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161.
This article investigates how test-takers change their strategies to handle increased test difficulty. An adult sample reported their test-taking strategies immediately after completing the tasks in a reading test. Data were analyzed using structural equation modeling specifying a measurement-invariant, ability-moderated, latent transition analysis in Mplus (Muthén & Asparouhov, 2011). It was found that almost half of the test-takers (47%) changed their strategies when encountering increased task-difficulty. The changes were characterized by augmenting comprehending-meaning strategies with score-maximizing and test-wiseness strategies. Moreover, test-takers' ability was the driving influence that facilitated and/or buffered the changes. The test outcomes, when reviewed in light of adjusted test-taking strategies, demonstrated a form of process-based validity evidence. 相似文献
162.
Background and objectives: Developmental theorists posit that temperament contributes to preadolescent’s stress response styles. Findings from empirical studies, however, have yielded mixed results, thus indicating a need to consider moderators of this relation. Utilizing an analytic framework guided by resiliency theory [Zimmerman, M. A. (2013). Resiliency theory: A strengths-based approach to research and practice for adolescent health. Health Education &; Behavior, 40, 381–383], this study examined achievement goal orientation as a moderator of the relation between temperament and stress response styles.Methods: 96 preadolescent–parent dyads (Mage?=?10.30 years, range?=?9–12 years) participated in the study. Preadolescents reported on their achievement goal orientation, coping and involuntary stress responses (ISRs) styles and a parent reported on children’s temperament.Results: Multiple regressions revealed that effortful control positively predicted preadolescent’s predominant use of engagement coping and negatively predicted predominance of ISRs, but only for children with a predominant mastery goal orientation. For preadolescents with a predominant performance goal orientation, effortful control negatively predicted the predominant use of engagement coping and positively predicted predominance of ISRs. Negative affectivity and its interaction with goal orientation did not predict coping or ISR styles.Conclusions: Findings suggest that a predominant mastery goal orientation may function as a promotive factor by enhancing the contribution of effortful control to engagement coping styles and buffering against unmanaged reactivity. 相似文献
163.
Jonathan S. Abramowitz Shannon M. Blakey Lillian Reuman Jennifer L. Buchholz 《Behavior Therapy》2018,49(3):311-322
The beneficial effects of cognitive-behavioral interventions (particularly exposure and response prevention) for OCD are among the most consistent research findings in the mental health literature. Nevertheless, even after an adequate trial, many individuals experience residual symptoms, and others never receive adequate treatment due to limited access. These and other issues have prompted clinicians and researchers to search for ways to improve the conceptual and practical aspects of existing treatment approaches, as well as look for augmentation strategies. In the present article, we review a number of recent developments and new directions in the psychological treatment of OCD, including (a) the application of inhibitory learning approaches to exposure therapy, (b) the development of acceptance-based approaches, (c) involvement of caregivers (partners and parents) in treatment, (d) pharmacological cognitive enhancement of exposure therapy, and (e) the use of technology to disseminate effective treatment. We focus on both the conceptual/scientific and practical aspects of these topics so that clinicians and researchers alike can assess their relative merits and disadvantages. 相似文献
164.
Peida Zhan Hong Jiao Dandan Liao 《The British journal of mathematical and statistical psychology》2018,71(2):262-286
To provide more refined diagnostic feedback with collateral information in item response times (RTs), this study proposed joint modelling of attributes and response speed using item responses and RTs simultaneously for cognitive diagnosis. For illustration, an extended deterministic input, noisy ‘and’ gate (DINA) model was proposed for joint modelling of responses and RTs. Model parameter estimation was explored using the Bayesian Markov chain Monte Carlo (MCMC) method. The PISA 2012 computer-based mathematics data were analysed first. These real data estimates were treated as true values in a subsequent simulation study. A follow-up simulation study with ideal testing conditions was conducted as well to further evaluate model parameter recovery. The results indicated that model parameters could be well recovered using the MCMC approach. Further, incorporating RTs into the DINA model would improve attribute and profile correct classification rates and result in more accurate and precise estimation of the model parameters. 相似文献
165.
