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101.
Juan Carlos Sierra Nieves Moyano Pablo Vallejo-Medina Carmen Gómez-Berrocal 《International Journal of Clinical and Health Psychology》2018,18(1):69-80
Background/Objective
Sexual double standard (SDS) has long been associated to several dimensions of sexual health. Therefore the assessment of SDS is relevant and requires self-reported measures with adequate psychometric properties. This study aims to adapt the Sexual Double Standard Scale (SDSS) into heterosexual Spanish population and examine its psychometric properties. Method: Using quota incidental sampling, we recruited a sample of 1,206 individuals (50% women), distributed across three groups based on their age (18-34, 35-49 and 50 years old and older). Results: We performed both, Exploratory Factor Analysis and Confirmatory Factor Analysis. An abridged version was yielded, consisting of 16 items distributed into two factors (Acceptance for sexual freedom and Acceptance for sexual shyness). A second-order factor structure was also adequate, which facilitates the use of a global index for SDS. Reliability, based on internal consistency and temporal stability was good for the factors. Evidence of validity is also shown and reported. Conclusions: This adapted version of the SDSS is reliable and valid. The importance for its use to estimate the prevalence of both traditional and modern forms of this phenomenon is discussed. 相似文献102.
《Anxiety, stress, and coping》2012,25(1):1-18
ABSTRACTObjectives: The present study aimed to determine whether explicit and implicit memory systems are modulated by the type of content (neutral, emotional trauma-related and generally-emotional) in sexual abuse victims who did not develop PTSD, compared to non-exposed controls.Design: A mixed-factorial design with Content (neutral, trauma-related, generally-emotional) as a within-subject variable and Group (victims, controls) as a between-subject variable was used in two experiments.Methods: In both experiments, participants were required to learn three stories presented orally: a neutral, an emotional trauma-related (sexual abuse) and a generally-emotional story. In Experiment 1, participants’ memory was tested with two explicit tasks (free recall and Remember/Know/Guess) and one implicit task (word-fragment completion task). In Experiment 2, a modified version of the word-fragment completion task was presented, followed by an awareness questionnaire to ensure the implicit character of the test.Results: Victims showed lower performances with neutral contents, relative to controls, in explicit and implicit tasks. However, this difference was not observed with trauma-related contents suggesting this information is preferentially processed by trauma-exposed participants (with increased attentional resources).Conclusions: Our results show that trauma exposure may itself be associated with implicit and explicit memory alterations, even for individuals who did not develop PTSD. 相似文献
103.
William M. Baum 《Journal of the experimental analysis of behavior》2024,121(1):134-143
When we treat behavior within an evolutionary framework and as temporally extended flow, two fundamental questions arise: (a) What is an organism? and (b) What is behavior? An organism is a process that stays intact by constantly exchanging energy with the environment. It takes in resources and puts out waste. The behavior of an organism consists of those process parts of the organism process that make up the exchange. These activities serve the function of reproducing, which generally depends on surviving. Surviving and reproducing depend on responding to phylogenetically important events (PIEs). A PIE induces activities that enhance or mitigate the PIE. Organisms respond not only to a PIE but also to events that covary with the PIE. Both activities and environmental features may covary with a PIE. When either type of covariance is introduced to an organism, behavior adapts over time. The early stages of adaptation constitute what researchers call “goal direction,” and the later stages constitute what researchers call “habit.” Behavior and environment constitute a dynamic system, and manipulations of the covariances and environmental features of the system allow many experimental interventions. This molar approach allows experiments on goal direction and habit to be understood without appeal to everyday mentalistic terms. 相似文献
104.
