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111.
Jeffery T. Ulmer Scott A. Desmond Sung Joon Jang Byron R. Johnson 《Deviant behavior》2013,34(6):448-468
Studies that examine the effects of adolescent religiosity on the initiation of, persistence in, and desistence from delinquency are rare. Yet, religion may differentially affect dimensions of delinquency in the early life course. Therefore, using data from the National Longitudinal Study of Adolescent Health (Add Health), we examine the relationship between measures of adolescent religion, as well as changes in religious involvement, and later patterns of marijuana use. We also examine the extent to which religious effects, if any, are mediated by key predictors of delinquency drawn from prominent criminological theories. The results suggest that the primary effect of religion on marijuana use is to prevent its initiation in the first place. Only part of religion's preventative effect on initiation is mediated by social bonds, delinquent peers, or self control. Although religious youth are less likely to ever use marijuana, adolescent religious involvement does not significantly predict desistence from marijuana use. 相似文献
112.
We examined music and language abilities in a group of children with Williams syndrome (WS, n = 19) and a comparison group of normal children (n = 19) equivalent for receptive vocabulary. Consistent with previous reports and the model of Nonverbal Learning Disabilities (Rourke, 1989), the children with WS scored better on verbal than performance measures of the WISC-III, and performance on simpler verbal tasks (e.g., receptive vocabulary) was superior to performance on more complex verbal tasks (e.g., comprehension). Performance on music tests was relatively good, being comparable to mental age based on receptive vocabulary and similar to that of the comparison group. Music and language abilities were moderately correlated for both groups of children. Compared to normal children, the WS group expressed greater liking of music and a greater range of emotional responses to music. 相似文献
113.
This paper explores psychology related to the moment that control is exercised during interactions with media. What is the difference in the thoughtful and emotional engagement of viewers with the content presented between reacting to media versus controlling its onset? Subjects viewed pictures on a computer as part of a 2 (control) × 2 (picture type) × 16 (repetitions) × 2 (order) within-subjects experiment (N = 22). In one condition, subjects controlled the picture onset with a computer mouse. In the other condition, the computer controlled the picture onset. Heart rate and skin conductance were collected as indicators of the automatic attention and arousal elicited by each manipulation of control. Results showed that subjects exhibited a cardiac orienting response when the computer controlled the onset of emotional pictures. Subjects failed to orient when they had control over picture onset. Physiological arousal, as measured by skin conductance, was higher when subjects had control over picture onset. Subjects gave higher subjective ratings on valence and arousal for pictures that were presented by the computer. These results are discussed in relation to current assumptions about interactive media and audience activity. 相似文献
114.
Byron Newberry Katherine Austin William Lawson Greta Gorsuch Thomas Darwin 《Science and engineering ethics》2011,17(1):171-194
This article describes the education portion of an ongoing grant-sponsored education and research project designed to help
graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated
with engineering practice in the United States. While the curriculum developed for this project is used for both domestic
and international students, the educational materials were designed to be sensitive to the specific needs of international
graduate students. In recent years, engineering programs in the United States have sought to develop a larger role for professional
ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped
facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further,
research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in
the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional
and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge
and skills—non-technical as well as technical—required in today’s engineering profession. In becoming acculturated to professional
norms in a host country, international students face challenges that domestic students do not encounter; such as cultural
competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development
of any effective education materials. The present article discusses the project rationale and describes the development of
on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering
ethics standards in the United States. Finally, a brief data summary of students’ perceptions of the usefulness of the content
and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for
project sustainability. 相似文献
115.
KL Raby D Cicchetti EA Carlson JJ Cutuli MM Englund B Egeland 《Psychological science》2012,23(9):1016-1023
In the longitudinal study reported here, we examined genetic and caregiving-based contributions to individual differences in infant attachment classifications. For 154 mother-infant pairs, we rated mothers' responsiveness to their 6-month-old infants during naturalistic interactions and classified infants' attachment organization at 12 and 18 months using the Strange Situation procedure. These infants were later genotyped with respect to the serotonin-transporter-linked polymorphic region (5-HTTLPR). Maternal responsiveness uniquely predicted infants' attachment security. Infants' 5-HTTLPR variation uniquely predicted their subtype of attachment security at 12 months and their subtype of attachment insecurity at 12 and 18 months. The short allele for 5-HTTLPR was associated with attachment classifications characterized by higher emotional distress. These findings suggest that 5-HTTLPR variation contributes to infants' emotional reactivity and that the degree to which caregivers are responsive influences how effectively infants use their caregivers for emotion regulation. Theoretical implications for the study of genetic and caregiving influences are discussed. 相似文献
116.
