优生与差生自我调节学习的对比研究

对优生与差生的自我调节学习进行了对比,力图从这一角度探讨差生学习不良的原因.被试为小学高年级学生(差生37名,优生44名),考察其目标定向、认知加工方式及失败应对策略.结果表明,两组被试在自我调节学习上存在一定差异,差生在学习活动中倾向于进行回避定向,对学习材料多进行表层加工或产生自我阻碍,遭遇失败时多采用情绪发泄的策略进行应对;两组被试在自我调节学习各成分之间的关系上也存在一定差异,最主要表现为成绩定向对优生的学习有一定的促进作用,但对差生的学习则有破坏作用.此外,两组被试在自我调节学习各成分之间的关系上也表现出一定相似性.     

Intrusive re-experiencing in post-traumatic stress disorder: phenomenology, theory, and therapy

The article describes features of trauma memories in post-traumatic stress disorder (PTSD), including characteristics of unintentional re-experiencing symptoms and intentional recall of trauma narratives. Reexperiencing symptoms are usually sensory impressions and emotional responses from the trauma that appear to lack a time perspective and a context. The vast majority of intrusive memories can be interpreted as re-experiencing of warning signals, i.e., stimuli that signalled the onset of the trauma or of moments when the meaning of the event changed for the worse. Triggers of re-experiencing symptoms include stimuli that have perceptual similarity to cues accompanying the traumatic event. Intentional recall of the trauma in PTSD may be characterised by confusion about temporal order, and difficulty in accessing important details, both of which contribute to problematic appraisals. Recall tends to be disjointed. When patients with PTSD deliberately recall the worst moments of the trauma, they often do not access other relevant (usually subsequent) information that would correct impressions/predictions made at the time. A theoretical analysis of re-experiencing symptoms and their triggers is offered, and implications for treatment are discussed. These include the need to actively incorporate updating information ("I know now ...") into the worst moments of the trauma memory, and to train patients to discriminate between the stimuli that were present during the trauma ("then") and the innocuous triggers of re-experiencing symptoms ("now").     

Separating trait effects from trait-specific method effects in multitrait-multimethod models: a multiple-indicator CT-C(M-1) model

An overview of several models of confirmatory factor analysis for analyzing multitrait-multimethod (MTMM) data and a discussion of their advantages and limitations are provided. A new class of multi-indicator MTMM models combines several strengths and avoids a number of serious shortcomings inherent in previously developed MTMM models. The new models enable researchers to specify and to test trait-specific-method effects. The trait and method concepts composing these models are explained in detail and are contrasted with those of previously developed MTMM models for multiple indicators. The definitions of the models are explained step by step, and a practical empirical application of the models to the measurement of 3 traits x 3 methods is used to demonstrate their advantages and limitations.     

Is attention to feelings beneficial or detrimental to affective well-being? Mood regulation as a moderator variable

This research examined the functionality of attention to feelings for affective well-being. The authors found that mood regulation, but not clarity of feelings, moderated the attention-well-being relationship. For individuals with high mood regulation scores, attention was beneficial to affective well-being, whereas for individuals with low mood regulation scores, attention was detrimental to affective well-being. This finding was corroborated by self- and peer reports in Study 1 and replicated in Study 2. The validity of the scales was established by the convergence of self- and peer ratings. Moreover, Study 2 showed that dysfunctional and functional and self consciousness scales suppressed variance in attention to feelings, thereby revealing that attention incorporates both adaptive and maladaptive aspects.     

A computer-driven undergraduate laboratory curriculum and related support logistics

A psychology department in a teaching university solved problems in the existing undergraduate laboratory courses by setting up a computer laboratory and developing its own software. The logistical support that allowed a small department to offer many laboratory experiences came in part from an undergraduate apprenticeship program, which is described.     

You never know where you are going until you know where you have been: Disorganized search after stroke

Disorders in spatial exploration can be expressed in a disorganized fashion of target cancellation. There is debate regarding whether disorganized search is related to stroke in general, to right brain damage or to unilateral spatial neglect (USN) in particular. In this study, 280 stroke patients and 37 healthy control subjects performed a computerized shape cancellation test. We investigated the number of perseverations and several outcome measures regarding disorganized search: Consistency of search direction (best r), distance between consecutive cancelled targets and intersections with paths between previous cancelled targets. We compared performance between patients with left and right brain damage (L, R) and with and without USN (USN+, USN?), resulting in four subgroups: LUSN?, RUSN?, LUSN+, and RUSN+. Higher numbers of intersections were found for the left brain‐ and right brain‐damaged patients with USN and for the right brain‐damaged patients without USN, compared to healthy control subjects. Furthermore, right brain‐damaged patients with USN showed a higher number of intersections compared to right brain‐damaged patients without USN and compared to left brain‐damaged patients with USN. To conclude, disorganized search was most strongly related to the neglect syndrome, and patients with more severe USN were even more impaired.     

Training the equidistant principle of number line spacing

The characteristics of effective numerical trainings are still under scientific debate. Given the importance of number line estimation due to the strong relation between task performance and arithmetic abilities, the current study aimed at training one important number line characteristic: the equidistant spacing of adjacent numbers. Following an embodied training approach, second-graders were trained using a randomized crossover design to divide a presented line into different numbers of equal segments by walking the line with equally spaced steps. Performance was recorded, and feedback as to the correct equidistant spacing was provided using the Kinect sensor system. Training effects were compared to a control training with no involvement of task-specific whole-body movements. Results indicated more pronounced specific training effects after the embodied training. Moreover, transfer effects to number line estimation and arithmetic performance were partially observed. In particular, differential training effects for bounded versus unbounded number line estimation corroborate the assumption that not only bodily experiences but also the need for a flexible adaption of the perspective on the training material might influence training success. Hence, more pronounced training effects of the embodied training might stem from different cognitive processes involved.     

Parental Physical Illnesses and Their Association with Subsequent Externalizing and Internalizing Symptoms in Children

Journal of Child and Family Studies - Parental physical illnesses can be stressful for children. We estimated the prevalence of children who experience parental physical illnesses, and whether...