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951.
Tom Cariveau Astrid La Cruz Montilla Elizabeth Gonzalez Sydney Ball 《Journal of applied behavior analysis》2019,52(2):574-579
Error correction procedures are remedial strategies presented following an incorrect response that increases the probability that a correct response will occur in the future. Error correction is commonly used during skill acquisition programs for children with developmental disabilities; however, the specific strategy used may differ considerably. Recent comparative studies have examined the effect of numerous error correction procedures on the efficiency of acquisition for children with developmental disabilities. Despite considerable merit, minor procedural differences and unique terms for similar procedures likely affect comparisons across studies. Here, we clarify the procedures and findings of these studies and suggest areas of future research. 相似文献
952.
Psychometrika - Stochastic actor-oriented models (SAOMs) can be used to analyse dynamic network data, collected by observing a network and a behaviour in a panel design. The parameters of SAOMs are... 相似文献
953.
Tameka Romeo Henry Otgaar Tom Smeets Sara Landstrm Marko Jelicic 《Applied cognitive psychology》2019,33(6):983-990
The present study examined whether mock offenders, who were instructed to falsely deny crime details or to simulate amnesia, would consequently experience impaired memory. Ninety‐three university students were first asked to commit a mock crime and were then assigned to three different conditions (i.e., false denial, simulated amnesia, and truth telling) and then received the first memory test. The following day, participants completed a second memory test. Results showed that the memory impairment was not observed in participants in the false denial condition. However, in the simulated amnesia group, memory about being interviewed in the first session was impaired. The simulated amnesia group also had lower recollection and belief ratings in the occurrence of true details for the mock event. Findings suggest that after simulating amnesia, offenders can forget details related to the interview and exhibit diminished ratings for the recollection of and belief in their memory for experienced events. 相似文献
954.
Putting feelings into words: affect labeling disrupts amygdala activity in response to affective stimuli 总被引:6,自引:0,他引:6
Lieberman MD Eisenberger NI Crockett MJ Tom SM Pfeifer JH Way BM 《Psychological science》2007,18(5):421-428
Putting feelings into words (affect labeling) has long been thought to help manage negative emotional experiences; however, the mechanisms by which affect labeling produces this benefit remain largely unknown. Recent neuroimaging studies suggest a possible neurocognitive pathway for this process, but methodological limitations of previous studies have prevented strong inferences from being drawn. A functional magnetic resonance imaging study of affect labeling was conducted to remedy these limitations. The results indicated that affect labeling, relative to other forms of encoding, diminished the response of the amygdala and other limbic regions to negative emotional images. Additionally, affect labeling produced increased activity in a single brain region, right ventrolateral prefrontal cortex (RVLPFC). Finally, RVLPFC and amygdala activity during affect labeling were inversely correlated, a relationship that was mediated by activity in medial prefrontal cortex (MPFC). These results suggest that affect labeling may diminish emotional reactivity along a pathway from RVLPFC to MPFC to the amygdala. 相似文献
955.
The present research examined the effect of procedural fairness and trust in an authority on people's willingness to cooperate with the authority across a wide range of social situations. Prior research has shown that the presence of information about whether an authority can be trusted moderates the effect of procedural fairness. If no trust information is available, procedural fairness influences people's reactions. This is not the case when information about the trustworthiness of the authority is present. In the present article, it is argued that information about whether the authority can or cannot be trusted may also moderate the effect of procedural fairness in predicting levels of cooperation. Assuming that the use of fair procedures by authorities that cannot be trusted is less influential than is the enactment of procedures by trustworthy authorities, it is predicted that trust in authority moderates the influence of procedural fairness on cooperation in such a way that procedural fairness has a positive effect on cooperation primarily when trust in authority is high. Results from 4 studies (2 experimental studies and 2 field studies) provide supportive evidence for this interaction. 相似文献
956.
