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排序方式: 共有170条查询结果,搜索用时 15 毫秒
41.
Carlos Campos Susana Santos Emily Gagen Sérgio Machado Susana Rocha Matthew M. Kurtz Nuno Barbosa Rocha 《Neuropsychology review》2016,26(3):310-328
Social cognitive impairment is a key feature of schizophrenia and social cognition training (SCT) is a promising tool to address these deficits. Neurobiological dysfunction in schizophrenia has been widely researched, but neuronal changes induced by SCT have been scarcely explored. This review aims to assess the neuroplastic effects of SCT in patients with schizophrenia spectrum disorders. PubMed and Web of Science databases were searched for clinical trials testing the effects of SCT in functional and structural brain measurements of adult patients with schizophrenia or schizoaffective disorders. A total of 11 studies were included: five used fMRI, two used EEG and ERP, one used ERP only, two used MEG and one study used MRI. Data extracting and processing regarding sociodemographic and clinical variables, intervention characteristics, neuroimaging procedures, neuroplastic findings, effect sizes and study quality criteria was completed by two raters. Results indicate a wide range of structural and functional changes in numerous regions and circuits of the social brain, including early perceptual areas, the limbic system and prefrontal regions. Despite the small number of trials currently available, evidence suggests that SCT is associated with neuroplastic changes in the social brain and concomitant improvements in social cognitive performance. There is a lack of extensive knowledge about the neural mechanisms that underlie social cognitive enhancement after treatment, but the reported findings may shed light on the neural substrates of social cognitive impairment in schizophrenia and how improved treatment procedures can be developed and applied. 相似文献
42.
With the past behind and the future ahead: Back-to-front representation of past and future sentences
Ulrich R Eikmeier V de la Vega I Ruiz Fernández S Alex-Ruf S Maienborn C 《Memory & cognition》2012,40(3):483-495
Several studies support the psychological reality of a mental timeline that runs from the left to the right and may strongly
affect our thinking about time. Ulrich and Maienborn (Cognition 117:126–138, 2010) examined the linguistic relevance of this timeline during the processing of past- and future-related sentences. Their results
indicate that the timeline is not activated automatically during sentence comprehension. While no explicit reference of temporal
expressions to the left–right axis has been attested (e.g., *the meeting was moved to the left), natural languages refer to the back–front axis in order to encode temporal information (e.g., the meeting was moved forward). Therefore, the present study examines whether a back–frontal timeline becomes automatically activated during the processing
of past- and future-related sentences. The results demonstrate a clear effect on reaction time that emerges from a time–space
association along the frontal timeline (Experiment 1). However, this activation seems to be nonautomatic (Experiment 2), rendering
it unlikely that this frontal timeline is involved in comprehension of the temporal content of sentences. 相似文献
43.
Bramão I Faísca L Forkstam C Inácio F Araújo S Petersson KM Reis A 《Brain and cognition》2012,78(1):28-37
In this study, we used event-related potentials (ERPs) to evaluate the contribution of surface color and color knowledge information in object identification. We constructed two color-object verification tasks - a surface and a knowledge verification task - using high color diagnostic objects; both typical and atypical color versions of the same object were presented. Continuous electroencephalogram was recorded from 26 subjects. A cluster randomization procedure was used to explore the differences between typical and atypical color objects in each task. In the color knowledge task, we found two significant clusters that were consistent with the N350 and late positive complex (LPC) effects. Atypical color objects elicited more negative ERPs compared to typical color objects. The color effect found in the N350 time window suggests that surface color is an important cue that facilitates the selection of a stored object representation from long-term memory. Moreover, the observed LPC effect suggests that surface color activates associated semantic knowledge about the object, including color knowledge representations. We did not find any significant differences between typical and atypical color objects in the surface color verification task, which indicates that there is little contribution of color knowledge to resolve the surface color verification. Our main results suggest that surface color is an important visual cue that triggers color knowledge, thereby facilitating object identification. 相似文献
44.
Villarejo C Fernández-Aranda F Jiménez-Murcia S Peñas-Lledó E Granero R Penelo E Tinahones FJ Sancho C Vilarrasa N Montserrat-Gil de Bernabé M Casanueva FF Fernández-Real JM Frühbeck G De la Torre R Treasure J Botella C Menchón JM 《European eating disorders review : the journal of the Eating Disorders Association》2012,20(3):250-254
45.
