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181.
Billingsley RL Lou Smith M Pat McAndrews M 《Journal of experimental child psychology》2002,82(3):251-277
Developmental trajectories of two classes of human memory, implicit and explicit memory, appear to diverge. We examined how developmental differences in perceptual and conceptual priming, two types of implicit memory, coincide with differences between familiarity and recollective responses on explicit memory tests that employ the Remember/Know paradigm ( Tulving, 1985 ). Both types of priming were characterized by developmental invariance in 52 children and adolescents ages 8-19 years. Contrary to Komatsu, Naito, and Fuke (1996) results, few age-group differences in perceptual priming were observed following a levels-of-processing encoding manipulation. In contrast, age group differences were found for "Remember" but not "Know" responses. Neither levels of awareness nor strategies influenced priming. Adult levels of performance appear earlier in development on perceptual and conceptual priming tests compared to explicit memory tests. Similar developmental dissociations exist between explicit and implicit memory performance as between "Remember" and "Know" recollective responses. 相似文献
182.
Tomoko Ikegami 《The Japanese psychological research》2002,44(1):20-33
Subjects in a positive or a neutral mood were engaged in an impression formation task (Experiment 1), and in a word fragment completion task (Experiment 2). A self‐referent versus other‐referent sentence completion task was used to induce a positive mood state. As a result, the subjects exhibited mood congruent effects on impression ratings in the self‐referent but not in the other‐referent mood induction condition. Word completion data, however, indicated that relevant traits (i.e., friendly traits) had been equally activated across the two mood induction conditions. It was also demonstrated that the self‐referent induction procedure was effective in enhancing the level of self‐esteem, whereas the other‐referent one was not. The results converged to suggest that the enhancement in state self‐esteem accompanying the self‐referent procedure might be relevant to positive mood effects on person impression. This indicates the limitation of the mood priming model. 相似文献
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184.
为考察父母忽视对青少年自杀意念的影响及其作用机制,采用父母忽视量表、自尊量表、希望量表和自杀意念量表,对全国七个省份八所中学共845名初二学生进行调查。结果表明:(1)父母忽视、自尊、希望和自杀意念两两之间存在显著的相关,且父母忽视对自杀意念具有显著的正向预测作用;(2)自尊和希望在父母忽视与自杀意念的关系中起部分中介作用。具体而言,父母忽视通过三条路径影响自杀意念:一是自尊的单独中介作用;二是希望的单独中介作用;三是自尊-希望的链式中介作用。本研究揭示了父母忽视与青少年自杀意念的关系及其作用机制,对预防以及减少青少年自杀行为具有一定的现实意义。 相似文献
185.
ObjectivesInducing a negative stereotype toward women usually leads to a decrease in women's motor performance. Given that most studies have focused on explicit stereotype induction among adults, the main aim of this study was to investigate the effects of explicit and implicit gender stereotypes on standing long jump performance in children. The second aim was to investigate the effects of these same manipulations on children’s state anxiety.DesignA mixed model design with within-between-subject was used with standing long jump performance and state anxiety as dependent variables.MethodTwo hundred and four children (Mage = 10.95 years, SDage = 0.85) participated in this study and were randomly assigned, after baseline measurement, into four different groups (i.e., explicit/implicit vs. explicit vs. implicit vs. control). Specifically, participants performed 8 trials of standing long jump (4 trials during the baseline phase and 4 trials during the experimental phase). Children also completed the competitive state Anxiety Inventory at baseline as well as immediately after the trials.ResultsFor motor performance, children in the explicit/implicit group and in the implicit group were negatively affected by the stereotype manipulation during all trials whereas participants in the explicit group were only negatively impacted during the last two trials. However, regarding state anxiety, children were negatively affected after both explicit only and implicit only manipulations and more significantly after explicit/implicit manipulation.ConclusionsThe present research showed that the explicit and implicit manipulations influenced motor performance differently, but that these two manipulations increased state anxiety in the same way. Moreover, the combination of the explicit and implicit inductions leads to a greater significant negative influence on state anxiety but not motor performance. 相似文献
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187.