Ahmed M. Abdulla Alabbasi;Mark A. Runco;Maha S. Almutairi;Alaa Eldin A. Ayoub; 《创造性行为杂志》2024,58(3):356-369
Previous research suggests that environment can play an important role in encouraging or discouraging creative expression and productivity. Additional research has uncovered a discrepancy between the creativity students express at school and the creativity they express outside of school. The fact that, in previous research, students expressed more creativity outside of school than when in school implies that school discourages creativity. So far, the creativity gap has only been studied with nongifted students. One objective of the present investigation was to check for a similar discrepancy among gifted learners. Four hundred and eighty-seven middle school and high school students from the State of Kuwait (240 gifted and 247 nongifted) were recruited. The Creativity Activities and Accomplishment Checklist (CAAC) was administered to compare students' creative activities at home and school. The primary finding of this investigation was that the strength of the relationship between creativity at home and creativity at school differed in gifted and nongifted students. What was called a creativity gap existed in both groups, but it was smaller in the gifted group. A second finding was that gifted students expressed more creativity at school compared with the nongifted group, in particular CAAC domains. There were no differences between the gifted and the nongifted groups in the creativity expressed at home, except for one subscale, namely everyday creativity. Although gifted students expressed more creativity at school, compared with their nongifted peers, they were nonetheless more creative at home compared with school. Finally, hierarchical regression analyses indicated that measure of personality significantly moderated the relationship between creativity at home and creativity at school. Limitations and future directions are discussed. 相似文献
105.
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107.
Bryon G. Miller Cynthia P. Livingston Heather M. Zerger Diego A. Valbuena Raymond G. Miltenberger 《Behavioral Interventions》2023,38(1):105-117
In this study, we evaluated several components of a pedometer-based intervention with children in an elementary-school-aged classroom, across 24-h sessions. The intervention included combinations of self-monitoring, goal setting, feedback, and reinforcement, and data were analyzed at both the classroom level (i.e., average daily step totals) and the individual level (i.e., daily step totals), across phases. The highest levels of physical activity were observed when components of self-monitoring, public posting, goal setting, and feedback with reward were applied concurrently. 相似文献
108.
Takeru Miyajima Yo Nakawake Xianwei Meng Ryunosuke Sudo 《Asian Journal of Social Psychology》2023,26(4):419-430
Scientific evidence shows that institutional decisions can change individuals' private attitudes towards relevant issues. However, little is known about their effect on individuals' perceptions of social norms. This intriguing question has gained the attention of scholars. Nonetheless, the findings are primarily observed only in samples of the Western, Educated, Industrialised, Rich, and Democratic countries, leading to doubts about their generalisability. This study experimentally tested residents' (N = 411) reactions to the new Tokyo ordinance prohibiting discrimination against sexual minorities enacted on October 5, 2018, and tested whether it dispelled self–other discrepancies regarding tolerance towards sexual minorities (i.e., pluralistic ignorance). The results showed that exposure to information about enactment increased future perceptions of support and understanding of sexual minorities. By contrast, private attitudes, perceptions of current social norms, and willingness to speak out did not change. Willingness to speak out was indirectly enhanced through increased perceptions of gaining future support. Furthermore, Tokyo residents overestimated other residents' negative attitudes towards sexual minorities. However, even when informed of the new ordinance, this self–other discrepancy in intolerance towards sexual minorities was not corrected. These findings suggest that institutional decisions can shape the perception of social norm change in the future beyond Western countries. 相似文献
109.
110.
ObjectivesThe aim of this study was to compare three different modes of an acute bout of exercise – endurance, strength, and coordination – in their effects on adolescents' attention.DesignThis was a preregistered, prospective, randomized intervention study with four groups and two distinct measurement occasions.MethodEighty adolescent students aged 15–18 years were randomized to one of three exercise intervention groups (endurance, strength, coordination) or to a non-exercise, control group. The exercise interventions lasted for 25 min. The random assignment to the study groups was stratified according to participants' age and gender. Before and after the exercise intervention, all participants completed the revised d2-test of attention. A 4 × 2 repeated measures ANOVA with contrast-coded test was used as the main analysis method.ResultsAttentional test performance increased from before to after the exercise intervention for all exercise groups, as compared with the control group. The three exercise groups improved equally and did not differ in their attentional scores after the intervention.ConclusionsAn acute bout of exercise was in general beneficial for adolescent students' attention, while the mode of the provided exercise training was not decisive. School directors and teachers are encouraged to incorporate exercise-related breaks into their school plan. 相似文献