizing symptoms and a decrease in externalizing symptoms of psychopathology. Two samples of college students (total n = 263, age range 18–22 years) completed a measure of ego development, the Washington University Sentence Completion Test (WUSCT; Hy and Loevinger in Measuring ego development. Lawrence Erlbaum, Mahwah, 1996), and either the Defense Mechanisms Inventory (DMI; Ihilevich and Gleser in Defense mechanisms: Their classification, correlates, and measurement with the Defense Mechanisms Inventory. Psychological Assessment Resources, Odessa, 1993) or select scales from the Personality Assessment Inventory (PAI; Morey in Personality Assessment Inventory professional manual 2. Psychological Assessment Resources, Lutz, 2007). Results indicate that WUSCT scores are positively correlated with internalizing defense preferences, anxiety-related disorders, unstable mood and identity, and sense of stress. WUSCT scores are negatively correlated with externalizing defense preferences and alcohol problems, and with aggression in males. These findings are consistent with the hypothesis that ego development is related to the specific type, rather than overall level, of psychopathology experienced by young adults. 相似文献
892.
Early childhood cortisol reactivity moderates the effects of parent–child relationship quality on the development of children's temperament in early childhood
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Daniel C. Kopala‐Sibley Lea R. Dougherty Margret W. Dyson Rebecca S. Laptook Thomas M. Olino Sara J. Bufferd Daniel N. Klein 《Developmental science》2017,20(3)
Positive parenting has been related both to lower cortisol reactivity and more adaptive temperament traits in children, whereas elevated cortisol reactivity may be related to maladaptive temperament traits, such as higher negative emotionality (NE) and lower positive emotionality (PE). However, no studies have examined whether hypothalamic‐pituitary‐adrenal axis activity, as measured by cortisol reactivity, moderates the effect of the quality of the parent–child relationship on changes in temperament in early childhood. In this study, 126 3‐year‐olds were administered the Laboratory Temperament Assessment Battery (Lab‐TAB; Goldsmith et al., 1995) as a measure of temperamental NE and PE. Salivary cortisol was collected from the child at 4 time points during this task. The primary parent and the child completed the Teaching Tasks battery (Egeland et al., 1995), from which the quality of the relationship was coded. At age 6, children completed the Lab‐TAB again. From age 3 to 6, adjusting for age 3 PE or NE, a better quality relationship with their primary parent predicted decreases in NE for children with elevated cortisol reactivity and predicted increases in PE for children with low cortisol reactivity. Results have implications for our understanding of the interaction of biological stress systems and the parent–child relationship in the development of temperament in childhood. 相似文献
893.
Longitudinal stability of pre‐reading skill profiles of kindergarten children: implications for early screening and theories of reading
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Ola Ozernov‐Palchik Elizabeth S. Norton Georgios Sideridis Sara D. Beach Maryanne Wolf John D.E. Gabrieli Nadine Gaab 《Developmental science》2017,20(5)
Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre‐literacy predictors of dyslexia are rapid automatized naming (RAN), phonological awareness (PA), letter knowledge, and verbal short‐term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability/disability. Furthermore, the stability of identification of risk based on these measures varies widely across studies, due in part to the different cut‐offs employed to designate risk. We applied a latent profile analysis technique with a diverse sample of 1215 kindergarten and pre‐kindergarten students from 20 schools, to investigate whether PA, RAN, letter knowledge, and verbal short‐term memory measures differentiated between homogenous profiles of performance on these measures. Six profiles of performance emerged from the data: average performers, below average performers, high performers, PA risk, RAN risk, and double‐deficit risk (both PA and RAN). A latent class regression model was employed to investigate the longitudinal stability of these groups in a representative subset of children (n = 95) nearly two years later, at the end of 1st grade. Profile membership in the spring semester of pre‐kindergarten or fall semester of kindergarten was significantly predictive of later reading performance, with the specific patterns of performance on the different constructs remaining stable across the years. There was a higher frequency of PA and RAN deficits in children from lower socioeconomic status (SES) backgrounds. There was no evidence for the IQ–achievement discrepancy criterion traditionally used to diagnose dyslexia. Our results support the feasibility of early identification of dyslexia risk and point to the heterogeneity of risk profiles. These findings carry important implications for improving outcomes for children with dyslexia, based on more targeted interventions. 相似文献
894.
