Antenatal predictors and use of coping strategies in labour

Abstract

One aim of antenatal preparation is developing coping strategies for use (luring labour. However, the existing literature suggests that attendance at classes is not associated with lower pain or distress, possibly because receiving training cannot be assumed to be associated with subsequent practice.

This study aimed to assess whether attenders at classes actually used their taught strategies in their labours, whether use was associated with psychological benefits and whether antenatal measures could predict subsequent use. Concepts from the theories of planned behaviour and self efficacy were used to attempt to predict use of three types of coping strategy.

Use was high for breathing strategies but poor for relaxation and posture. Proportion of use of breathing and relaxation showed weak associations with lower fear. Whilst intentions did act as significant predictors for use of posture and relaxation only small proportions of the variance were accounted for and other antenatal measures showed little predictive capacity.

Reasons why women in labour may fail to take behavioural consequences from their antenatal beliefs are considered. Predicting health-related behaviours where maintenance rather than just initiation is involved may require greater consideration of intra-situational and emotional factors. Modifications of antenatal preparation to facilitate use of strategies are discussed.     

论学习迁移规律在中医教学过程中的地位与作用

学习迁移泛指一种学习对另一种学习的影响,一般指先前学习已获得的知识、技能、方法和态度对以后学习新的知识技能及研究解决问题的影响.通过学习迁移现象在中医教学过程中的不同表现,指出学习迁移规律是符合中医的教学规律的,有意识地应用学习迁移规律能够很好地促进中医教学,并就如何应用学习迁移规律改进中医教学提出了自己的看法.     

The social context of trust: The role of status

The current paper examines how status, a universal feature of organizational life, affects people’s initial trust in others. In three experiments – which employ a range of status manipulations and trust measures – we consistently observed that the possession of high status led individuals to trust others more. In addition, our results help shed light on why this occurs. Namely, mediation analyses illustrated that having status alters how we perceive others intentions, such that the belief that others have positive intentions toward us (i.e., benevolence) accounted for the relationship between status and trust. These findings contribute both to our knowledge of the contextual features which impact trust and provide insight into the psychological consequences of status.     

用层级相合性指标探测反应数据中噪音大小

不同的认知诊断模型（CDM）对反应数据中噪音的抗干扰能力不同,在评估CDM性能的模拟实验中,反应数据中所含噪音的大小是十分重要的实验条件。由于噪音的内隐性,为应用中选用相应的CDM带来困难。本文在认知模型已知条件下,欲使用MHCI和NHCI指标评估认知诊断测验的反应数据（0, 1评分）中噪音的大小。模拟实验表明,两指标与噪音存在明显的统计规律。尤其是以NHCI为主要自变量对噪音进行预测的回归方程中,回归模型解释率均接近90%;以此实现对噪音的有效预测,从而为选择CDM提供一个参考。     

L3等级自动驾驶条件下驾驶员接管过程及心理模型的构建

自动驾驶是当今智能交通的研究热点,目前正处于由L2等级向L3等级过渡的时期。接管过程作为L3等级自动驾驶车辆人机交互的核心概念,引起了大量研究人员的注意。文章在已有研究的基础上将接管过程划分为警觉唤醒、接管决策和接管执行三个阶段,结合人口学、非驾驶相关任务、驾驶疲劳、信任态度等影响因素加以完善,进一步提出接管过程的三阶段模型。并对接管过程影响因素的未来研究方向,心理机制的构建以及应用现状提出建议。     

Predicting aggressive patterns in girls and boys: A developmental study

The aim of this multimethod, longitudinal study was to examine similarities and differences in aggressive expression and prediction among school-aged boys and girls. The primary research sample involved 174 children (93 females, 81 males). They were in the fourth grade at the beginning of the study, and the fifth grade at its conclusion. Embedded in the primary sample was a subgroup of 20 children identified as being highly aggressive (ten males, ten females), and a subgroup of 20 matched control children. The research measures included teachers' ratings of aggressive behavior, peer-nominations/reports of prior conflicts, individual interviews/self-ratings, and extensive behavioral observations. Analyses of the concurrent relations among measures pointed to a “public” cluster of measures (including peer-nominations, behaviors, and teacher ratings) and relatively “private” measures (ie, subjects' self-evaluations). In the primary sample, significant developmental trends were detected in the teacher ratings with increasing gender differentiation as children grew older. Few gender differences were observed in the high-aggressive subgroup, but the aggressive and the matched control groups differed on virtually all comparisons. Gender differences in predictability were a function of risk status, with high-aggressive girls showing as much stability as high-aggressive boys.     

