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431.
432.
Participants (N = 16) were given extensive practice (1,500 trials) on a perceptual-motor aiming task. The full-vision (FV) group practiced with vision of their response cursor, whereas the no vision (NV) group practiced in a condition without vision. Movements were made as quickly and accurately as possible, and knowledge of results (KR) was provided. The authors tested the importance of vision early and late in practice by transferring participants to the NV condition without KR. The effects of practice differed between the two conditions. The FV group increased the speed of initial impulse to get to the target quickly, then relied on vision so make discrete error corrections. Transfer tests revealed that reliance on vision remained after extensive practice. For the NV group, practice effects were associated with a reduction in the extent to which discrete error corrections were produced. 相似文献
433.
Ji Lu Junhao Pan Qiang Zhang Laurette Dubé Edward H. Ip 《Multivariate behavioral research》2013,48(6):584-599
With intensively collected longitudinal data, recent advances in the experience-sampling method (ESM) benefit social science empirical research, but also pose important methodological challenges. As traditional statistical models are not generally well equipped to analyze a system of variables that contain feedback loops, this paper proposes the utility of an extended hidden Markov model to model reciprocal the relationship between momentary emotion and eating behavior. This paper revisited an ESM data set (Lu, Huet, &; Dube, 2011) that observed 160 participants' food consumption and momentary emotions 6 times per day in 10 days. Focusing on the analyses on feedback loop between mood and meal-healthiness decision, the proposed reciprocal Markov model (RMM) can accommodate both hidden (“general” emotional states: positive vs. negative state) and observed states (meal: healthier, same or less healthy than usual) without presuming independence between observations and smooth trajectories of mood or behavior changes. The results of RMM analyses illustrated the reciprocal chains of meal consumption and mood as well as the effect of contextual factors that moderate the interrelationship between eating and emotion. A simulation experiment that generated data consistent with the empirical study further demonstrated that the procedure is promising in terms of recovering the parameters. 相似文献
434.
Friederike X. R. Gerstenberg Roland Imhoff Rainer Banse Christine Altstötter‐Gleich Axel Zinkernagel Manfred Schmitt 《欧洲人格杂志》2013,27(3):238-255
At present, it is not well understood which individual characteristics determine whether individuals will benefit or suffer from feedback about suboptimal performance. Three separate studies tested the idea that individuals' reactions to (neutral versus negative; positive versus negative) feedback as either improving or deteriorating performance in intelligence tests depended on their explicit and implicit self‐concept of intelligence (eSCI and iSCI). In all studies (Study 1, N = 177; Study 2, N = 165; Study 3, N = 132), persons with low eSCI/high iSCI showed a boost in performance after negative feedback, whereas persons with any other combination showed a decline in performance. The studies also provide an explanation for these effects in terms of mediating mechanisms. Whereas the performance boost of individuals with low eSCI/high iSCI can be best explained by achievement‐related reactance (Studies 2 and 3) and decrease in ruminative thinking (Study 3), the performance declines in the other configurations were mediated by decreased achievement motivation, increased frustration and increased outrage (Study 3). All these mediating mechanisms proved independent and incremental in a bootstrapping‐based moderated meditation analysis. The results are discussed in light of the construct validity of our Implicit Association Test (IAT) and IATs in general. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
435.
Alexandra M. Minieri Robert J. Reese Kristin M. Miserocchi David Pascale-Hague 《Counselling psychology quarterly》2015,28(3):305-323
Training in counseling psychology has evolved to emphasize both evidence-based practice (EBP) and social justice, though these two dimensions have often seemed disconnected, or even at odds in the practice of psychotherapy. The Partners for Change Outcome Management System (PCOMS), an EBP that monitors treatment outcomes and the therapeutic alliance across treatment (often called “client feedback”), may offer a means to connect evidence-based and socially just practices. The purpose of this article was to outline how the use of PCOMS in psychotherapy and supervision can serve as a useful training tool that is a form of EBP and also promotes a socially just paradigm in psychotherapy. We also offer an implementation example from a counseling psychology doctoral program to demonstrate how PCOMS can be used with clients in psychotherapy and included within the supervisory process. 相似文献
436.
