Objective: Examine psychosocial mediators of the effects of high vs. low-dose resistance training (RT) maintenance interventions among older (ages 50–69), overweight and pre-diabetic adults.
Design: Participants (N = 123) completed a three-month supervised RT initiation phase and were subsequently randomised (time 1) to high or low-dose six-month unsupervised RT maintenance interventions (time 2), followed by a six-month no-contact phase (time 3).
Main Outcome Measures: Online measures of putative mediators and RT behaviour.
Results: RT intervention condition (high vs. low dose) had significant effects on change from time 1 to time 2 in behavioural expectation, self-regulation and perceived satisfaction (f2 = .04–.08), but not outcome expectancies, RT strategies or behavioural intentions (f2 ≤ .02). Change in each of the putative mediators, except for outcome expectancies (f2 ≤ .02), had significant effects on RT behaviour at times 2 (f2 = .12–.27) and 3 (f2 = .23–.40). In a multiple mediation model, behavioural expectation (f2 = .11) and self-regulation (f2 = .06) mediated the effects of RT intervention condition on time 2 RT behaviour, whereas perceived satisfaction did not (f2 = .01). Self-regulation was a significant mediator of intervention effects on time 3 RT behaviour (f2 = .11), but behavioural expectation and perceived satisfaction were not (f2 = .04).
Conclusions: Findings suggest that behavioural expectation and self-regulation are appropriate targets for RT maintenance interventions among at-risk older adults. 相似文献
This study identified empirical literature supporting relational‐cultural theory (RCT) for explaining experiences of individuals, assessing theoretical constructs, and providing an effective treatment option. A systematic review of available literature revealed that (a) RCT was a useful framework for understanding client experiences, (b) there is considerable support for the psychometric validation of RCT constructs, and (c) support for RCT interventions is currently limited. Limitations of studies reviewed, recommendations for future research, and implications for counselors are provided. 相似文献
Everyday reasoning requires more evidence than raw data alone can provide. We explore the idea that people can go beyond this data by reasoning about how the data was sampled. This idea is investigated through an examination of premise non‐monotonicity, in which adding premises to a category‐based argument weakens rather than strengthens it. Relevance theories explain this phenomenon in terms of people's sensitivity to the relationships among premise items. We show that a Bayesian model of category‐based induction taking premise sampling assumptions and category similarity into account complements such theories and yields two important predictions: First, that sensitivity to premise relationships can be violated by inducing a weak sampling assumption; and second, that premise monotonicity should be restored as a result. We test these predictions with an experiment that manipulates people's assumptions in this regard, showing that people draw qualitatively different conclusions in each case. 相似文献
Despite documented effects on fetal brain development, little is currently known about the relationship between maternal pregnancy hypertension and child neuropsychological outcomes. This brief report examined the association between maternal hypertension during pregnancy and children’s social cognition and executive functioning when children were 18 months, 3 years, and 4.5 years. A community sample of 501 families (23 hypertensive mothers; 478 nonhypertensive) was recruited when children were newborns. Social cognition (including theory of mind [ToM]) and executive functioning (EF) were measured using a battery of age-appropriate standardized and/or observational tasks. Information on pregnancy and prenatal factors were measured via maternal report when children were newborns. After controlling for prenatal and demographic covariates, the presence of hypertension difficulties during pregnancy was associated with all measures of social cognition, ToM, and EF. A secondary analysis comparing the hypertension group (n = 23) to a nonhypertensive matched control group (n = 23) supported the effect of pregnancy hypertension on children’s social-cognitive and EF development. Future studies using obstetrical records are encouraged based on these preliminary findings. 相似文献
There is a limited amount of research that examines social-emotional functioning in children with Fetal Alcohol Spectrum Disorder (FASD), and the majority of it relies on parent and teacher reports of social impairments. Because these provide broad measures of social function, they fail to elucidate the underlying specific skills with which this group of children has difficulty. The current study examines emotion-recognition abilities in children with FASD, as it plays a central role in social interaction. Participants were 22 children with diagnosed FASD (ages 8–14), and age- and gender-matched typically developing controls. Tasks included measures of emotion recognition from three nonlinguistic modalities: facial expressions, emotional tone of voice, and body positioning and movement. Participant’s parents completed measures of adaptive and behavioral function that were related to children’s performance on aspects of emotion recognition. Overall, the results show that children with FASD have more difficulties with emotion recognition than typically developing age-matched peers, but these difficulties may not be clinically significant (e.g., smaller effect size) or may be specific to the age of the individual exhibiting the emotion (i.e., child vs. adult). These results are discussed in the context of previous studies. 相似文献
Crimes are often observed by multiple witnesses. Research shows that witnesses can contaminate each other's memory, but potential benefits of co-witness discussion have not yet been investigated. We examined whether witnesses can help each other remember, or prune each other's errors. In a research design with high ecological validity, attendees of a theatre play were interviewed approximately one week later about a violent scene in the play. The couples that signed up for our study had known each other for 31 years on average. Participants were first interviewed individually and then took part in a collaborative interview. We also included a control condition in which participants took part in two individual interviews. Collaboration did not help witnesses to remember more about the scene, but collaborative pairs made significantly fewer errors than nominal pairs. Further, quantitative and qualitative analyses of retrieval strategies during the discussion revealed that couples who actively acknowledged, repeated, rephrased, and elaborated upon each other's statements remembered significantly more information overall. Taken together, our findings suggest that, under certain circumstances, discussion between witnesses is not such a bad idea after all. 相似文献