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961.
Drinking and driving is a significant health risk behavior for adolescents. This study tested mechanisms by which disinhibited personality traits (impulsivity and sensation seeking) and aspects of the adolescent home/social environment (parental monitoring and alcohol accessibility) can influence changes in drinking and driving behavior over time. Two hundred two high school age youths were assessed at 2 time points, approximately 8 months apart. Zero-inflated Poisson regression analyses were used to test (a) an additive model, where personality and environmental variables uniquely predict drinking and driving engagement and frequency; (b) a mediation model, where Time 2 environmental variables mediate the influence of disinhibited personality; and (c) an interaction model, where environmental factors either facilitate or constrain the influence of disinhibited personality on drinking and driving. Results supported both the additive and interaction model but not the mediation model. Differences emerged between results for personal drinking and driving and riding with a drinking driver. Improving our understanding of how malleable environmental variables can affect the influence of disinhibited personality traits on drinking and driving behaviors can help target and improve prevention/intervention efforts. 相似文献
962.
Sarah J Schoppe-Sullivan Geoffrey L Brown Elizabeth A Cannon Sarah C Mangelsdorf Margaret Szewczyk Sokolowski 《Journal of family psychology》2008,22(3):389-398
The present study examined the role of maternal gatekeeping behavior in relation to fathers' relative involvement and competence in child care in 97 families with infant children. Parents' beliefs about fathers' roles were assessed prior to their infant's birth. Parents' perceptions of maternal gatekeeping behavior (encouragement and criticism) and coparenting relationship quality were assessed at 3.5 months postpartum. The authors assessed fathers' relative involvement and competence in child care using a combination of parent report and observational measures. Results suggest that even after accounting for parents' beliefs about the paternal role and the overall quality of the coparenting relationship, greater maternal encouragement was associated with higher parent-reported relative father involvement. Moreover, maternal encouragement mediated the association between coparenting quality and reported relative father involvement. With respect to fathers' observed behavior, fathers' beliefs and parents' perceptions of coparenting relationship quality were relevant only when mothers engaged in low levels of criticism and high levels of encouragement, respectively. These findings are consistent with the notion that mothers may shape father involvement through their roles as "gatekeepers." 相似文献
963.
Two experiments demonstrated striking, reversible forgetting effects that occurred even for a list of expletives. The experiments used a procedure based on the classic memory mechanisms of interference and retrieval cuing. Interference reduced recall dramatically, although appropriate cues triggered complete recovery. Distinctive, emotionally charged materials were quite susceptible to the forgetting and recovery effects. Thus, powerful forgetting effects can be obtained when participants have no intentions to forget and the materials involved are distinctive, emotional materials with sexual and violent content. This forgetting is reversible with appropriate cues. The false-memory debate can and must be informed by experimental investigations not only of false memories, but also of blocked and recovered memories. 相似文献
964.
Sarah Michaels Catherine O’Connor Lauren B. Resnick 《Studies in Philosophy and Education》2008,27(4):283-297
Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the
authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to
the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically
productive talk. These practices, termed Accountable TalkSM, emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning. They
have been shown to result in academic achievement for diverse populations of students. The authors outline Accountable Talk
as encompassing three broad dimensions: one, accountability to the learning community, in which participants listen to and
build their contributions in response to those of others; two, accountability to accepted standards of reasoning, talk that
emphasizes logical connections and the drawing of reasonable conclusions; and, three, accountability to knowledge, talk that
is based explicitly on facts, written texts, or other public information. With more than fifteen years research into Accountable
Talk applications across a wide range of classrooms and grade levels, the authors detail the challenges and limitations of
contexts in which discourse norms are not shared by all members of the classroom community.
相似文献
Lauren B. ResnickEmail: |
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Men's and women's mate preferences impose on each a unique set of adaptive problems that must be solved when judging the desirability of prospective mates. One potentially revealing source of information about an individual's desirability as a romantic partner is contained in the decisions made by same-sex others. The present studies predicted that men's and women's desirability assessments would be affected in opposite ways when target persons were depicted with members of the target's opposite sex. Study 1 (N = 847) documented that women rated men more desirable when shown surrounded by women than when shown alone or with other men (a desirability enhancement effect). In sharp contrast, men rated women less desirable when shown surrounded by men than when shown alone or with women (a desirability diminution effect) . Study 2 (N = 627) demonstrated similar sexually divergent effects for estimates of the desirability of same-sex competitors. 相似文献
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Forty toddlers aged 20 to 24 months were presented with 32 pairs of images with the auditory stimulus Look followed by the name of the target image (e.g. Look . . . tree) in an intermodal preferential looking (IPL) paradigm. The same series of 16 items was presented first with one image as target and then with the other member of the pair as target. Half the children were given feedback, in the form of movement of the target image at the end of the trial, while the other half were presented with static images. IPL performance was quantified in terms of number of words showing at least 15% increase in proportion of looking time in the post-naming interval. Looking preference for the named item was correlated with parental report of vocabulary, this effect being stronger for those receiving feedback. The correlation with parental report of vocabulary comprehension was .65 for those receiving feedback, but only .37 for those with no feedback. It is concluded that the preferential looking task, which has been widely used in group studies, has the potential to act as a reliable index of comprehension level in individual children, especially when movement feedback is used to maintain attention. 相似文献