Many studies have found that a majority of boys and girls prefer to play with toys that are typed to their own gender but there is still uncertainty about the age at which such sex differences first appear, and under what conditions. Applying a standardized research protocol and using a selection of gender‐typed toys, we observed the toy preferences of boys and girls engaged in independent play in UK nurseries, without the presence of a parent. The 101 boys and girls fell into three age groups: 9 to 17 months, when infants can first demonstrate toy preferences in independent play (N = 40); 18 to 23 months, when critical advances in gender knowledge occur (N = 29); and 24 to 32 months, when knowledge becomes further established (N = 32). Stereotypical toy preferences were found for boys and girls in each of the age groups, demonstrating that sex differences in toy preference appear early in development. Both boys and girls showed a trend for an increasing preference with age for toys stereotyped for boys. Theoretical implications of the findings are discussed with regard to biological predispositions, cognitive development and environmental influences on toy preference. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
895.
Philosophia - Can we love and envy the same person at the same time? There is an overwhelming, cross-cultural and cross-disciplinary, consensus that love and envy are deeply incompatible. In this... 相似文献
896.
Miscarriage is a devastating yet common experience shared by women and their partners. Doctors often recommend that couples attempt to conceive again after the experience of a miscarriage, yet little is known about the emotional toll of conception following miscarriage. In the current study, we addressed two primary research questions: (a) How does experiencing a miscarriage relate to recalled emotional experiences of uncertainty surrounding efforts to conceive again? and (b) does gender moderate the association between miscarriage and retrospective accounts of emotions surrounding efforts to conceive? An online sample of parents from across the U.S. (N?=?429; 84.4 % married or cohabiting) reported their number of prior miscarriages and completed online questionnaires assessing recalled psychological adjustment (anxiety, rumination, positive and negative emotions) during their efforts to conceive their youngest child. In addition, they provided written responses regarding their experiences during this time. Participants’ responses were quantitatively analyzed for word use using LIWC, a text-analysis software program, to obtain an observational indicator of emotions. For women but not men, miscarriage was associated with recalled anxiety, rumination, and negative emotions surrounding efforts to conceive a child, as well as the use of more negative emotion, sadness, and anxiety words when describing efforts to conceive. Thus, miscarriage seemed to taint the emotional experience of trying to conceive again, and this consequence seemed particularly poignant for women. 相似文献
897.
Bessette Katie L. Karstens Aimee J. Crane Natania A. Peters Amy T. Stange Jonathan P. Elverman Kathleen H. Morimoto Sarah Shizuko Weisenbach Sara L. Langenecker Scott A. 《Neuropsychology review》2020,30(4):477-498
Neuropsychology Review - The cognitive processes involved in inhibitory control accuracy (IC) and interference resolution speed (IR) or broadly – inhibition – are discussed in this... 相似文献
898.
Boddington Robert Gómez Dunlop Clara A. Garnham Laura C. Ryding Sara Abbey-Lee Robin N. Kreshchenko Anastasia Løvlie Hanne 《Animal cognition》2020,23(5):901-911
Animal Cognition - Intra-species cognitive variation is commonly observed, but explanations for why individuals within a species differ in cognition are still understudied and not yet clear.... 相似文献
899.
Pilar Bustillo-Casero Sara Cebrian-Bou Carlos Cruz-Montecinos Alberto Pardo 《Journal of motor behavior》2020,52(2):187-195
Abstract The aim was to assess dual- versus single-task training for motor performance and cognitive performance in adolescents. Two experiments were performed. In the first, 30 adolescents were randomized to three groups to determine the effect of dual-task difficulty on postural control: α-scaling and root mean square (RMS). In the second, 20 adolescents were randomized to two groups to determine the effect of dual-task practice to improve working memory. RMS in the post-test was lower than the pre-test in both dual-task groups, while α-scaling was lower in post-test than pre-test only in the high-difficulty dual-task group. A practice effect was observed on the percentage of correct answers only in the dual-task group (p?=?0.035). Thus, dual-task training could enhance motor and cognitive performance more than single-task training. 相似文献
900.
Philosophical Studies - This paper develops and articulates a metaphysics of intersectionality, the idea that multiple axes of social oppression cross-cut each other. Though intersectionality is... 相似文献