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141.
142.
Self stigmatising attitudes have been found in people who have psychiatric diagnoses, however, research assessing self stigma in physical illnesses is rare. It is known that receiving a diagnosis of rheumatoid arthritis (RA) can affect a person’s identity and self esteem. This study aimed to compare levels of self stigma, self esteem and empowerment between people diagnosed with psychiatric illnesses and people diagnosed with RA to establish whether self stigma, and specifically endorsement of negative stereotypes, is associated with self esteem and empowerment across these two groups. A total of 202 participants (psychiatric group n = 102; RA group n = 100) were interviewed using the Internalised Stigma of Mental Illness scale (ISMI), or the Internalized Stigma of Mental Illness scale- Rheumatoid Arthritis (ISMI-RA), the Index of Self Esteem (ISE) and the Mental Health Confidence Scale (MHCS). Overall, the psychiatric group had higher self stigma scores (2.5 vs. 2.2, p < .01), lower self esteem (48.7 vs. 36.8, p < .001) and lower empowerment scores (3.8 vs. 4.3, p < .001) than the RA group. However, sizable proportions of both groups had high self stigma scores. ISMI/ISMI-RA was associated with the ISE and the MHCS. The stereotype endorsement subscale of the ISMI/ISMI-RA was not related to self esteem or empowerment in either group. Interventions that aim to decrease self stigma and increase self esteem could focus on alienation. 相似文献
143.
Stensen Kenneth Lydersen Stian Stenseng Frode Wallander Jan Lance Drugli May Britt 《Journal of psychopathology and behavioral assessment》2021,43(3):646-656
Journal of Psychopathology and Behavioral Assessment - Identification attempts in populations with a low prevalence of problems usually result in a considerable number of false positives. Thus, the... 相似文献
144.
145.
In two experiments, we examined the role of discrepancy on readers’ text processing of and memory for the sources of brief
news reports. Each story included two assertions that were attributed to different sources. We manipulated whether the second
assertion was either discrepant or consistent with the first assertion. On the basis of the discrepancy-induced source comprehension
(D-ISC) assumption, we predicted that discrepant stories would promote deeper processing and better memory for the sources
conveying the messages, as compared to consistent stories. As predicted, readers mentioned more sources in summaries of discrepant
stories, recalled more sources, made more fixations, and displayed longer gaze times in source areas when reading discrepant
than when reading consistent stories. In Experiment 2, we found enhanced memory for source–content links for discrepant stories even when intersentential connectors were absent,
and regardless of the reading goals. Discussion was focused on discrepancies as one mechanism by which readers are prompted
to encode source–content links more deeply, as a method of integrating disparate pieces of information into a coherent mental
representation of a text. 相似文献
146.
Jens K. Apel John M. Henderson Fernanda Ferreira 《Psychonomic bulletin & review》2012,19(6):1108-1113
The perceptual span during normal reading extends approximately 14 to 15 characters to the right and three to four characters to the left of a current fixation. In the present study, we investigated whether the perceptual span extends farther than three to four characters to the left immediately before readers execute a regression. We used a display-change paradigm in which we masked words beyond the three-to-four-character range to the left of a fixation. We hypothesized that if reading behavior was affected by this manipulation before regressions but not before progressions, we would have evidence that the perceptual span extends farther left before leftward eye movements. We observed significantly shorter regressive saccades and longer fixation and gaze durations in the masked condition when a regression was executed. Forward saccades were entirely unaffected by the manipulations. We concluded that the perceptual span during reading changes, depending on the direction of a following saccade. 相似文献
147.
In two experiments, we examined fourth and fifth graders' comprehension of the source of information in texts presenting controversial issues. In Experiment 1, participants read short texts in which two people presented different arguments regarding an issue. Participants identified who said what and evaluated each source's knowledge of the issue. Most students correctly identified the source of information but failed to take into account each source's characteristics when determining who was most knowledgeable. In Experiment 2, we implemented an intervention on students' evaluations of information sources. Less skilled students in the intervention group assessed source knowledge more accurately than those in a control group. We conclude that elementary school students' comprehension of who says what in a text can benefit from training sessions that involve practice, feedback, explanations, and discussions. We consider the implications for document-based learning in elementary and secondary education. 相似文献
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149.
Britt De Soete Filip Lievens Janneke Oostrom Lena Westerveld 《International Journal of Selection & Assessment》2013,21(3):239-250
In the context of the diversity–validity dilemma in personnel selection, the present field study compared ethnic subgroup differences on an innovative constructed response multimedia test to other commonly used selection instruments. Applicants (N = 245, 27% ethnic minorities) for entry‐level police jobs completed a constructed response multimedia test, cognitive ability test, language proficiency test, personality inventory, structured interview, and role play. Results demonstrated minor ethnic subgroup differences on constructed response multimedia test scores as compared to other instruments. Constructed response multimedia test scores were related to the selection decision, and no evidence for predictive bias was found. Subgroup differences were also examined on the dimensional level, with cognitively loaded dimension scores displaying larger differences. 相似文献
150.
Three experiments investigated whether the semantic informativeness of a scene region (object) influences its representation between successive views. In Experiment 1, a scene and a modified version of that scene were presented in alternation, separated by a brief retention interval. A changed object was either semantically consistent with the scene (non-informative) or inconsistent (informative). Change detection latency was shorter in the semantically inconsistent versus consistent condition. In Experiment 2, eye movements were eliminated by presenting a single cycle of the change sequence. Detection accuracy was higher for inconsistent versus consistent objects. This inconsistent object advantage was obtained when the potential strategy of selectively encoding inconsistent objects was no longer advantageous (Experiment 3). These results indicate that the semantic properties of an object influence whether the representation of that object is maintained between views of a scene, and this influence is not caused solely by the differential allocation of eye fixations to the changing region. The potential cognitive mechanisms supporting this effect are discussed. 相似文献