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排序方式: 共有334条查询结果,搜索用时 31 毫秒
71.
Kathleen J. Marshall Ph.D. John W. Lloyd Ph.D. Daniel P. Hallahan Ph.D. 《Journal of Behavioral Education》1993,3(4):445-459
We examined the effects of teaching children to monitor and record their attending behavior accurately. On the basis of their low levels of attention to task and agreement with an observer about their attending, we selected four students from a class of 11, all of whom were practicing self-recording. The classroom teacher trained the students to make their judgments about their attention to task correspond with hers. The accuracy training, which was applied according to a multiple baseline (across subjects) design, produced salutary increases in levels of attention to task. But changes in accuracy of the students' self-recording were small and unstable. Although the procedures used in this study produced high levels of reactivity, they do not support the position that accuracy in self-monitoring is required for reactivity. 相似文献
72.
Studies have reported mixed findings regarding the effects of mother-infant interaction and maternal distress on children’s negative emotional reactivity. In the current study (N = 134 and 107), we examined the effects of maternal Emotional Availability (sensitivity, structuring, non-intrusiveness and non-hostility) and maternal psychological distress on negative reactivity among children in the FinnBrain birth cohort study. In addition, the possible moderating effect of mother-infant interaction on the associations between maternal psychological distress and children's negative reactivity was examined. We used questionnaires to asses maternal psychological distress, observations of mother-infant interaction and observations as well maternal reports of child temperament to overcome the key limitations of many studies relying on single-method assessments. Our results showed that higher maternal sensitivity and structuring at 8 months of child’s age were associated with lower mother-reported negative reactivity among children at 24 months. Higher maternal postnatal distress associated with higher parent-reported negative reactivity in children at 12 and 24 months of age when the effects of prenatal distress and the quality of mother-infant interaction were controlled for. Mother-infant interaction and maternal psychological distress did not associate with observations of child negative reactivity. We found no moderation effects of mother-infant interaction regarding the associations between maternal distress and children’s negative emotional reactivity. Our findings reflect the importance of developing interventions to reduce the maternal distress symptoms while enhancing maternal sensitivity and structuring to prevent the possible harmful effects of these on child negative reactivity. 相似文献
73.
Emotional and behavioural self-regulation emerges during infancy and toddlerhood and is heavily influenced by parenting. Parents facilitate toddlers' behavioural regulation (e.g., compliance) by using appropriate control with warmth and managing children's emotional reactivity during situational demands. In contrast, power assertive discipline may strain children's regulatory skills, for example by evoking toddlers' negative affect. However, we have more to learn about how discipline relates to toddlers' self-regulation in the moment and whether concurrent displays of parental warmth may moderate these relations. Mother–toddler dyads (N = 74, Mage = 13.30 months) from low-to-middle income Turkish families participated in a 3-min laboratory task, in which toddlers needed to delay playing with an attractive toy. Maternal discipline, warmth, toddler's emotional reactivity, and noncompliance were coded from observations. Results showed that higher power assertive discipline was associated with more frequent emotional reactivity in toddlers whose mothers' showed warmth during the <84% of the task duration. Maternal warmth was negatively associated with child noncompliance, but warmth did not interact with power assertive discipline in relation to noncompliance. Results suggest that observed power assertive discipline is meaningfully related to toddlers' emotional reactivity and higher levels of expressed maternal warmth attenuates these relations. 相似文献
74.
A Psychometric Evaluation of the Approach and Avoidance of Alcohol Questionnaire (AAAQ) in Alcohol Dependent Outpatients 总被引:1,自引:0,他引:1
Audrey A. Klein Paul R. Stasiewicz James R. Koutsky Clara M. Bradizza Scott F. Coffey 《Journal of psychopathology and behavioral assessment》2007,29(4):231-240
The Approach and Avoidance of Alcohol Questionnaire (AAAQ; McEvoy et al. in Addiction 99:482–497, 2004) was administered to a clinical sample of 138 alcohol dependent men and women. An exploratory factor analysis was used to
determine the AAAQ factor structure and a confirmatory analysis run on a second administration of the AAAQ. Convergent validity
was examined by conducting an alcohol cue reactivity test and by administering the Timeline Follow-Back (TLFB), a retrospective
calendar method for assessing alcohol consumption, and several measures of alcohol-related problems. The factor analysis supported
a two-factor solution representing approach and avoidance dimensions. Regressions predicting measures of alcohol cue reactivity,
alcohol consumption, and other alcohol-related constructs with the AAAQ provide support for its convergent validity. The results
suggest that alcohol craving may be viewed as a multi-dimensional construct that includes both approach and avoidance inclinations
which may vary depending on the population under examination.
