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991.
《Psychologie Fran?aise》2023,68(2):209-225
ObjectiveThe perinatal period is a maturation phase characterised by the appearance of a radical psychological and identity crisis, little studied by projective methods, in particular the Rorschach inkblot test. The objective of this article is to offer a list of Rorschach norms and indicators adapted to the perinatal population. This is to comprehend the psychological modifications occurring during pregnancy.Materials and methodThe projective Rorschach inkblot test was presented to a representative sample of 54 pregnant primiparous French women. Based on the scoring and analysis methods of the Parisian School, the quantitative norms from the analysis of the psychogram, the chosen cards, and the mentalization indicators were compared to those of the general population.ResultsWith the exception of F +% and H%, all the normative data for the perinatal population are significantly different from those related to the general population (p .005). On a qualitative level, the interpretation of the data highlights the presence of major inhibition mechanisms, associated with a preconscious functioning stasis.ConclusionThe normative data in Rorschach of the perinatal population should be specifically used for the study and psychological support devoted to this population. It also allows a better understanding of the feminine psychologic modifications during pregnancy. 相似文献
992.
Attention mechanisms have a pertinent role in shaping developmental pathways to anxiety and depressive disorders. The current study examined the direct and interactive associations between maternal anxiety symptoms, children's focused attention, and children’s anxiety and depression behaviors in early toddlerhood. Participants were 150 mother-child dyads (50 % female) that were assessed at two time points. At 12 months of child age, mothers reported about their anxiety symptoms and children's focused attention. Children's focused attention was also observed and rated from an individual play task. At 18 months of age, mothers reported about children's anxiety and depression behaviors. Focused attention predicted child anxiety and depressive behaviors, with different patterns of associations between observed and reported measures of attention. There was also a significant interaction between maternal anxiety symptoms and observed children's focused attention. A positive association between maternal anxiety symptoms and child anxiety and depression symptoms was evident only for children with above-average levels of observed focused attention during play. Results suggest that different aspects of focused attention play a role in maternal reported anxiety and depression behaviors in early development and may modulate the intergenerational transmission of anxiety. 相似文献
993.
Attentional control and reinvestment are two competing mechanisms explaining why anxiety-provoking situations may undermine performance. To date, both perspectives have received empirical support, but neither of them perfectly explain how anxiety affects performance. In the present study, we examined a novel, interactionist hypothesis, that worry during task performance (i.e., a product of low attentional control) undermines performance to a greater extent when reinvestment (i.e., attempts to consciously control actions) is high compared to low, in an E-sport context. In a test of 84 experienced players in the Brawlhalla E-sport game, neither worry during the games nor reinvestment propensity on their own predicted ranked match performance, but the interaction between the two did. Specifically, players who were more worried during the ranked games (i.e., lower attentional control) tended to lose more games, of which the effect was evident only when movement-specific reinvestment was high, not low. However, decision-specific reinvestment did not moderate the effect of low attentional control on performance, nor predict performance on its own. Unlike movement-specific reinvestment, decision-specific reinvestment does not appear detrimental to E-sport performance. Overall, the findings provide the first evidence for the interactionist hypothesis of attentional control and reinvestment (especially movement-specific propensity), of which the interaction effect may be underpinned by availability of additional cognitive resources that assure adaptive task processing. 相似文献
994.
本研究将移情作为影响个体暴力态度的情境变量,通过对移情的启动来考察状态移情对暴力态度的影响。实验1在启动被试的移情感后,采用暴力IAT的方法考察被试内隐暴力态度的变化;实验2则在移情启动之后,用FMMU变态人格危险性评估问卷中的冲动倾向(VIO)考察被试的外显暴力的变化。实验结果显示,在启动被试的移情感后,我们没有发现被试的内隐和外显暴力态度发生显著变化,但经移情和性别的交互作用检验后发现,移情的启动减弱了男性被试的外显暴力态度,而对女性被试没有影响。研究结果表明,移情与暴力态度之间不存在内隐联结关系。根据以往的研究结果,移情对暴力态度的影响一是取决于意识层面的认知加工过程,二是与个体的特质性移情水平的高低有关。 相似文献
995.
