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961.
William F. Arsenio 《Journal of abnormal child psychology》2010,38(5):627-632
This discussion summarizes some of the key conceptual and methodological contributions of the four articles in this special
section on social information processing (SIP) and aggression. One major contribution involves the new methodological tools
these studies provide for future researchers. Eye-tracking and mood induction techniques will make it possible for SIP researchers
to study attentional and emotion-related processes across the six SIP steps. In addition, the STEP-P instrument will open
up the study of emotionally-charged aspects of preschoolers’ early SIP. A second contribution is how these articles emphasize
the dynamic interplay of emotional and cognitive processes in the emergence of children’s and adolescents’ aggressive tendencies.
Finally, implicit developmental themes are raised by several of these studies. Discussion concludes with suggestions for future
research, including a focus on the positive (i.e., non-disruptive) role of emotions, and on the connections between moral
development and aggression. 相似文献
962.
In this study lateral differences in tympanic membrane temperature (TTy) were explored as a correlate of either impulsive or cautious responding in Go–No-Go tasks. Thirty-two women and men performed two sustained attention to response tasks (Go–No-Go tasks). Those with warmer right in comparison to left tympanic membranes were more cautious, and those with warmer left in comparison to right tympanic membranes were more impulsive. This finding is in line with previous research and theory indicating a hemispheric bias for active and passive behavior. TTy may be a useful addition to the techniques employed by neuropsychologists. 相似文献
963.
964.
Theo A. Klimstra William W. Hale III Quinten A. W. Raaijmakers Susan J. T. Branje Wim H. J. Meeus 《欧洲人格杂志》2010,24(4):309-323
The purpose of the current study is to examine whether Block's personality types (i.e. Resilients, Undercontrollers and Overcontrollers) are replicable as developmental trajectories. We applied a Latent Class Growth Analysis (LCGA) framework to five‐ annual‐wave data on a sample of early to middle adolescents (n = 923). Our results showed that Block's Resilients, Undercontrollers and Overcontrollers are indeed replicable as developmental trajectories across adolescence. These developmental types were related to problem behaviour in a similar way as types found in studies using cross‐sectional data. As such, Resilients reflected low levels of problem behaviour, Undercontrollers had high levels of delinquency and Overcontrollers had high levels of depression. Implications and suggestions for further research are discussed. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
965.
William S. Helton Lena Weil Annette Middlemiss Andrew Sawers 《Consciousness and cognition》2010,19(1):77-85
The Sustained Attention to Response Task (SART) is a Go–No-Go signal detection task developed to measure lapses of sustained conscious attention. In this study, we examined the impact global interference and spatial uncertainty has on SART performance. Ten participants performed either a SART (high-Go) or a traditionally formatted (low-Go) version of a global–local stimuli detection task with spatially certain and uncertain signals. Reaction time in the SART was insensitive to global interference and spatial uncertainty, whereas reaction time in the low-Go task was sensitive. Spatial uncertainty increased errors of omission in the SART, which was not expected if the SART measures mindlessness. There was a high correlation between participants’ errors of commission rate and their reaction time in the SART. The results, overall, support the view that the SART is a better measure of response strategy than lapses in sustained attention or mindlessness. 相似文献
966.
Previous research has demonstrated that Numbered Heads Together, a cooperative learning strategy, is more effective than traditional
teacher-led instruction in academic areas such as social studies and science. The current study compared the effects of two
types of Numbered Heads Together strategies with a baseline condition during 7th grade language arts lessons. Results indicated
that three students with various disabilities had higher percent intervals of on-task behavior and daily quiz scores during
either Heads Together condition. Teacher satisfaction ratings suggested that Heads Together was easy to implement, and all
three students preferred this strategy to baseline instruction. A discussion of study limitations, implications, and future
research directions is included. 相似文献
967.
Kelly Pelletier Bethany McNamara Paula Braga‐Kenyon William H. Ahearn 《Behavioral Interventions》2010,25(4):261-274
A video self‐monitoring treatment package was used to evaluate the procedural integrity of staff implementing behavioral guidelines for one child with autism. Staff members with low procedural integrity scores were asked to participate. The treatment package incorporated an implementation video which reviewed the relevant behavioral guidelines and a procedural integrity monitoring system. Each participant was taught to score a pre‐training video, which highlighted components of implementing behavioral guidelines, with a procedural integrity tool denoting correct implementation of the procedures. The participant then scored their own baseline video using a similar tool constructed to highlight the target student's behavior plan. Participant scores were compared to experimenter scores and verbal feedback was given by the experimenter if the scores varied. Results showed increased procedural integrity implementing the behavior guidelines from baseline to 100% implementation for two out of three participants. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
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969.
Accumulating evidence on the nature, function and acquisition of relational knowledge indicates a crucial role of such knowledge in higher cognitive processes. In this review, we specify the essential properties of relational knowledge, together with the role it plays in reasoning, categorisation, planning, quantification and language. Furthermore, we discuss the processes involved in its acquisition and how these processes have been implemented in contemporary neural network models. We present evidence demonstrating that relational knowledge integrates heuristic and analytic cognition, is important for symbolic processes and the creation of novelty, activates specific regions of the prefrontal cortex, and is the most recently evolved and slowest-developing cognitive process. Arguably, relational knowledge represents the core of higher cognition. 相似文献
970.