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971.
972.
Steven M. Jarrett Ryan M. Glaze Ira Schurig Gonzalo J. Muñoz Andrew M. Naber Jennifer N. McDonald 《人类行为》2016,29(5):408-427
Despite their frequent use in the military and private sectors, the comparative effectiveness of colocated and distributed after-action reviews (AARs) is relatively unknown. Consequently, this study examined the comparative effectiveness of colocated and distributed AARs across taskwork and teamwork outcomes. Data were obtained from 492 participants randomly assigned to 123 four-person teams who participated in one of six AAR conditions. The results indicated that teams in the AAR conditions had significantly higher performance and team efficacy scores than the teams in the non-AAR conditions. In summary, the findings highlight that regardless of the training environment or type of AAR, the AAR remains an effective method at increasing performance and other outcomes. Therefore, the use of distributed AARs does not engender the posited process losses that were hypothesized. 相似文献
973.
Adolescent mental health is a significant societal concern in the United States. Diagnosable mental health disorders have been reported at rates of 10–20 % among children and adolescents and this does not include adolescents experiencing personal and interpersonal distress not meeting diagnostic criteria. Adolescents who do not respond to traditional mental health services are often placed in residential treatment centers or other out-of-home treatment programs. Outdoor Behavioral Healthcare (OBH) is growing as a viable treatment option for adolescents who struggle with emotional, behavioral or substance related problems; however, questions have been raised about how to integrate the family into an OBH treatment setting. This article describes a case study illustrating how techniques from Narrative Family Therapy can be used to accomplish this integration, and offers a view of using Narrative Family Therapy to further involve families in the treatment and post-treatment process in an OBH program. 相似文献
974.
Steven Levine 《European Journal of Philosophy》2016,24(4):855-878
In this paper I take up the question of whether Wilfrid Sellars has a notion of non‐conceptual perceptual content. The question is controversial, being one of the fault lines along which so‐called left and right Sellarsians diverge. In the paper I try to make clear what it is in Sellars' thought that leads interpreters to such disparate conclusions. My account depends on highlighting the importance of Sellars' little discussed thesis that perception involves a systematic form of mis‐categorization, one where perceivers mistake their sensory states to be properties of physical objects. I argue that the counterpart color and shape attributes of these states, which become ‘point of viewish’ when organized by the productive imagination, provides perceptual experience with its non‐conceptual representational content. I then argue that this content is not a form of the mythical Given because one can only have a non‐conceptual point of view on an object when an object is introduced into one's perceptual experience through the conceptual mis‐taking of one's sensory states. So, while Sellars has a notion of non‐conceptual representational content, it can only be salient in the context of a perceptual act that is conceptual overall. 相似文献
975.
976.
Journal of Medical Humanities - 相似文献
977.
Florina Erbeli Qinxin Shi Aaron R. Campbell Sara A. Hart Steven Woltering 《Developmental science》2021,24(1)
Reading and math attainment develop during elementary grades. Questions remain, though, about the co‐developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at‐risk children (Mage at the first assessment point = 6.57 years; SD = 0.38) from Texas Project Achieve. Children were assessed utilizing the Woodcock‐Johnson–III reading and math measures. Results from dynamic bivariate latent change score models indicated unidirectional longitudinal coupling effects from reading to math. Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math. In contrast, low levels of reading performance had negligible or no amplifying influences on change in math growth. The nature of the dynamics was replicated even when controlling for nonverbal cognitive abilities. Results demonstrated that good reading skills pave the way for children to develop their math skills. Such findings underscore the importance of considering reading performance in treating math difficulties. 相似文献
978.
McKinley Catherine E. Lilly Jenn M. Knipp Hannah Liddell Jessica L. 《Sex roles》2021,85(9-10):499-514
Sex Roles - Research has shown that gender role attitudes influence a number of health-related outcomes, including intimate partner violence (IPV). Yet the gender role attitudes of Indigenous... 相似文献
979.
980.
Psychometrika - Diagnostic classification models (DCMs) are widely used for providing fine-grained classification of a multidimensional collection of discrete attributes. The application of DCMs... 相似文献