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971.
Attention-deficit/hyperactivity disorder is a prevalent and disabling disorder that is characterized by inattention and/or hyperactivity-impulsivity, impairment in executive functions, structural and functional abnormalities in frontal-striatal circuitry, associations with particular catecholamine gene variants, and responsiveness to dopaminergic and noradrenergic agents. There is a growing integration of findings from basic and clinical studies, of data from different methods (eg, genetics and imaging), and of empirical data with hypotheses drawn from evolutionary thinking. Here we briefly summarize work on the cognitive-affective neuroscience of attention-deficit/hyperactivity disorder. 相似文献
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Agreement between multiple informants on child personality has received limited attention. Focusing on factor structure, gender differences and the influence of socially desirable responding (SDR), we compared parent and teacher Big Five personality ratings of around 600 7‐year olds. Although parent ratings were more desirable than teacher ratings, differential agreement was generally similar to that found for adults, and especially high for ratings of boys. The more evaluative the personality item, the larger the mean‐level difference between parents and teachers on that item. However, undesirable items showed the highest levels of differential agreement. In parent ratings, the two poles of Agreeableness formed separate factors. To view Pro‐sociality as independent of Antagonism could enable parents to view their child more positively. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
974.
A fundamental question in reading research concerns whether attention is allocated strictly serially, supporting lexical processing of one word at a time, or in parallel, supporting concurrent lexical processing of two or more words (Reichle, Liversedge, Pollatsek, & Rayner, 2009). The origins of this debate are reviewed. We then report three simulations to address this question using artificial reading agents (Liu & Reichle, 2010; Reichle & Laurent, 2006) that learn to dynamically allocate attention to 1–4 words to “read” as efficiently as possible. These simulation results indicate that the agents strongly preferred serial word processing, although they occasionally attended to more than one word concurrently. The reason for this preference is discussed, along with implications for the debate about how humans allocate attention during reading. 相似文献
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Team‐based structures have become more widely used in organizations. Therefore, it is important for team members to perform well in their current team and to build skills and enthusiasm for working on future teams. This study examined team debriefing, an intervention in which team members reflect on recent experiences to prepare for subsequent tasks. Prior researchers have shown that facilitated team debriefs work, but they have not examined how to enable teams to conduct their own debriefs or studied how debriefs affect individual level outcomes. Therefore, we compared 2 team‐led debriefing techniques: (a) an unguided debrief and (b) a guided debrief designed to incorporate lessons learned from prior debriefs. We collected data from 174 business students who were members of 35 teams from 9 sections of a Strategic Management course. Class sections were randomly assigned to one of the debriefing conditions, and teams completed 4 business cases over 10 weeks. A multilevel design was employed and a multistage model building approach was used to test the hypotheses using hierarchical linear modeling techniques. Results of this cluster randomized, quasi‐experimental design suggest that the team‐led guided debrief intervention resulted in superior team processes as compared to the unguided debriefing method. Team processes, in turn, related significantly to greater team performance and increased individual readiness for teamwork and enthusiasm for teaming. Implications for future research and practice are discussed. 相似文献
977.
Ing‐Mari Tallberg Sara Stormoen Ove Almkvist Maria Eriksdotter Erik Sundström 《Scandinavian journal of psychology》2013,54(5):386-392
A critical question is whether cognitively impaired patients have the competence for autonomous decisions regarding participation in clinical trials. The present study aimed to investigate medical decision‐making capacity by use of a Swedish linguistic instrument for medical decision‐making (LIMD) in hypothetical clinical trials in patients with Alzheimer's disease (AD) and mild cognitive impairment (MCI). Three comparable groups (age, education) participated in the study: AD (n = 20; MMSE: 24.1 ± 3.3) and MCI (n = 22; MMSE: 26.7 ± 2.4) patients and healthy controls (n = 37; MMSE: 29.1 ± 1.0). Medical decision‐making capacity was operationalized as answers to questions regarding participation in three hypothetical clinical trials. Answers were scored regarding comprehension, evaluation and intelligibility of decisions, and a total LIMD score was used as the measure of medical decision‐making ability. Groups differed significantly in LIMD with AD patients performing worst and MCI poorer than the control group. A strong association was found between all LIMD scores and diagnosis which supported the assertion that LIMD as it is designed is a one‐dimensional instrument of medical decision‐making capacity (MDMC). The results indicate that a fundamental communicative ability has an impact on the competence for autonomous decisions in cognitive impairment. 相似文献
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Sointu Leikas Jan‐Erik Lönnqvist Markku Verkasalo Marjaana Lindeman 《European journal of social psychology》2009,39(3):415-429
The present studies sought connections between two highly influential, but separate motivational systems: the regulatory foci and personal values. Study 1 (N = 173) showed that promotion focus was positively associated with Achievement and negatively with Tradition values, whereas prevention focus was positively associated with Conformity and Security values, and negatively with Self‐Direction and Stimulation values. Furthermore, interdependent self‐construal moderated trait prevention focus' associations with Power, Benevolence, Universalism, and Conformity values. Study 2 (N = 150) showed that a promotion‐framed message evoked more compliant behavior among those scoring high on Stimulation, Achievement, and Self‐Direction values, but that a prevention‐framed message evoked more compliance among those high in Conformity values. The results suggested that the regulatory foci are associated with certain values, and that these values may increase motivation in promotion‐ versus prevention‐relevant situations. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献