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71.
Shawn A. Carter 《Behavior Therapy》2010,41(2):254-265
Current models divide social phobia into specific (SSP) and generalized (GSP) subtypes and suggest strong overlap between GSP and avoidant personality disorder (APD). Meanwhile, other research suggests reclassifying anxiety and mood disorders as fear and distress disorders. To unify these separate lines of research, this study was designed to test the hypothesis that SSP is more related to fear disorders (e.g., panic and phobias), whereas GSP and APD are more related to distress disorders (e.g., depression and generalized anxiety). Confirmatory factor analysis suggested the best-fitting model had symptoms of GSP, APD, and depression loading on one factor, and symptoms of SSP, panic, and specific phobias loading on a second factor. Key components of this model were (a) the inclusion of GAD symptoms reduced model fit and (b) GSP and APD symptoms significantly predicted SSP symptoms; this is consistent with conceptualizations of individuals with both GSP and SSP reporting performance anxiety. 相似文献
72.
Carter SL 《Journal of applied behavior analysis》2010,43(3):543-546
The present investigation compared the effects of reinforcing compliance with either positive or negative reinforcement for a participant who displayed escape-maintained problem behavior. The results indicated that positive reinforcement in the form of a highly preferred edible or leisure item produced higher levels of compliance and lower levels of problem behavior when compared to negative reinforcement in the form of escape from demands. In addition, an extinction procedure was unnecessary to achieve high levels of compliance. 相似文献
73.
In this study, we examined the association among perceptions of racial and/or ethnic discrimination, racial climate, and trauma-related symptoms among 289 racially diverse college undergraduates. Study measures included the Perceived Stress Scale, the Perceived Ethnic Discrimination Questionnaire, the Posttraumatic Stress Disorder Checklist-Civilian Version, and the Racial Climate Scale. Results of a multivariate analysis of variance (MANOVA) indicated that Asian and Black students reported more frequent experiences of discrimination than did White students. Additionally, the MANOVA indicated that Black students perceived the campus racial climate as being more negative than did White and Asian students. A hierarchical regression analysis showed that when controlling for generic life stress, perceptions of discrimination contributed an additional 10% of variance in trauma-related symptoms for Black students, and racial climate contributed an additional 7% of variance in trauma symptoms for Asian students. 相似文献
74.
First graders' literacy and self-regulation gains: The effect of individualizing student instruction
Carol McDonald Connor Claire Cameron Ponitz Q. Monét Travis Frederick J. Morrison 《Journal of School Psychology》2010,48(5):433-455
We examined the effect of individualizing student instruction (ISI; N = 445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented. 相似文献
75.
Alice S. Carter Leandra Godoy Robert L. Wagmiller Philip Veliz Susan Marakovitz Margaret J. Briggs-Gowan 《Journal of abnormal child psychology》2010,38(1):19-31
There is support for a differentiated model of early internalizing emotions and behaviors, yet researchers have not examined
the course of multiple components of an internalizing domain across early childhood. In this paper we present growth models
for the Internalizing domain of the Infant-Toddler Social and Emotional Assessment and its component scales (General Anxiety,
Separation Distress, Depression/Withdrawal, and Inhibition to Novelty) in a sample of 510 one- to three-year-old children.
For all children, Internalizing domain scores decreased over the study, although girls had significantly higher initial levels
and boys had steeper declines. General Anxiety increased over the study period and, when modeled individually, girls evidenced
higher initial levels and greater increases. For all children, Separation Distress and Inhibition to Novelty decreased significantly
over time, while Depression/Withdrawal remained low without change. Findings from our parallel process model, in which all
components were modeled simultaneously, revealed that initial levels of internalizing scales were closely associated while
rates of change were less closely related. Sex differences in variability around initial levels and rates of change emerged
on some scales. Findings suggest that, for one- to three-year-olds, examining scales of the internalizing domain separately
rather than as a unitary construct reveals more meaningful developmental and gender variation. 相似文献
76.
B. C. De Cooman S. McKernan C. B. Carter J. R. Ralston G. W. Wicks L. F. Eastman 《Philosophical Magazine Letters》2013,93(3):85-90
Abstract The first observations of stacking-fault tetrahedra in ion-implanted III-V compounds are reported. The structure and orientation of the stacking-fault tetrahedra are briefly described. The tetrahedra are present in the near-surface region that recrystallized during the annealing. High-resolution images suggest that the stacking-fault tetrahedra are of the vacancy type. 相似文献
77.
Abstract This experiment measured university professors' memory for the names and faces of current and former students over a two-semester span. If courses function as contextual retrieval cues for professors to remember their students, the passing of each semester should diminish the distinctiveness of these cues. Based on the Bruce and Young (1986) model of face recognition, we hypothesised that as contextual cues become less distinctive, performance should suffer more on name recall tests than on name or face recognition tests. We found that name free recall and portrait-cued name recall declined very sharply after one semester (6 months), and face recognition declined after two semesters (12 months), whereas name recognition remained perfect These results provide a general replication and extension of Bahrick (1984), and show that difficulties in recalling names cannot be due to any weakening of name representations in memory. We suggest that name recall may be dependent on contextual cues that become less distinctive with succeeding semesters. 相似文献
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80.
Travis C. Pratt Michael D. Reisig Kristy Holtfreter Katelyn A. Golladay 《Ethics & behavior》2013,23(7):510-530
Research misconduct is harmful because it threatens public health and public safety, and also undermines public confidence in science. Efforts to eradicate ongoing and prevent future misconduct are numerous and varied, yet the question of “what works” remains largely unanswered. To shed light on this issue, this study used data from both mail and online surveys administered to a stratified random sample of tenured and tenure-track faculty members (N = 613) in the social, natural, and applied sciences at America’s top 100 research universities. Participants were asked to gauge the effectiveness of various intervention strategies: formal sanctions (professional and legal), informal sanctions (peers), prevention efforts (ethics and professional training), and reducing the pressures associated with working in research-intensive units. Results indicated that (1) formal sanctions received the highest level of support, (2) female scholars and researchers working in the applied sciences favored formal sanctions, and (3) a nontrivial portion of the sample supported an integrated approach that combined elements of different strategies. A key takeaway for university administrators is that a multifaceted approach to dealing with the problem of research misconduct, which prominently features enhanced formal sanctions, will be met with the support of university faculty. 相似文献