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81.
M.Suzanne Zeedyk 《Developmental Review》1996,16(4):416-461
A variety of developmental accounts of intentionality, arising from disparate theoretical perspectives, can now be found in the literature. This paper argues that this diversity is undermining the ability of developmental psychologists to construct a coherent developmental account of the capacity and that it would be more productive to pursue an integrated approach. To this end, the dominant theoretical positions on the development of intentionality are reviewed and evaluated: intentionality as goal-directedness, a result of parental scaffolding, an innate capacity for intersubjectivity, and behavioral object-directedness. Particular attention is given to comparing three key features of each position: the definition of intentionality adopted, the types of behaviors considered to be evidence of intentionality, and the proposed developmental sequence. The possibility of constructing an integrated approach based on these components is explored. 相似文献
82.
The high rates of suicide among older men are cause for concern, and have prompted the investigation of factors that might explain these elevated rates. The current research examined whether the gender role construct agency was associated with depression and suicidal ideation among older adults. The results, based on self‐report data from a sample of older Australian men (n = 69) and women (n = 90), indicated that depression mediated the relation between agency and suicidal ideation. In addition, for older men only, agency moderated the depression‐suicidal ideation relation. The results suggest that older adults, and particularly men, with low levels of agency should be the targets for interventions aimed at increasing levels of agency and improving mental health. 相似文献
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Yuichi Shoda Walter Mischel Suzanne M. Miller Michael Diefenbach Mary B. Daly Paul F. Engstrom 《Journal of clinical psychology in medical settings》1998,5(1):3-17
Genetic testing for inherited cancer susceptibility, based on the recently identified. BRCA1 and BRCA2 genes, will soon be available on a large scale. However, at present, genetic test results do not lead to clearly indicated diagnostic or preventive measures, and the nature of the psychological impact of BRCA1/2 testing is still largely unknown. This uncertainty, combined with preliminary evidence suggesting significant individual differences in reactions to genetic susceptibility feedback, constitutes a unique challenge for any individual contemplating such testing. We outline the nature of this challenge and then propose an intervention strategy designed to help individuals make deeply processed and psychologically well-informed decisions with regard to their genetic susceptibility. The intervention is guided by recent research findings and theory on the cognitive–emotional processing of cancer-risk information. Specifically, the goal is to prepare the individual for genetic testing by (1) cognitively and emotionally activating, or preliving, the individual's potential reactions to testing feedback; (2) facilitating accurate appraisal of the individual's cognitive–emotional reactions; and (3) enabling the individual to process these reactions through the use of well-established clinical techniques. 相似文献
87.
An apparatus suitable for conducting simultaneous or delayed matching-to-sample experiments with as many as eight comparison stimuli is described. Data are presented which indicate that pigeons are capable of performing such a task. It is concluded that the simultaneous matching-to-sample procedure with more than two comparison stimuli is an efficient means of obtaining information about discrimination capacity and that this procedure may be suitable for studying visual perception in infrahuman Ss. 相似文献
88.
With the component selection measure developed by Hale and Morgan (1973), children's use of selective attention was assessed at six levels of learning, ranging from undertraining to overtraining, and this function was examined at each of ages 4, 8, and 12. It was found that, as the children learned the task, they maintained a relatively wide focus of attention, acquiring information about both features of the stimuli, color and shape. Thus, contrary to the model under investigation, the children did not exercise a high degree of selectivity as they approached mastery of the task; nor did overtraining produce the expected “broadening” of attention, as the children acquired little stimulus information beyond the point at which criterion had been reached. The data were interpreted to be more consistent with a model that assumes the bulk of stimulus learning to occur prior to task mastery. 相似文献
89.
Child‐directed teaching and social learning at 18 months of age: evidence from Yucatec Mayan and US infants
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In several previous studies, 18‐month‐old infants who were directly addressed demonstrated more robust imitative behaviors than infants who simply observed another's actions, leading theorists to suggest that child‐directed interactions carried unique informational value. However, these data came exclusively from cultural communities where direct teaching is commonplace, raising the possibility that the findings reflect regularities in infants' social experiences rather than responses to innate or a priori learning mechanisms. The current studies consider infants' imitative learning from child‐directed teaching and observed interaction in two cultural communities, a Yucatec Mayan village where infants have been described as experiencing relatively limited direct instruction (Study 1) and a US city where infants are regularly directly engaged (Study 2). Eighteen‐month‐old infants from each community participated in a within‐subjects study design where they were directly taught to use novel objects on one day and observed actors using different objects on another day. Mayan infants showed relative increases in imitative behaviors on their second visit to the lab as compared to their first visit, but there was no effect of condition. US infants showed no difference in imitative behavior in the child‐directed vs. observed conditions; however, infants who were directly addressed on their first visit showed significantly higher overall imitation rates than infants who observed on their first visit. Together, these findings call into question the idea that child‐directed teaching holds automatic or universal informational value. 相似文献
90.
Suzanne Hala Lee-Ann McKay Alisha M. B. Brown Valerie San Juan 《Journal of cognition and development》2016,17(3):430-446
Hala, Brown, McKay, and San Juan (2013) found that children as young as 2.5 years of age demonstrated high levels of accuracy when asked to recall whether they or the experimenter had carried out a particular action. In the research reported here, we examined the relation of early-emerging source monitoring to executive function abilities. Participants were children aged 2.5- to 3-years old. For the source-monitoring procedure, we used the Hala et al. (2013) task in which children and the experimenter took turns placing a total of 20 items on a model farm (encoding phase). For the source memory test, children were asked who had placed each item (retrieval phase). Executive function measures included assessments of working memory, delay-inhibitory control, and conflict-inhibitory control. The main finding was that inhibitory control measures were significantly related to performance on the source-monitoring task. This relation held for the conflict-inhibitory control measures even when controlling for age and vocabulary. The findings of this research suggest that even at the early age of 2.5 years, development of executive control is linked to the emergence of source-monitoring ability. 相似文献