平面性诉求广告记忆效果的加工分离研究

运用PDP（过程分离程序）,以122名大学生为被试,以自编性诉求广告及自编包含与排除问卷为实验材料,采用3×2×2多因素设计,探讨不同裸露类型（含蓄、一般、直露）和代言人类型（名人、一般人）的性诉求广告在不同阶段（控制化加工、自动化加工）认知信息加工的模式差异。结果发现： 1）外显的控制化加工,含蓄型性诉求广告记忆效果最好;2）直露型性诉求广告内隐的自动化加工最高;3）未发现性诉求广告中存在名人效应。     

Cultural dimensions,socioeconomic development,climate, and emotional hedonic level

A research synthesis was conducted with four studies which correlated national mean self-ratings of affect balance (positive minus negative affect) and subjective well-being with the nations' cultural characteristics (individualism, masculinity, uncertainty avoidance, and power-distance national scores on Hofstede's dimensions), socioeconomic development (Human Development Index), and climate (absolute latitude). A meta-analysis of these collective level cross-cultural studies shows that individualism correlates positively with affect balance and subjective well-being, controlling for socioeconomic development, cultural femininity, power-distance, uncertainty avoidance, and climate. Similar results were found for individual-level data. The meaning of collective-level or national means of individual self-reports of affect balance is discussed.     

Effects of Reward and Response Cost on Response Inhibition in AD/HD, Disruptive, Anxious, and Normal Children

In previous research, children with attention deficit/hyperactivity disorder (AD/HD) have demonstrated impaired response inhibition on the stop paradigm. In this study we examined whether this impairment in fact reflects a motivational deficit. Four groups of children (age range 7–13 years) participated in the study: 14 AD/HD children, 21 normal controls, 14 disruptive children, and 14 anxious children. The psychopathological groups were recruited from special educational services and mental health outpatient clinics. Parent, teacher, and child questionnaires were used to select children with pervasive disorders. Normal controls attended regular classes and scored low on all questionnaires. Children were tested once with reward contingencies and once with response cost contingencies in a randomized cross-over design. We hypothesized that if a motivational deficit underlies poor response inhibition in AD/HD children, this deficit will be remedied by response contingencies. Despite the presence of response contingencies, AD/HD children showed poor response inhibition compared with normal controls. Findings argue against a motivational explanation for the response inhibition deficit in AD/HD children     

Attention Deficit Disorder,Anxiety Disorder,and Learning Disabilities

Abstract

This article details an individualized psychoeducational model designed to treat a child with interrelated psychological and developmental issues whose psychic functioning was deteriorating within the traditional educational system. The team had leeway to function outside of the educational system to create an individualized, remedial, psychoeducational program. At the time we began the program, her diagnostic picture included: Anxiety Disorder, Attention Deficit/Hyperactivity Disorder, and Learning Disabilities. The treatment team consisted of an education specialist, two additional part-time teachers, a clinical social worker, an occupational therapist, a consulting senior child psychoanalyst, and the child's mother. The results at the close of the first school year are examined. Perspectives informing the psychoanalytic aspects of this case include Winnicottian and Fairbairnian Object Relations Theory and therapeutic milieu model.     

AD/HD Symptoms and Conduct Problems: Similarities and Differences in Maternal Perceptions

Several theories attempt to explain the high co-occurrence of Attention Deficit/ Hyperactivity Disorder (AD/HD) and Conduct Problems (CP). A strong possibility is that AD/HD behaviours lead to the development of CP, due to family coercive interaction patterns, maintained through parental false beliefs regarding child problem behaviour. We compared maternal perceptions about AD/HD behaviors and CP, and the possible reactions elicited by such behaviours. The sample consisted of 317 mothers of boys and girls aged 4–6. Four versions of The Parental Account of the Causes of Childhood Problems Questionnaire were used, in which a vignette was ascribed to either a boy or a girl displaying some of the major AD/HD behaviours or CP. The results showed that CP were perceived as significantly more severe than AD/HD behaviours. Moreover, AD/HD behaviours were attributed to biological causes more often than CP, and less strict rearing practices were chosen for AD/HD symptoms. Our findings provide evidence that mothers usually perceive AD/HD behaviours and CP as separate entities and may behave accordingly with their children.     

