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161.
George R. Holmes Aldo Galeazzi Emilio Franceschina George F. McNulty Angela Q. Forand Sandra R. Stader deRosset Myers Jr. Harry H. Wright 《Journal of Behavioral Education》2004,13(2):117-133
The School Reinforcement Survey Schedule (SRSS) was administered to 2,828 boys and girls in middle schools in the United States and an Italian translation was administered to 342 boys and girls in middle schools in Northern Italy. An exploratory factor analysis using half the American data set was performed using maximum likelihood estimation with a promax rotation. This analysis produced a structural equation model with six interpretable latent variables. This analysis was confirmed by results demonstrating a good fit with the other half of the American sample and separately with the Italian sample. Scores for the six latent variables were constructed and information about the distribution of scores was obtained. Multiple comparisons of the means were performed by gender, within each national sample, for each of the six latent variables. American and Italian girls report obtaining greater enjoyment from a wider variety of school activities compared to American and Italian boys. 相似文献
162.
In this paper the authors, three migrant academics, involved in counselling education, use a process of collective biographical memory work (CBMW) to explore the influence of landscape in forming new identies in new lands. Our aim was to extend the investigation of subjectification, transgression and relationship to include the non-human, nature and landscape. Our transitions were made at various ages and stages from the United Kingdom to Aotearoa New Zealand and are caught up in the post-colonial struggle of how to be with Other. The project is based on the premise that people’s relationships with the places of their existence and the ecosystems that surround them matter, and that this is especially so for migrants. However, we note that the influence of place is often subsumed in sociocultural interpretations. In this paper we foreground the human–nature relationship through a collection of shared, embodied, memories of landscapes, in order to explore the influence of the non-human spaces in which we have lived on our re-subjectification. We offer this piece as an example of ‘transient convergence’ [Anderson, J., 2009. Transient convergence and relational sensibility: beyond the modern constitution of nature. Emotion, Space and Society 2, 120–127], reflecting our belief that our lives depend upon building a more respectful relationship with our planet. 相似文献
163.
The goals of the present study were to examine how context impacts perceptions of children, and the extent to which context interacts with a child's age and gender to alter adults perceptions of children. Specifically, we examine how perceptions of honesty (i.e. knowing the difference between truth and lie, being trusted by adults, being reliable, and honest) and cognitive ability (i.e. having a good memory for events and being able to attend and concentrate) are the same or different in the context of a child sexual abuse case (CSA) than when no context is provided. First, the results revealed few significant findings with regard to either juror or child gender. The analyses did reveal several context effects, with attention, trusted, reliable and honesty each producing higher ratings, and therefore better perceived memories, in the CSA condition than the no context condition. Also, ratings of all the dependent variables varied by age and 4 out of the 5 higher order interactions involved child age. Importantly, we found that ratings of honesty and cognitive abilities were not linear with age but, typically, ratings increased with age but then leveled out or started decreasing after 8 years‐of‐age. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
164.
Marianna E. Carlucci Jenna M. Kieckhaefer Shari L. Schwartz Daniella K. Villalba Daniel B. Wright 《Applied cognitive psychology》2011,25(4):562-566
People's reports are affected by what others say. The current study compared memory conformity effects of people who interacted with a confederate, and of bystanders to that interaction. A second goal was to observe if memory conformity occurs in a naturalistic setting. A male confederate approached a group of people at the beach and had a brief interaction. About a minute later a research assistant approached the group and administered a target‐absent lineup to each person in the group. Memory conformity was observed. Bystanders were twice as likely to conform as those who interacted with the confederate. Forensic investigators should take into consideration the role a person plays in an event when assessing eyewitness evidence. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
165.
When groups of people remember an event, the order in which they discuss their memories is important. In three experiments,
a response order effect was shown in which participants believed the first speaker to be more accurate and more confident
than a subsequent speaker. Further, participants were more likely to report as their own memory what the first speaker reported
than what a subsequent speaker reported. The experiments showed that the response order effect was not due to intrinsic characteristics
of what the first speaker said. Even when participants chose the response order themselves and the speakers’ dialogue was
counterbalanced, participants still believed that the first speaker was more accurate and confident than a subsequent speaker.