Zwirs BW Burger H Schulpen TW Wiznitzer M Fedder H Buitelaar JK 《Journal of abnormal child psychology》2007,35(4):556-566
The present study assesses the population prevalence of DSM-IV disorders among native and immigrant children living in low
socio-economic status (SES) inner-city neighborhoods in the Netherlands. In the first phase of a two-phase epidemiological
design, teachers screened an ethnically diverse sample of 2041 children aged 6–10 years using the Strengths and Difficulties
Questionnaire (SDQ). In the second phase, a subsample of 253 children was psychiatrically examined, while their parents were
interviewed. In addition, teachers completed a short questionnaire about 10 DSM-IV items. Prevalence was estimated using the
best-estimate diagnosis based on parent, child and teacher information. Projected to the total population, 11% of the children
had one or more impairing psychiatric disorders, which did not differ between native and non-native children. In the total
group a clear relationship was observed between the prevalence of psychiatric disorders and gender, parental psychopathology,
peer problems and school problems, but not among all ethnic groups separately. This study suggests that the prevalence of
psychiatric disorders among non-treated minority and native children in low SES inner-city neighborhoods does not materially
differ. However, associated mechanisms may be influenced by ethnicity. 相似文献
957.
958.
Porter G Troscianko T Gilchrist ID 《Quarterly journal of experimental psychology (2006)》2007,60(2):211-229
We investigated the processing effort during visual search and counting tasks using a pupil dilation measure. Search difficulty was manipulated by varying the number of distractors as well as the heterogeneity of the distractors. More difficult visual search resulted in more pupil dilation than did less difficult search. These results confirm a link between effort and increased pupil dilation. The pupil dilated more during the counting task than during target-absent search, even though the displays were identical, and the two tasks were matched for reaction time. The moment-to-moment dilation pattern during search suggests little effort in the early stages, but increasingly more effort towards response, whereas the counting task involved an increased initial effort, which was sustained throughout the trial. These patterns can be interpreted in terms of the differential memory load for item locations in each task. In an additional experiment, increasing the spatial memory requirements of the search evoked a corresponding increase in pupil dilation.These results support the view that search tasks involve some, but limited, memory for item locations, and the effort associated with this memory load increases during the trials. In contrast, counting involves a heavy locational memory component from the start. 相似文献
959.
This study examined whether bullies, victims, and aggressive victims (those who are both bullies and victims) differed on classroom social network variables, gender, and ethnicity. Survey data were collected from a primarily Latino and Asian sample of 1,368 Southern California 6th graders (mean age = 11.3 years). Logistic regression analyses were performed to determine whether network characteristics and ethnicity were associated with each of the outcome variables. Consistent with social cognitive theory, friends' participation in aggressive behaviors was positively associated with being a bully or an aggressive victim, and negatively associated with being a victim. Consistent with social dominance theory, the number of friendship nominations received was negatively associated with being a victim. Female bullies received fewer friendship nominations, but had a higher proportion of reciprocated friendships. Victims were disproportionately Asian. The findings suggest that bullying prevention efforts targeting highly aggressive students may also diffuse to their friends, and that assertiveness training in handling aggressive situations may successfully combat bullying and aggression. 相似文献
960.
The authors examined the relation between perceptions of intergroup distinctiveness and intergroup differentiation in a meta-analysis. They tested the social identity theory prediction that low intergroup distinctiveness underlies differentiation (the "reactive distinctiveness" hypothesis) for effects on behavioral and judgmental differentiation. In addition, they examined the moderating power of 4 variables that H. Tajfel and J. C. Turner (1979) predicted would influence differentiation (group identification, relevance of the dimension of comparison, relevance of the outgroup. and nature of intergroup relations). Analysis of 60 tests revealed that the overall effect of distinctiveness on differentiation was not significantly different from 0, but reactive distinctiveness was found on behavioral differentiation measures, whereas reflective distinctiveness was found on judgmental differentiation measures. Only group identification was a reliable moderator. High identifiers showed reactive distinctiveness, whereas low identifiers showed reflective distinctiveness. 相似文献