Development and training of role-taking abilities with emotionally disturbed preschoolers: A pilot study

The purposes of the present study were to verify whether emotionally disturbed preschoolers admitted to a medical day-care center would evidence a developmental lag in role-taking skills as compared to nondisturbed kindergartners and to study the effects of a training program with as its purpose to teach the MDC children to deal with their own and others' emotions. Forty-three children from a kindergarten (n=22; mean age of 4.11 years) and a medical day-care center (n=21; mean age of 4.11 years) participated in this study. The MDC children were randomly assigned to a control (n=9) and to a training condition (n=12). The training for the latter group covered a 10-week period. The results from this pretest and posttest design revealed no differences in performance for emotional role-taking (i.e., Borke-task) and social guessing (i.e., De Vries-task) between the disturbed and nondisturbed children on the pretest. On the posttest, however, a significant developmental lag was evident for the MDC-children who did not receive the training and those who did and the control group.     

Physiological activity in an attribute learning task.

The relationship between the amount of information processing in an Attribute Learning task and autonomic activity, measured by skin conductance response (SCR), was investigated. The amount of information processing was manipulated by type of concept and feedback. Furthermore, the influence of practice and verbalization was studied.Three types of concepts were used: conjunction, exclusion and joint denial. The stimulus population consisted of four three-valued dimensions. The results showed that (1) SCR did not differ among concepts; (2) SCR varied with type of feedback, it being smallest at blanks and largest at infirming feedback; (3) SCR was related to the number of confirmations preceding infirmation; (4) subjects mainly used the strategy ‘reject hypothesis only after infirmation’; (5) subjects usually selected not-yet-tested hypotheses; (6) practice influenced performance; (7) verbalization did not result in more efficient use of information; however, the appropriateness of the experimental set-up to study this factor was questioned; (8) conjunction was easier to learn than the other concepts. The results were discussed in terms of uncertainty reduction, resulting from testing hypotheses in a concept learning task.     

Changes in letter processing in beginning readers

Letter pairs were tachistoscopically presented to children from grades 1, 2 and 6 (85.6, 99.4, and 147.8 months of age, respectively). They were required to determine whether the letters had a same name by pressing one of two response keys as fast as possible. Also a letter detection task was presented where letter matching was either based on physical or name characteristics. The name match in both tasks was slower than the match of letters which shared the same visual form. The name-physical match differences changed significantly as a function of grade level. Shifts in latency differences over grades can be considered as a fundamental correlate of reading ability. Children increasingly employ strategies of processing based on nominal cues and become efficient in extracting the invariant features of letters amongst irrelevant variations such as type face.     

The Effects of Coaching on Mathematics Homework Completion and Accuracy of High School Students with Attention-Deficit/Hyperactivity Disorder

As many as 30% of children with Attention-Deficit/Hyperactivity Disorder (AD/HD) do not achieve academically at the level predicted by their age or IQ. One of the variables that may contribute to their poor academic performance is homework completion. Unfortunately, a paucity of research has investigated interventions that address homework problems, particularly at the secondary level. The purpose of this study was to investigate the effects of a coaching intervention that incorporated self-monitoring, goal-setting, and systematic fading on the homework completion and accuracy of three high-school students diagnosed with AD/HD. Results suggest that coaching led to improvements across all three students. Performance was maintained during fading and post-treatment for the two students for whom it was examined.     

Neurocognitive Functioning in AD/HD,Predominantly Inattentive and Combined Subtypes

The Predominantly Inattentive (PI) and Combined (CB) subtypes of AD/HD differ in cognitive tempo, age of onset, gender ratio, and comorbidity, yet a differentiating endophenotype has not been identified. The aim of this study was to test rigorously diagnosed PI, CB, and typical children on measures selected for their potential to reveal hypothesized differences between the subtypes in specific neurocognitive systems (anterior vs. posterior attentional systems) and processes (arousal vs. activation). Thirty-four CB and 26 PI children meeting full DSM-IV criteria for subtype both in school and at home, without confounding reading disability or emotional disorder, were enrolled along with 20 typically developing children. Neurocognitive functions measured included attention, inhibitory control, working memory, learning, and executive functions. Tasks included the Stroop, Wisconsin Card Sorting Test, Continuous Performance Test (CPT). Buschke Selective Reminding Test, ad the Tower of London (TOL), as well as instruments developed by Posner and Sternberg, and tasks assessing the impact on reaction time of [corrected] varying preparatory intervals and stimulus/response complexity. After co-varying for IQ, subtypes differed primarily on measures of impulsivity during tests of vigilance (CPT) and executive function (TOL), with the CB group showing greater impulsivity than both other groups. In addition, the PI group showed worse performance than CB and control groups on the WISC-III Processing Speed Index. Whether analyzed with or without an IQ co-variate, there was no support in the data for hypothesized differences between subtypes in functioning of the anterior vs. posterior attentional systems, nor in involvement of arousal vs. activation processes. The results indicate that the PI and CB subtypes are best differentiated by ratings, observations and tests of cognitive tempo and behavioral impulsivity. Neuropsychological methods have yet to identify critical neuropsychological [corrected] substrates of these differences.