HPA轴(下丘脑?垂体?肾上腺皮质轴, hypothalamic-pituitary-adrenal cortex axis)是人类重要的应激内分泌轴, 静息与应激条件下HPA轴的机能障碍能引发应激相关疾病, 而HPA轴机能障碍的表现和原因并不明确。皮质醇作为HPA轴的终端产物能直接反映HPA轴活动, 唾液皮质醇优于其他生物样本皮质醇的特性使其成为测量HPA轴活动的最优指标, 因此寻找到合适的唾液皮质醇标识来反映静息与应激条件下的HPA轴调节变化, 能促进理解HPA轴机能障碍与疾病间的神经内分泌通路。近来研究常用的是以皮质醇觉醒反应(cortisol -awakening response, CAR)与特里尔社会应激测试(Trier social stress test, TSST)来分别表示静息与应激条件下的HPA轴活动。未来研究将结合应激反应的生理、心理指标, 进一步考察HPA轴调节的脑网络, 为应激反应提供脑-神经内分泌通路的生物基础。 相似文献
996.
997.
Jillayne E. Bose-Deakins 《Journal of School Psychology》2004,42(4):333
This review focused on the Beck Youth Inventories of Emotional and Social Impairment (BYI) [Beck, J., Beck, A., & Jolly, J. (2001). Beck Youth Inventories of Emotional and Social Impairment manual. San Antonio: Psychological Corporation]. The BYI were designed as self-report instruments for assessing maladaptive cognitions and behaviors of children ages 7 to 14. They include inventories measuring anxiety, depression, disruptive behavior, anger, and self-concept. The review evaluated the development, standardization, and norming of the BYI and the evidence of reliability and validity of their scores. Although the BYI achieve many of the goals outlined by their authors, users should be aware that there are a number of limitations or unanswered questions regarding the inventories. 相似文献
998.
Longitudinal effects of preschool behavioral styles on early adolescent school performance 总被引:1,自引:0,他引:1
Early behavioral problems and temperament as well as student-teacher relationships each have been shown to be important predictors of school performance. This longitudinal study investigated the relations between children's preschool behaviors and their early adolescent student-teacher relationships and academic achievement. It was hypothesized that preschool behaviors would predict school performance in early adolescents. Results showed that children who were more prone to anxiety as preschoolers tended to have the highest grades as young adolescents. Additionally, children with poor student-teacher relationships, as characterized by dependent and conflictual relationships, had lower grades in school. Thus, in considering the importance of a “child×environment” model for school performance, it appears that it is both the child variable of anxiety and the perhaps environmental variable of student-teacher relationships that are related to school performance. 相似文献
999.
Michel C. Ioannou Karin Mogg Brendan P. Bradley 《Personality and individual differences》2004,36(8):1879-1891
Eysenck’s (1997) theory that attentional biases for threat vary as an interactive function of trait anxiety and defensiveness was tested using a visual probe task. Two stimulus exposure conditions were used to explore a secondary issue concerning attentional allocation over time. Results indicated that, among high trait anxious participants, only those with low levels of defensiveness showed vigilance for threatening faces presented for 500 ms. They also showed an attentional preference for neutral faces, relative to happy faces, irrespective of exposure condition. This pattern was reversed in high trait anxious participants with high levels of defensiveness, who showed an attentional bias towards happy faces (relative to neutral faces) under both exposure conditions. The findings are discussed in relation to their implications for (a) the significance of measures of defensiveness for the conceptualization of high trait anxious individuals, and (b) the status of anxiety-related biases at different stages of information processing. 相似文献
1000.
以209名高中学生为被试,采用现场实验法考察了学习与考试技能训练(SST)对认知主导型考试焦虑(C型)、生理唤醒主导型考试焦虑(P型)和学习技能缺乏型考试焦虑(S型)的作用效果。结果表明:SST不能降低三种考试焦虑类型的状态考试焦虑,但能显著提高三种不同类型考试焦虑者的考试成绩。 相似文献