Mobile Persuasion: Can Screen Size and Presentation Mode Make a Difference to Trust?

Guided by the Modality, Agency, Interactivity, and Navigability (MAIN) model of technology effects and the heuristic–systematic model (HSM) of information processing, this study explicates underlying mechanisms by which variations in screen size (large vs. small) and presentation mode (video vs. text) contribute to user perceptions of media content on their smartphones. Results from a between‐subjects experiment (N = 120) indicate that large screen size and video mode promote heuristic processing while small screen size and text mode encourage systematic processing. Heuristic processing leads to greater affective and behavioral trust while systematic processing is associated with cognitive trust. Phantom model analysis reveals the effects of large screen size and video mode on purchase intentions are sequentially mediated by type of information processing and multidimensional trust.     

Explaining the errors away: Young children forgive understandable semantic mistakes

Errors differ in degree of seriousness. We asked whether preschoolers would use the magnitude of an informant's errors to decide if that informant would be a good source of information later. Four- and 5-year-olds observed two informants incorrectly label familiar objects, but one informant's errors were closer to the correct answer than the other's (e.g., one referred to a comb as a brush and the other referred to the same comb as a thunderstorm). When informants had an unambiguous view of the objects, children could identify which informant was closer to being correct, but they did not favor novel labels the “closer” informant later provided. When the informants had an ambiguous view of the objects (e.g., only the handle of the comb was visible), children preferred the novel labels provided later by the “closer” informant. Preschoolers are willing to overlook semantic errors that are close to being correct, but only when there is an understandable reason for the speaker's errors.     

Predicting sports performance from well-being: A mapping of professional athletes’, amateur athletes’ and non-athletes’ positions

IntroductionPrediction of performance and well-being are two essential keys in sports performance.ObjectiveThe study aimed to map different positions regarding the way in which individuals integrated mentally five elements of eudaimonic well-being (relatedness, autonomy, competence, mental vitality and physical vitality) for predicting the degree of performance at the beginning of a match.MethodTwenty-four non-athletes, 44 amateur athletes and 26 professional athletes indicated their prediction of performance in 32 scenarios constructed from the combination of these elements of well-being. Cluster analysis, ANOVAs, and chi-square test have been done.ResultsTwo positions on prediction of performance were found. The first cluster was called “Sometimes Performance Prediction” and the second cluster was named “Seldom Performance Prediction”. The five elements had a positive effect on the prediction of performance. The composition of both clusters was linked to the level of involvement in sport.ConclusionOffering athletes a “well-being environment” may lead to predict the sports performance.     

Interaction strategies with advanced driver assistance systems

When using advanced driver assistance systems (ADAS) drivers need to calibrate their level of trust and interaction strategy to changes in the driving context and possible consequent reduction of system reliability (e.g. in harsh weather conditions). By investigating and identifying categories of drivers who choose inadequate interaction strategies, it is possible to address unsafe usage with e.g. tutoring lessons tailored to the respective driver category. This paper presents two studies investigating categories of drivers who apply different interaction strategies when using ADAS. Study I was designed as an exploratory field study with 37 participants interacting with a SAE level 2 system. For the exploratory study, it was important to observe and understand the interaction strategies in a driving context which entails the real complexity of the driving task. The experimental set-up of study II (simulator study), however, allowed to clearly interpret the interaction strategies as either calibrated or un-calibrated by varying the situational risk. Participants (N = 33) were driving in a situation where the system was either working reliably (low-risk condition) or in a situation where the system displayed repeatedly errors under harsh weather conditions (high-risk condition). Cluster analyses with the variables trust, monitoring behavior towards the system and usage behavior were performed to analyze potential categories of drivers. Extreme driver categories with interaction strategies indicative for both misuse and disuse were observed in both studies. In study I, drivers were categorized as either highly trusting attentive, moderately trusting attentive, moderately inattentive, inattentive or skeptical. In study II, drivers were categorized as either un-calibrated, calibrated, inconsistent or skeptical. Taken together, results underline the need of tutoring systems that are tailored for different driver categories.