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101.
Effortful control: factor structure and relation to externalizing and internalizing behaviors 总被引:5,自引:0,他引:5
Effortful control, a temperamentally based ability to inhibit a dominant response and activate a subdominant response, was assessed on 3 occasions using a comprehensive, age-appropriate behavioral battery in this 4-year longitudinal study of children (N = 103) from toddlerhood to early school age. The focus was twofold: to explore the structure of effortful control in a normally developing sample and to examine the relations between effortful control and adaptive functioning. Exploratory factor analyses supported the contention that effortful control is a complex, multidimensional construct with longitudinally stable factors. Effortful control was also significantly associated with mother-reported total behavior problems in a nonlinear fashion, with lower and higher levels of effortful control contributing to higher total problem scores. These findings have implications for the assessment of temperament in children and, most importantly, for the study of nonlinear contributions of temperament to early childhood behaviors. 相似文献
102.
The structural relations among ADHD–inattention (IN), ADHD–hyperactivity/impulsivity (H/I), and oppositional defiant disorder (ODD) factors were examined in a 2-year longitudinal study with 752 children. Structural equation procedures showed that higher scores on the H/I factor in Year 1 were associated with higher scores on ODD factor in Years 2 and 3. Higher scores on the H/I factor in Year 2 were also associated with higher scores on ODD factor in Year 3. The ODD factor did not predict the H/I and IN factors in subsequent years. The IN factor did not predict the ODD and H/I factors in subsequent years and the H/I factor did not predict the IN factor. The ability of the H/I factor to predict the subsequent ODD factor occurred even after taking into account the ability of the ODD, H/I, and IN factors to predict themselves across time. These results suggest that the H/I aspect of ADHD influences the development of ODD behavior. 相似文献
103.
This study examined the use of a progressive delay procedure combined with verbal mediation to teach self-control to children with attention deficit disorder. Results showed that when participants were initially given the choice between an immediate smaller reinforcer and a larger delayed reinforcer, all participants chose the smaller reinforcer. When slight delays to obtain a larger reinforcer were instated in conjunction with intervening verbal activity, all participants demonstrated self-control regardless of the content of the verbal activity. 相似文献
104.
Snyder J Prichard J Schrepferman L Patrick MR Stoolmiller M 《Journal of abnormal child psychology》2004,32(6):579-594
The conjoint influence of child impulsiveness-inattention (I/I) and peer relationships on growth trajectories of conduct problems was assessed in a community sample of 267 boys and girls. I/I reliably predicted teacher- and parent-reported conduct problems at kindergarten entry and growth in those problems over the next 2 years for boys and girls. The relation of boys' I/I to conduct problems was mediated, in part, by peer rejection and involvement in coercive exchanges with peers. The relation of girls' I/I to conduct problems was less clearly mediated by peer processes, but peer difficulties had additive effects. The impact of peer relationships on trajectories of conduct problems was apparent to parents as well as to teachers. Although I/I increments risk for early and persisting conduct problems in concert with poor peer relationships, it does so in complex and gender-specific ways. 相似文献
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106.
Katie Michal Morel Sara C. Haden Kevin B. Meehan Nicholas Papouchis 《Journal of aggression, maltreatment & trauma》2018,27(4):367-385
Despite the narrowing gap between male and female use of aggressive behavior, much of the extant aggression research has centered on males. Various internal, or psychological factors, including attachment, emotion regulation, and impulsivity, are typically examined independently from external, or social, factors, such as the quality of the family environment and exposure to community violence. Additionally, the studies rarely distinguish among forms and functions of aggression. The current study was the first to simultaneously examine these factors and their relationships to the distinct functions of aggression in a low-income urban community sample of adolescent females. Participants (N = 214) were recruited from grades 8 through 12 at a diverse all-girls public school in a city in the northeastern United States. Results indicated that greater attachment security and emotion regulation reduced the impact of a more negative family environment upon the use of reactive and proactive aggression. The results also demonstrated that impulsivity and the family environment mediated the relationships between exposure to community violence and the presence of reactive aggression. With higher levels of impulsivity, an increased use of reactive aggression was demonstrated. Lastly, in the context of greater exposure to community violence, a positive family environment decreased the use of reactive aggression. Overall, the results from this study suggested the role of these internal and external factors in the development of aggressive behavior in female adolescents. Further empirical experimental investigation may shed light on the most optimal interventions to prevent the development of aggression. 相似文献
107.
Although reflection has been viewed as an individual process, increased attention has been given to how reflective processes are socially anchored. The present article contributes to this knowledge through an examination of how collective reflection is enacted in the context of police education. The article is based on a one-year ethnographic study of police recruits undergoing training, and the main sources of data collection were participant observations and field interviews. The data were inductively analysed, and a model that differentiates amongst ‘specular’, ‘dialogic’ and ‘polyphonic’ reflection processes is presented. The findings suggest that collective reflection involving multiple individuals adds complexity to reflective processes and that these processes may take on more diverse forms than has been acknowledged, as previous research has mainly focused on dialogic collective reflection. The implications of these findings, such as how increased complexity may counteract the benefits of collective reflection, are also discussed. 相似文献
108.
Prospective memory refers to the ability to plan and execute future intentions. A burgeoning body of research indicates that a significant proportion of the variability in prospective memory performance can be accounted for by personality traits, with two recent studies revealing that the various dimensions of impulsivity measured by the Barratt Impulsivity Scale‐11 (BIS‐11) are related to prospective memory failures. The present study was conducted to examine which dimensions of impulsivity indexed by the BIS‐11 and UPPS‐P relate to prospective memory failures and which dimensions of impulsivity contribute unique variance in the prediction of prospective memory failures. A large sample (N = 662) of students completed the BIS‐11, UPPS‐P, Prospective Memory Questionnaire and a habitual prospective memory test. Consistent correlations between six of the seven measures of impulsivity and prospective memory failures were found. Regression analyses further revealed that lack of perseverance, emotional urgency and attentional impulsivity were reliable and unique predictors of prospective memory failures. Thus, difficulty remaining focused on tasks (especially long, boring or difficult tasks); lack of forethought, planning and distaste for challenging tasks; and tendencies to behave impulsively under conditions of strong affect relate most strongly to prospective memory failures. Copyright © 2015 European Association of Personality Psychology 相似文献
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110.
正念是指对当下身心体验不带有评判地觉察。基于双加工理论,以正念为核心的训练对个体冲动性不同要素均具有明显干预效果。一方面,有助于降低因情感系统引发的冲动驱力:通过调整个体的奖赏评估与预期,缓和诱发冲动的压力与负性情绪反应,减弱自动化反应的联结和强度;另一方面,提升个体由认知控制系统调节的冲动控制力:增强个体的认知控制和行为抑制能力。由于冲动性驱动因素和控制因素二者加工时序的先后差异和作用方向对抗性特点,正念训练促进两类要素的积极交互影响,缩小冲动性“驱动”与“控制”力量之间的不平衡,为个体更好地回应自身反应与外界刺激提供了有利缓冲,是降低个体冲动性的有效干预手段。 相似文献