相似文献
Paul R. StasiewiczEmail: |
75.
From Nonhuman to Human Mind: What Changed and Why? 总被引:3,自引:0,他引:3
Brian Hare 《Current directions in psychological science》2007,16(2):60-64
ABSTRACT— Two questions regarding the human mind challenge evolutionary theory: (a) What features of human psychology have changed since humans' lineage split from that of the other apes such as chimpanzees and bonobos? And (b) what was the process by which such derived psychological features evolved (e.g., what were the selection pressures)? I review some of the latest research on chimpanzee and canine psychology that allows inferences to be made regarding these questions. 相似文献
76.
77.
运用自编的《中学生情绪评定问卷》和修订的Spielberger《状态——特质愤怒表达问卷》对833名普通中学初中生进行了测试,并用同伴提名的方法把学生分为普通组、身体攻击组和关系攻击组,探讨了初中生情绪反应、表达的特点和攻击行为学生情绪反应、表达的特点。研究结果表明:(1)初中女生报告的恐惧感、悲伤感高于男生,女生报告的愤怒表达也显著高于男生;但在特质愤怒方面,男生报告的特质愤怒水平显著高于女生。在情绪表达与反应的大多数方面不存在显著的年级差异,只在负性情绪表达方面初二女生报告了比初一、初三女生更高的负性情绪表达。(2)被同伴提名为身体攻击学生在状态愤怒、特质愤怒、愤怒表达方面显著高于普通学生,被同伴提名为关系攻击的学生在特质愤怒、愤怒表达方面也显著高于普通学生。攻击行为学生的愤怒情绪系统存在一定的缺陷。 相似文献
78.
采用改编的Posner视空间线索化任务,考查6~9岁儿童对眼睛注视、手指指向、箭头指向和代向汉字4种中央线索的注意定向。结果发现,6岁儿童已经能对眼睛注视线索进行注意定向,并随着年龄增长而改善。7岁组和8岁组儿童注意定向的成绩显著改善,7岁可能是儿童对中央线索注意定向发展的特定阶段。而对手指指向和箭头的注意定向,只有8岁和9岁儿童表现出来。对代向汉字线索的注意定向,8岁时开始出现,9岁时表现出显著的提高。结果提示,眼睛注视线索可能是一种独特的视觉线索,有别于其他中央线索引发的注意定向的发展。 相似文献
79.
David J. Kolko Barbara L. Baumann Oscar G. Bukstein Elissa J. Brown 《Journal of child and family studies》2007,16(6):745-759
We examined the affective correlates of aggression in children referred to a partial hospitalization program for the treatment
of behavior disorders who did not have a mood or anxiety disorder. Parent and teacher ratings of the children’s impulsivity,
internalizing symptoms, affective reactivity, and aggression were examined for their interrelationships and then entered into
regression analyses to predict the child’s level of aggression in the home, at school, and in the treatment program. Intercorrelations
among three affective reactivity factors were modest. Both internalizing symptoms and affective reactivity contributed to
aggression severity beyond impulsivity and demographics. Only child irritability predicted treatment program aggression. Because
of their potential role in understanding children’s behavioral disturbances, internalizing symptoms and negative emotionality
merit careful assessment and treatment in treatment programs serving hard-to-manage children with behavior disorders. 相似文献
80.
本研究目的一是探讨外周空间线索能否促进知觉表征进入工作记忆,二是观察线索的信息性对该促进作用时间进程的影响。实验采用注意瞬脱和空间线索结合的实验范式,考察不同信息性线索对目标识别的促进效应在注意瞬脱期间内外的变化。实验1和实验2分别采用了非信息性和信息性线索。结果显示:外周线索的促进效应在瞬脱期间内显著大于瞬脱期间外;非信息性线索和信息性线索分别在较短和较长的线索-目标间隔下起促进效应。因此,外周线索能促进知觉表征进入工作记忆,而不同信息性线索可能引发不同的注意机制.从而具有不同人促进效应。 相似文献