Because in most situations the person who introduces a particular topic into a discussion is more accurate, people may assume
that this is true, even when the response order is random. 相似文献
166.
167.
Kristi D. Wright Allison Eisner Sherry H. Stewart G. Allen Finley 《Journal of psychopathology and behavioral assessment》2010,32(3):416-427
The utility of the self-report Children’s Anxiety and Pain Scale Anxiety subscale (CAPS-A) in comparison to the widely used,
observer-rated Modified Yale Preoperative Anxiety Scale (mYPAS) in assessing anxiety in children undergoing day surgery procedures
was examined. The CAPS-A test-retest reliability, concurrent validity with the Modified Yale Preoperative Anxiety Scale (mYPAS),
and sensitivity to expected increases in anxiety at stressful times during the preoperative period were examined. Levels of
observer-rated (mYPAS) and self-reported anxiety (CAPS-A) were obtained from 61 children (3 to 6 years) undergoing day surgery
procedures. The CAPS-A demonstrated adequate test-retest reliability. Concurrent validity between the CAPS-A and mYPAS scores
was poor. The CAPS-A failed to show sensitivity to the expected increases in anxiety at stressful time-points. Thus, an alternative
scoring strategy for the CAPS-A was proposed (i.e., child’s refusal to point was scored as high anxiety). Post-hoc analyses
demonstrated good concurrent and adequate convergent validity with the alternative scoring strategy. 相似文献
168.
Anthony A. Wright Jeffrey S. Katz John Magnotti L. Caitlin Elmore Stephanie Babb Sarah alwin 《Psychonomic bulletin & review》2010,17(2):243-249
Six pigeons were trained in a change detection task with four colors. They were shown two colored circles on a sample array,
followed by a test array with the color of one circle changed. The pigeons learned to choose the changed color and transferred
their performance to four unfamiliar colors, suggesting that they had learned a generalized concept of color change. They
also transferred performance to test delays several times their 50-msec training delay without prior delay training. The accurate
delay performance of several seconds suggests that their change detection was memory based, as opposed to a perceptual attentional
capture process. These experiments are the first to show that an animal species (pigeons, in this case) can learn a change
detection task identical to ones used to test human memory, thereby providing the possibility of directly comparing short-term
memory processing across species. 相似文献
169.
Apraxia of Speech (AOS) is an impairment of motor programming. However, the exact nature of this deficit remains unclear. The present study examined motor programming in AOS in the context of a recent two-stage model [Klapp, S. T. (1995). Motor response programming during simple and choice reaction time: The role of practice. Journal of Experimental Psychology: Human Perception and Performance, 21, 1015–1027; Klapp, S. T. (2003). Reaction time analysis of two types of motor preparation for speech articulation: Action as a sequence of chunks. Journal of Motor Behavior, 35, 135–150] that proposes a preprogramming stage (INT) and a process that assigns serial order to multiple programs in a sequence (SEQ). The main hypothesis was that AOS involves a process-specific deficit in the INT (preprogramming) stage of processing, rather than in the on-line serial ordering (SEQ) and initiation of movement. In addition, we tested the hypothesis that AOS involves a central (i.e., modality-general) motor programming deficit. We used a reaction time paradigm that provides two dependent measures: study time (the amount of time for participants to ready a motor response; INT), and reaction time (time to initiate movement; SEQ). Two experiments were conducted to examine INT and SEQ in AOS: Experiment 1 involved finger movements, Experiment 2 involved speech movements analogous to the finger movements. Results showed longer preprogramming time for patients with AOS but normal sequencing and initiation times, relative to controls. Together, the findings are consistent with the hypothesis of a process-specific, but central (modality-independent) deficit in AOS; alternative explanations are also discussed. 相似文献
170.
For 30 years hundreds of researchers have shown participants videos and slide-sequences of events, presented the participants with misleading information, and found that this misinformation distorted their memories. The purpose of this study was to establish whether those misled participants are reporting a memory blend of the two sources of information or whether they are simply complying with the post-event information. A total of 92 participants were shown one of two versions of six different videos, which included some subtle differences. After having watched each video individually, participants were paired with someone who had seen the other version and they discussed the clips together. They then individually answered questions about the videos, and their responses showed that some of the distorted memories were blends of the original information and the post-event information. The implications of these findings are discussed. 相似文献