166.
The persistence of operant responding in the context of distractors and opposing forces is of central importance to the success of behavioral interventions. It has been successfully analyzed with Behavioral Momentum Theory. Key data from the research inspired by that theory are reanalyzed in terms of more molecular behavioral mechanisms: the demotivational effects of disruptors, and their differential impacts on the target response and other responses that interact with them. Behavioral momentum is regrounded as a nonlinear effect of motivation and reinforcement rate on response probability and persistence. When response probabilities are high, more energy is required to further increase or to decrease them than when they are low. Classic Behavioral Momentum Theory effects are reproduced with this account. Finally, it is shown how the new account involving motivation and competition is closely related to the metaphor of force and action that is at the core of Behavioral Momentum Theory. 相似文献
167.
Toshikazu Kuroda Yuto Mizutani 《Journal of the experimental analysis of behavior》2018,109(3):520-532
Zebrafish (Danio rerio) is a common vertebrate animal model in biomedical research and is a promising species for studying how genes interact with environmental factors in determining behavior. The present study investigated how reinforcement parameters affect zebrafish behavior by assessing response acquisition with delayed reinforcement, which has been studied with other species (e.g., rats, pigeons, humans, etc.) but not with zebrafish. Twenty‐four experimentally naïve subjects were exposed to a tandem fixed‐ratio 1 differential‐reinforcement‐of‐other‐behavior x‐s schedule of reinforcement, where x varied across subjects. There were six different delay‐to‐reinforcement durations and sets of four fish were assigned to each delay duration. All of the fish assigned to a 0‐, 0.5‐, or 1‐s delay acquired responding. Two fish acquired responding with a 3‐s delay and one fish appeared to have acquired it with a 6‐s delay although the latter result was less clear. None acquired responding with a 12‐s delay. These results suggest that zebrafish behavior is sensitive to delays to reinforcement and the time frame over which reinforcement is effective may be limited approximately to 6 s. This time frame is shorter than that found with other species. Practical and theoretical implications of the present finding are discussed. 相似文献
168.
Evaluative Conditioning (EC) is commonly defined as the change in liking of a stimulus (conditioned stimulus, CS) due to its pairings with an affective unconditioned stimulus (US). In Experiment 1, we investigated effects of repeated stimulus pairings on affective responses, i.e. valence and arousal ratings, pupil size, and duration estimation. After repeatedly pairing the CSs with affective USs, a consistent pattern of affective responses emerged: The CSnegative was rated as being more negative and more arousing, resulted in larger pupils, and was temporally overestimated compared to the CSneutral. In Experiment 2, the influence of a mere instruction about the contingency between a CS and US on affective responses was examined. After mere instruction about upcoming pairings between the CS and US, subjective ratings also changed, but there was neither evidence for differential pupillary responses nor for differential temporal processing. The results indicate that EC via pairings or instructions can change the affective responses towards formerly neutral stimuli and introduce pupil size as a physiological measure in EC research. However, Experiment 2 suggests that there might be moderating factors based on the type of EC procedure involved. 相似文献
169.
170.
This study uses a 3-Parameter Logistic item response theory (IRT) model to develop an 18-item short-form of the Situational Test of Emotion Management (STEM). In a sample of 900 people, the short form showed acceptable reliability (reliability index = .87; Cronbach’s alpha = .84) and a meaningful correlation with another indicator of emotional intelligence (i.e., r = .30 with the Situational Test of Emotional Understanding). Latent class analysis of the short-form detected two classes. For all items, participants in Class 2 had a higher probability of selecting the best option than Class 1. When response options were coded to represent different emotion regulation strategies, Class 2 had a higher probability of endorsing “situation modification” and Class 1 had a higher probability of endorsing “no regulation”. These results provide validity evidence for the STEM-B as an assessment of emotion regulation. 相似文献