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111.
Siyanova-Chanturia A Conklin K van Heuven WJ 《Journal of experimental psychology. Learning, memory, and cognition》2011,37(3):776-784
Are speakers sensitive to the frequency with which phrases occur in language? The authors report an eye-tracking study that investigates this by examining the processing of multiword sequences that differ in phrasal frequency by native and proficient nonnative English speakers. Participants read sentences containing 3-word binomial phrases (bride and groom) and their reversed forms (groom and bride), which are identical in syntax and meaning but that differ in phrasal frequency. Mixed-effects modeling revealed that native speakers and nonnative speakers, across a range of proficiencies, are sensitive to the frequency with which phrases occur in English. Results also indicate that native speakers and higher proficiency nonnatives are sensitive to whether a phrase occurs in a particular configuration (binomial vs. reversed) in English, highlighting the contribution of entrenchment of a particular phrase in memory. 相似文献
112.
A possible relationship between Joiner's (2005) interpersonal-psychological theory of suicidal behavior and optimism was investigated by examining the ability of optimism to act as a moderator of perceived burdensomeness, thwarted belongingness, and acquired capability to engage in self-injury in the prediction of suicidal ideation. Results supported hypotheses that optimism would serve as a moderator of the effects of thwarted belongingness and perceived burdensomeness in the prediction of suicidal ideation; however, similar results were not found regarding the acquired capability to engage in self-injury. How optimism might play a role in alleviating suicidal ideation and clinical implications of the findings are discussed. 相似文献
113.
114.
Akiko Kamimura Alla Chernenko Maziar M. Nourian Nushean Assasnik Kathy Franchek-Roa 《Deviant behavior》2017,38(2):130-140
This study examined factors associated with physical IPV perpetration in Russia and Lithuania. The data from the International Dating Violence Study 2001–2006 were analyzed (N= 818). Male and female perpetrators as compared to non-perpetrators of physical IPV have a higher prevalence of being perpetrators of other forms of IPV. Perpetrators of physical IPV as compared to non-perpetrators are more likely to have been victims of IPV. Male and female ‘intimate terrorist’ perpetrators exhibit different characteristics. Factors associated with IPV are different between male and female perpetrators. Interventions should focus on victimization and perpetration. 相似文献
115.
116.
Lisa McKay-Brown Rebecca McGrath Leah Dalton Lorraine Graham Alison Smith Judy Ring Kathy Eyre 《Cognitive and behavioral practice》2019,26(1):92-106
School refusal (SR) can result in decreased academic achievement, impaired social connections, and family stress. Current interventions for SR include behavioral and cognitive-behavioral treatments that are not always effective. Incorporating multidisciplinary work that includes therapeutic and educational interventions may enhance outcomes for youth displaying SR. The In2School program fosters a working partnership between mental health clinicians and teachers. It was designed to meet the needs of young people missing more than 50% of school in the previous 6 weeks due to mental health disorders, including anxiety or depression. This paper reports on an action research study in which the In2School program was piloted. Over a 14-week period, therapeutic and educational interventions were integrated into the learning environment via a transitional classroom to support youths’ return to school. Outcomes of this program are reported for the first cohort of 7 youth. Of these youth, 6 returned to mainstream schooling with attendance levels being maintained for 6 months after completing the intervention. Progress was observed in mental health recovery, quality of life reports, increased social interactions with peers, and positive experiences at school. The preliminary results presented in this paper suggest that a multidisciplinary, home-school-clinic intervention holds promise for helping school-refusing youth to return to school. 相似文献
117.
Research conducted on heterosexual women has been generalized to lesbians. However, the question remains whether lesbians differ in their adult development from heterosexual men and women. This article reviews results of 10 one‐on‐one life story interviews conducted with self‐identified lesbians between the ages of 35 and 45. Information from these interviews was analyzed to see if or how they fit into a Levinsonian (D. J. Levinson, 1978) developmental model compared with heterosexual men and women. 相似文献
118.
Joyce M. Alexander Kathy E. Johnson Mary E. Leibham Ken Kelley 《Cognitive development》2008,23(2):324-334
We conducted a longitudinal analysis of the relative intensity and duration of interests associated with conceptual domains between the ages of 4 and 6 years, respectively. Results indicated a significant portion of preschool children do sustain an interest in conceptual domains during some portion of their childhood. Expected gender differences were found, with boys more likely to express an interest in a conceptual domain than girls. A latent growth curve analysis revealed that the probability of exhibiting a conceptual interest declined as school began, though the rate of that decline was similar for both boys and girls. Potential explanations for the decrease in conceptual interests as school begins are considered. 相似文献
119.
We examined the validity and reliability of a self-report outcome measure for children between the ages of 8 and 11. The Ohio
Scales Problem Severity scale is a brief, practical outcome measure available in three parallel forms: Parent, Youth, and
Agency Worker. The Youth Self-Report form is currently validated for children ages 12 and older. The Ohio Scales Problem Severity
scale was administered to a clinical and comparison sample of children, ages 8–11, then readministered 1 week later to a subsample
of children in order to examine test-retest reliability. The Ohio Scales demonstrated acceptable internal consistency and
reliability. The Ohio Scales was significantly correlated with the Behavior Assessment System for Children (BASC) across both
samples, providing evidence for concurrent validity. Children of the clinical sample reporting higher scores (i.e., more symptomatic)
than the children of the comparison sample on the Ohio Scales, thereby demonstrating construct validity. 相似文献
120.
Professor Kathy Sylva Stephen Scott Vasiliki Totsika Katharina Ereky‐Stevens Carolyn Crook 《The British journal of educational psychology》2008,78(3):435-455
Background . Low levels of literacy and high levels of behaviour problems in middle childhood often co‐occur. These persistent difficulties pose a risk to academic and social development, leading to social exclusion in adulthood. Although parent‐training programmes have been shown to be effective in enabling parents to support their children's development, very few parent interventions offer a combination of behavioural and literacy training. Aims . This paper (1) reports on a prevention programme which aimed to tackle behaviour and literacy problems in children at the beginning of school, and (2) presents the effects of the intervention on children's literacy. Sample . One hundred and four 5‐ and 6‐year‐old children selected from eight schools in an inner city disadvantaged community in London participated in the intervention. Methods . This is a randomized control trial with pre‐ and post‐measurements designed to evaluate the effectiveness of an intervention. The behavioural intervention consisted of the ‘Incredible Years’ group parenting programme combined with a new programme designed to train parents to support their children's reading at home. Results . Analyses demonstrated a significant effect of the intervention on children's word reading and writing skills, as well as parents' use of reading strategies with their children. Conclusion . A structured multicomponent preventive package delivered with attention to fidelity can enable parents to support their children's reading at home and increase their literacy skills. Together with the improvement in child behaviour, these changes could improve the life chances of children in disadvantaged communities. 相似文献