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861.
862.
Joseph K. Mintah Sharon Huddleston Susann G. Doody 《Journal of applied social psychology》1999,29(3):597-605
The present study examines the extent to which athletes in selected contact and semicontact sports report agreement or disagreement with the use of intentional acts of aggression during competition. Eighty-five male athletes responded to the Bredemeier Athietic Aggression Inventory-Short Form and the Mintah Huddleston Aggression Justification Inventory. Overall results revealed no significant differences between subjects' use of hostile and instrumental aggression in sport and between the hostile and instrumental justifications provided for such behavior. Results indicated that contact-sport participants disagree more with the use of instrumental aggression than semicontact-sport participants. 相似文献
863.
Sharon B. Shaw 《Group》1997,21(2):159-174
Caregiver support groups traditionally focus on education, reduction of social isolation, and supportive sharing. However,
the support group literature has increasingly reflected an interest in the emotional effects of caregiving. While some authors
promote the therapeutic value of supporting defenses against painful feelings, others have documented the value of encouraging
their expression in groups. This paper is based on the author’s experience in co-leading an Alzheimer’s family support group,
using a modern psychoanalytic approach which encourages the full expression of the caregivers’ emotional experience. Using
emotional communication to explore resistances to intimacy and aggression in groups, the author demonstrates how the interplay
of co-leadership and Modern Psychoanalytic theory and techniques promotes group cohesion and encourages maturational growth
in group members. This model is also prescribed as an antidote to leader “burnout,” a not uncommon phenomenon for leaders
of such emotionally charged groups.
Private Practice, New York, New York. 相似文献
864.
865.
The present study characterizes the neural correlates of noun and verb imageability and addresses the question of whether components of the neural network supporting word recognition can be separately modified by variations in grammatical class and imageability. We examined the effect of imageability on BOLD signal during single-word comprehension of nouns and verbs. Subjects made semantic similarity judgments while undergoing functional magnetic resonance imaging (fMRI). Nouns and verbs were matched on imageability, and imageability varied continuously within a grammatical category. We observed three anatomically separable effects: a main effect of grammatical class, a main effect of imageability, and an imageability by grammatical class cross-over interaction. The left superior parietal lobule and a region in the left fusiform responded similarly to increases in noun and verb imageability; the left superior temporal gyrus showed greater activity for verbs than nouns after imageability was matched across grammatical class; and, in both the left middle temporal gyrus and the left inferior frontal lobe, a decrease in noun but not verb imageability resulted in higher BOLD signal. The presence of reliable and anatomically separable main effects of both imageability and grammatical class renders unlikely the hypothesis that previously reported dissociations between nouns and verbs can be dismissed as imageability effects. However, some regions previously thought to respond to grammatical class or imageability instead respond to the interaction of these variables. 相似文献
866.
Nancy E. Marchand-Martella Ronald C. Martella J. Ron Nelson Lynn Waterbury Sharon A. Shelley Charalambos Cleanthous David Hatfield 《Journal of Behavioral Education》2002,11(2):117-130
Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, l997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations. 相似文献
867.
The current study explored gender differences in college students' definitions and enjoyment of playful force and aggression.
Ninety-six female and 55 male college students who were predominantly White (96%) and heterosexual (97%) answered questions
about playful force during sex and playful aggression at other times. A content analysis showed that the current definitions
were very similar to those for children's rough-and-tumble play. However, a qualitative analysis found several potential gender
differences. Physically aggressive men appeared to give aggressive definitions of playful force during sex. In addition, there
was some disagreement among participants as to the acceptability of playful force during sex. Finally, there may be gender
differences in the assumed agency of playful force and aggression. 相似文献
868.
Sharon M. Kaye 《The Journal of value inquiry》2005,39(3-4):475-485
869.
Joseph Sparling Cristiana Dragomir Sharon L. Ramey Laura Florescu 《Infant mental health journal》2005,26(2):127-142
From 1991 to 1994, a group of Romanian and American colleagues undertook an experimental and humanitarian effort to try to improve the quality of life, mental health, and developmental progress of young children in a Romanian orphanage. In the context of institutional care, we experimentally introduced stable adult–child relationships, small group size, and a protocol of enriched caregiving and educational activities. These procedures were adapted from an intervention in childcare centers in the United States that had been proven effective in reducing intellectual decline in at‐risk children. Developmental scores for orphanage children were derived from the Denver II (a revision of the Denver Developmental Screening Test; Frankenburg & Dodds, 1990), which was translated into Romanian and administered as a pre‐ and posttest to the experimental subjects and comparison groups in the same institution. Mixed models combining both within‐ and between‐subject heterogeneous variance‐covariance structures were utilized to analyze the impacts of time, intervention/control group assignment, child sex, child age, and interaction of Group × Time on the developmental scores. For the developmental outcome variables, the effects of group assignment (experimental vs. comparison) were highly significant. There also was a Group × Time interaction effect. We conclude that an educational intervention which includes the addition of resources and training can be initiated and sustained in an orphanage for young children as a way of improving institutional care. ©2005 Michigan Association for Infant Mental Health. 相似文献
870.
This study tested a cueing procedure for enhancing recall in semantic domains based on associative processes inferred from semantic clustering. Participants first free listed items exhaustively from a semantic domain (fruits or drugs). Then, to aid recall of additional items from the domain, participants received either the items they free listed as semantic cues (to trigger semantically similar items) or alphabetic cues (to trigger items beginning with a particular letter). Participants' strong semantic clustering and weak alphabetic clustering in free listing confirmed previous research on associative processes. By several measures, free‐listed items as semantic cues elicited moderately more additional items than alphabetic cues. Semantic cues elicited an appreciable proportion of items that would not have been identified at the aggregate level through free listing alone. These results indicate that using free‐listed items as semantic cues can be a useful adjunct for ethnographic applications of free listing. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献