《Psychologie Fran?aise》2016,61(4):273-289
This literature review examines both the effectiveness of simulation training video to improve decision-making of athletes and secondly, the benefits of explicit, implicit and guided instructions used during video-based perceptual training. Thus, it is shown that video-based perceptual training improves cognitive and perceptual skills resulting in decrease in decision time and increase in decision's accuracy in simulations and field. Furthermore, the benefits of explicit approaches in early stage of learning to promote rapid acquisition of knowledge is highlighted. On the other hand, it is suggested that implicit approaches will be more conducive to the experts to ensure that they “reinvest” their knowledge in stressful situations. Finally, it is envisaged that guided approaches are relevant alternatives to explicit and implicit approaches. 相似文献
188.
Rabiatu E. Barrie Kimberly Langrehr Gihane Jerémie-Brink Nickecia Alder Amber Hewitt Anita Thomas 《Counselling psychology quarterly》2016,29(4):423-442
African American women are often times characterized by stereotypes that can be traced back to slavery. Those stereotypes have been found to affect many outcomes in an array of domains related to work, intimate relationships, and personal well-being. The literature does not address how these stereotypes may affect adolescent African American girls. This study aimed to fill that gap by examining how the endorsement of stereotypes affects the psychological well-being, specifically stress, in 144 African American adolescent girls (N = 144) who ranged from 12–19 years old. This study goes a step further to investigate whether collective self-esteem can serve as a buffer between endorsement of stereotypes and perceived stress. Using combined mediation–moderation model, the analysis showed that there is a significant positive relationship between stereotypic beliefs and perceived stress that is buffered by moderate to high levels of collective self-esteem. Implications for treatment and policy, as well as educational recommendations are discussed. 相似文献
189.
This study investigated the moderating role of self-esteem on young emerging adults’ in their school-to-work transition phase of graduateness skills and career adaptability. A non-probability convenience sample (n=332) of undergraduate black (98.5%) and female (62%) young emerging adults (18–29 years) at a Further Education and Training (FET) college in South Africa participated in the study. Participants completed the Culture Free Self-esteem Inventory for Adults (CFSEI 2-AD, Battle, 1992), the Graduateness Skills and Attributes Scale (GSAS, Coetzee, 2010) and the Career Adapt-abilities Scale (CAAS, Savickas &; Porfeli, 2012). Hierarchical moderated regression analysis indicated significant interaction effects between self-esteem and overall graduateness, lifelong learning and global/moral citizenship skills and attributes in moderating overall career adaptability. The relationship between the participants’ graduateness skills and attributes (overall graduateness, global/moral citizenship, and lifelong learning) and their career adaptability was significantly stronger when their self-esteem was high than when their self-esteem was low. The finding suggests self-esteem to influence self-perceived graduateness skills and career adaptability in emerging adults. 相似文献
190.
Guido Alessandri Antonio Zuffianò Michele Vecchione Brent M. Donnellan John Tisak 《Self and identity》2016,15(4):394-412
This study evaluates the temporal structure of daily self-esteem and the relative contribution of a range of theoretically motivated predictors of daily self-esteem. To assess self-esteem stability, a daily version of the Rosenberg Self-Esteem scale (RSE, Rosenberg, 1965) was administered to 278 undergraduates for five consecutive days. These short-term longitudinal data were analysed using the Trait State Error (TSE) modelling framework. The TSE decomposes multi-wave data into three components: (1) a stable trait component, (2) a state component, and (3) an error component. Significant predictors of the trait component of self-esteem observed across five days were: (1) emotional stability, and (2) the congruence between implicit and explicit self-esteem. Significant predictors of the state components of self-esteem were daily positive and negative events. We discuss the implications of these results for future research concerning self-esteem stability. 相似文献