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821.
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Anne Cecilie Sjøli Bråthen Ann-Marie Glasø De Lange Anders M Fjell Kristine B Walhovd 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2021,28(2):201-217
ABSTRACT Risk and protective factors for cognitive function in aging may affect how much individuals benefit from their environment or life experiences by preserving or improving cognitive abilities. We investigated the relations between such factors and outcome from episodic-memory training in 136 healthy young and older adults. Tested risk factors included carrying the ?4 variant of the apolipoprotein E allele (APOE), age, body mass index, blood pressure, and cholesterol. Protective factors included higher levels of education, intelligence quotient (IQ), physical activity, fatty acids, and vitamin D. Average increases in memory performance were seen after training, with ample variation between individuals. Being young, female, and having higher IQ were positive predictors of memory improvement. No other relationships were observed. Similar benefit was observed across APOE allelic variation. This indicates that beyond IQ, age, and sex, known risk -and protective factors of cognitive function in aging were not significantly related to memory plasticity. 相似文献
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824.
C. Edward Watkins Jr. 《Scandinavian Psychoanalytic Review》2019,42(1-2):3-19
ABSTRACTWhat are the binding commonalities that demark and define any and all psychoanalytic supervision perspectives? What do we all do as psychoanalytic supervisors that practically matters? Furthermore, might there be a unifying model that anchors those binding commonalities together into a supervision meaning-making, explanatory framework? In this two-part paper, I take up those questions. In Part I, based on a century-spanning literature review, I identify 50 (non-exhaustive) common Support and Learning factors that appear present across the panoply of psychoanalytic supervision perspectives. Relational, educational, and interventional, these 50 factors reflect the very stuff of which psychoanalytic supervision is made. In Part II, I present and elaborate upon the Contextual Psychoanalytic Supervision Relationship Model (CPSRM) – a theoretically-grounded model that anchors and contextualizes those common Support and Learning factors. Because common factors can be seen as nothing more than atheoretical amalgamation (i.e., lists of desirable characteristics endlessly strung together), the CPSRM is proposed as a theoretically-based antidote. A supervisory extrapolation of Wampold’s contextual psychotherapy relationship model, the CPSRM accentuates relational connection, expectations/goals, and educational action as preeminently supervisee change inducing and learner affecting. 相似文献
825.
Analyzing the pattern of traffic accidents on road segments can highlight the hazardous locations where the accidents occur frequently and help to determine problematic parts of the roads. The objective of this paper is to utilize accident hotspots to analyze the effect of different measures on the behavioral factors in driving. Every change in the road and its environment affects the choices of the driver and therefore the safety of the road itself. A spatio-temporal analysis of hotspots therefore can highlight the road segments where measures had positive or negative effects on the behavioral factors in driving. In this paper 2175 accidents resulted in injury or death on the South Anatolian Motorway in Turkey for the years between 2006 and 2009 are considered. The network-based kernel density estimation is used as the hotspot detection method and the K-function and the nearest neighbor distance methods are taken into account to check the significance of the hotspots. A chi-square test is performed to find out whether temporal changes on hotspots are significant or not. A comparison of characteristics related driver attributes like age, experience, etc. for accidents in hotspots vs. accidents outside of hotspots is performed to see if the temporal change of hotspots is caused by structural changes on the road. For a better understanding of the effects on the driver characteristics, the accidents are analyzed in five groups based on three different grouping schemes. In the first grouping approach, all accident data are considered. Then the accident data is grouped according to direction of the traffic flow. Lastly, the accident data is classified in terms of the vehicle type. The resultant spatial and temporal changes in the accident patterns are evaluated and changes on the road structure related to behavioral factors in driving are suggested. 相似文献
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通过采用卡特尔16PF人格测试量表对高职新生的人格特征进行测量,结果表明,高职新生在乐群性、稳定性、兴奋性、敢为性、敏感性和幻想性因子上得高分的人数比例较大,在聪慧性、怀疑性和独立性因子上得低分的人数比例较大;高职新生个性特征的性别差异显著;高职各系新生个性特征也存在显著差异。 相似文献
828.
AbstractIn order to become a full-fledged psychologist, one must undertake a long, demanding, and quite difficult journey in academia. The academic journey holds a promise of delivering knowledge, interesting theories, and strategies on helping those who need psychological assessment and/or treatment. However, the constant expectation of keeping up with the material, of succeeding in tests and exams, and of preparing to proceed to the next educational level can be daunting and exhausting. In line with the topic of this special issue, this paper addresses factors contributing to academic success at the undergraduate, graduate, and post-graduate levels of psychology. Utilizing the available literature on the Big Five personality classification scheme, high conscientiousness was found to be the most consistent predictor of success, although curiously, this relationship was only found to be reliable at the undergraduate level. Less robust findings included high agreeableness and low neuroticism as predictors of general academic success in all tertiary levels of education. The importance of mentorship figures in psychology, and a highlight of its lack of widespread implementation at the undergraduate level, are also addressed. Additionally, we discuss the negative implications of the impostor phenomenon and of loneliness, which students at all levels may experience as common barriers to scholastic success in psychology. Following a discussion of each factor as outlined above, there is a brief literature review regarding ways that its constraining effects may be limited or its positive effects possibly enhanced. 相似文献
829.
Anxiety disorders are among the most prevalent of all psychological disorders and are potentially amenable to early intervention and prevention. In this article, we review the various costs associated with anxiety disorders that make early prevention a valuable endeavor. Also, we considered extant data regarding risk factors for anxiety disorders, as knowledge of risk factors permits the targeting of a select group of the population considered to be most likely to develop anxiety disorders. Existing efficacy research on prevention for anxiety disorders is promising, but an overarching model to guide further research and development is lacking. We propose such models to guide high-risk sample selection including the content and format of prevention efforts. 相似文献