Byron Waller 《Journal of Vocational Behavior》2006,68(3):538-547
This study investigated the application of the social-cognitive career theory (SCCT) (Lent, Brown, & Hackett, 1994) to the math interest and choice intentions of non-traditional African-American college student population. The associations between the social-cognitive constructs were examined to identify their relation to math interest and choice intentions. The participants were 156 college students enrolled at a Midwestern, predominantly African-American university. The results supported the application of this model to the non-traditional population. Math self-efficacy was the strongest factor in developing and predicting math interest and choice intentions. The link between outcome expectations and choice intentions was not evident. Implications for future research are discussed. 相似文献
117.
Early Childhood Antecedents of Aggression and Passive-Withdrawal in Early Elementary School 总被引:5,自引:0,他引:5
Bruce Renken Byron Egeland Denice Marvinney Sarah Mangelsdorf L. Alan Sroufe 《Journal of personality》1989,57(2):257-281
Early childhood antecedents of elementary school aggression and passive-withdrawal were evaluated in a large longitudinal study (N = 191). With teacher ratings as outcome measures, a variety of predictor variables were selected from a comprehensive data base. Predictors were selected to represent several major factors: (a) a developmental history of insecure attachment and poor adjustment; (b) inadequate or hostile parental care; and (c) stressful or chaotic life circumstances. Support was found for the prediction of these behavior problems from early childhood measures (up to one third of the variance), with results varying with sex and outcome measure. Results were stronger for boys than girls, and stronger for aggression than for passive-withdrawal. Boys' outcome was strongly related to attachment classification at 18 months. It is suggested that these findings support Bowlby's view that early acquired "working models" of self and other affect later interpersonal functioning. 相似文献
118.
Byron D. Barnes Eileen Mason Mark R. Leary Jeff Laurent Carol GriebelAllen Bergman 《Journal of research in personality》1988,22(4)
People differ in the degree to which their identities are based on personal versus social identity characteristics. This experiment tested the hypothesis that people are most concerned about evaluations that are relevant to their salient identity orientation. The Aspects of Identity Questionnaire was used to classify subjects as low or high in personal and social identities. Subjects then anticipated taking a test, believing that their performance would be known by only them, by only a research assistant, by both them and a research assistant, or by no one. Subjects then completed thought-listing and self-report measures of evaluation apprehension. Subjects who scored high in social identity reacted more strongly to the social evaluation than subjects low in social identity. Although subjects high in personal identity were not particularly threatened by private feedback, personal identity seemed to buffer subjects against the threat of social-evaluation. The results are discussed in the context of recent work on private and public aspects of the self. 相似文献
119.
120.
This study compared parents' and teachers' perceptions of behavior disorders in 1,008 white children enrolled in kindergarten through eighth grade. Data included background information and ratings on the Behavior Problem Checklist. For the most part, parents perceived more problems in their children than did teachers. Parents and teachers tended to agree that boys exhibited more deviant behavior than girls and that youngsters from the higher social classes had fewer disorders than those from the lower classes. Parent and teacher judgments were somewhat alike in that both groups tended to observe a pattern in the development of problems that first increased then decreased or first increased then decreased and leveled off across grades. Trends were more gradual for parents and sharper for teachers, or declines were not seen by parents that were seen by teachers. Bivariate correlations between parents' and teachers' evaluations were significant but low or low to moderate. Mother-teacher and father-teacher coefficients differed on Socialized Delinquency but were similar on the other behavioral dimensions. Although significant interactions of parentteacher relationships with sex and grade were infrequent, correlations between ratings by the two groups of informants were higher for boys than for girls; and correlations between parent and teacher judgments were lower for early grades than for later grades. 相似文献