Susana López Ornat 《Estudios de Psicología》2013,34(18):27-42
ResumenPresento un trabajo de réplica, sobre el desarrollo del razonamiento metalingüistico («porqué» y «porqué-no» de palabras y expresiones) previamente realizado en España, sobre los sufijos de género en lengua castellana.Los sujetos fueron 26 niños mayas, habitantes del estado mejicano de Quintana Roo, junto a la frontera de Guatemala. Estos niños de entre 5 y 13 años, eran monolingües de mejicano (español), aunque procedían de familias bilingües mayamejicano. Nuestras predicciones, sobre la base del modelo de adquisición que presentamos, fueron que no encontraríamos un tratamiento metalingüístico de los problemas planteados antes de los 13 años. Hipotetizamos también el tipo de errores evolutivos que cabía esperar: en el grupo de los menores la interpretación del género como una característica del lenguaje en correspondencia directa con características de la realidad. En el grupo de los mayores comenzaría a aparecer, aún minoritariamente, la comprensión de esta propiedad lingüística como algo arbitrariamente relacionado con propiedades de los objetos reales: el modo de comprensión formal o metalingüístico.Establecemos después la relación entre resultados de este trabajo y el realizado con niños españoles. Por último, consideramos la significación teórica que estos resultados pueden tener dentro de nuestro modelo de adquisición de la comprensión del lenguaje y también estudiamos el significado del término «contexto». 相似文献
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48.
Francisco Javier Rodríguez-Díaz Juan Herrero Luis Rodríguez-Franco Carolina Bringas-Molleda Susana G. Paíno-Quesada Beatriz Pérez 《International Journal of Clinical and Health Psychology》2017,17(1):77-84
Background/Objective
Despite the growing interest in the study of dating violence, relatively few psychometrically sound instruments are available to researchers. To provide an instrument to researchers and professionals to assess victimization in dating relationships, with adequate psychometric properties. Method: Participants were 6,138 adolescents drawn from the general population, 25% of which were university students. Participants responded to the original Dating Violence Questionnaire (DVQ). Results: Confirmatory analyses results provided evidence of a clear factorial structure that was invariant through sex groups. The DVQ-R measures with 20 items five dimensions of abuse in affective interpersonal relationships of adolescents and youth: Detachment, Humiliation, Coercion, Physical and Sexual violence. Internal consistency indexes were adequate for both each one of the five dimensions as well as for the general scale. Conclusions: The DVQ-R is an useful assessment to be applied in adolescents and youth. Implications for research and intervention are discussed in light of the results obtained. 相似文献49.
Fonseca-Pedrero E Paino M Lemos-Giráldez S Sierra-Baigrie S Ordóñez-Camblor N Muñiz J 《Psicothema》2011,23(1):87-93
Schizotypal experiences and depressive symptoms are quite common among adolescents, and have been considered as risk markers for schizophrenia-spectrum and mood disorders. The main goal of the present study was to analyze the relationship between schizotypal experiences and depressive symptoms in a community sample of non-clinical adolescents. The sample comprised a total of 1653 participants, 794 male (48%), with an average age of 15.94 years (SD = 1.23). Results showed that schizotypal traits and depressive symptoms were closely related at a subclinical level. Canonical correlation analysis indicated that the two sets of variables shared approximately 48% of the variance. The study of the dimensionality underlying the subscales of the self-reports revealed the presence of three components, namely: Depressive, Anhedonia and Reality Distortion. These results are convergent with previous studies conducted in both clinical and non-clinical samples, indicating overlap between schizotypal experiences and depressive symptoms. 相似文献
50.
Rosa M. Angulo-Barroso Susana Peciña Xu Lin Mingyan Li Julia Sturza Jie Shao 《Cognition & emotion》2017,31(5):1031-1040
To study the interplay between motor learning and emotional responses of young infants, we developed a contingent learning paradigm that included two related, difficult, operant tasks. We also coded facial expression to characterise emotional response to learning. In a sample of nine-month-old healthy Chinese infants, 44.7% achieved learning threshold during this challenging arm-conditioning test. Some evidence of learning was observed at the beginning of the second task. The lowest period of negative emotions coincided with the period of maximum movement responses after the initiation of the second task, and movement responses negatively correlated with the frequency of negative emotions. Positive emotions, while generally low throughout the task, increased during peak performance especially for learners. Peak frequency of movement responses was positively correlated with the frequency of positive emotions. Despite the weak evidence of learning this difficult task, our results from the learners would suggest that increasing positive emotions, and perhaps down-regulating negative emotional responses, may be important for improving performance and learning a complex operant task in infancy. Further studies are necessary to determine the role of emotions in learning difficult tasks in infancy. 相似文献