Background and Objectives: Socially anxious individuals tend to underestimate their performance largely due to attentional bias. Video and audio feedback (AF) with cognitive preparation (CP) have shown to improve socially anxious individuals′ evaluation of their performance in previous studies. In the present study, it was hypothesized that one of the three steps in CP, reduced self-focus (RS), is sufficient to cause an improved voice evaluation after AF. This was tested in a single-session randomized controlled experiment. Method: Forty-one socially anxious participants were asked to give a speech, then to listen to and evaluate a taped recording of their performance. Half of the sample were instructed to reduce their self-focus prior to AF, the rest received AF only. RS involved asking participants to listen to the audio recording as though they were listening to a stranger. Generalization effects were assessed by a second speech. Results: AF with RS led to more improved voice evaluations than AF-only after the first speech, and the effects remained in the evaluation of the second speech. More positive speech evaluations were associated with corresponding reductions of performance anxiety.Limitations: small sample, analogue study. Conclusion: One component of cognitive preparation—(RS)—appears to be sufficient to cause significant effects on voice evaluation in socially anxious individuals. If the results are replicated in clinical samples, AF with RS may be a promising intervention in the treatment of social anxiety. 相似文献
437.
Angela West 《Counselling and Psychotherapy Research》2012,12(2):128-135
Background: Transition to postgraduate study has received little attention and it is often assumed that little adjustment is needed. Focus: This article focuses on the academic writing aspect of the transition to postgraduate study for counselling and psychotherapy students on a British Association for Counselling and Psychotherapy (BACP)‐accredited course. Method: A two‐year formative evaluation was used to elicit students' views on how they experienced the transition to postgraduate study, and to identify what was most and least helpful to students in managing this transition. Results: The findings showed that there was a significant transition, which 63% of students found difficult. Timetabled and integrated, subject specific, academic support is recommended to assist students with their learning needs. 相似文献
438.
Nichole Jurbergs PhD Jennette L. Palcic PhD Mary L. Kelley PhD 《Child & family behavior therapy》2013,35(3):177-195
Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher feedback alone would be sufficient to produce children's behavior changes. The effectiveness of DBRC with teacher feedback to students and parent delivered consequences (PC) was compared to teacher feedback to students only (no parent delivered consequences, NPC) for increasing appropriate classroom behavior and academic productivity in African American, low income, elementary school children with Attention-Deficit/Hyperactivity Disorder (ADHD). Both treatments led to increased on-task behavior, although PC was superior to NPC. Academic productivity outcomes are less clear. Treatment implications and future directions for research on teacher feedback interventions are discussed. 相似文献
439.
Correcting patients' faulty beliefs concerning social evaluative threats is the hallmark of cognitive-behavioral treatment of social anxiety disorder. The current study examined the efficacy of two videotape feedback procedures as adjuncts to exposure-based treatment. Participants suffering from social phobia (N=77) were randomly assigned to one of four conditions: (a) credible placebo treatment (PLA); (b) exposure + no feedback (EXP); (c) exposure + videotape feedback of performance (PER); or (d) exposure + videotape feedback of audience responses (AUD). Contrary to prediction, the videotape feedback procedures did not enhance the effects of exposure-based treatment. Clinical and theoretical implications are discussed. 相似文献
440.
Although significant scholarly attention has been devoted to understanding subordinates’ information seeking from supervisors, researchers have not paid adequate attention to information sharing by supervisors. Moreover, research on supervisors’ information sharing behavior has focused almost exclusively on work-related information sharing, disregarding supervisors’ sharing of information not related to work (e.g., that related to family). Drawing on self-disclosure theory, we argue that supervisors share both work-related and nonwork information with their subordinates and propose that these two forms of information sharing are conceptually distinct. Furthermore, to unravel the role of supervisors’ nonwork information sharing, we develop an interactive model to test how it may be associated with important employee outcomes. We conducted pilot studies using five samples and, through a sixth study, tested the hypothesized model using a four-wave data collection design. This study makes three major contributions to research and theory. First, it integrates information sharing and information seeking literatures. Second, it underlines the importance of supervisors’ nonwork information sharing in organizations by testing its direct and interactive effects. Third, it contributes to theory by presenting trust as a mechanism that links information disclosure in dyads. Results obtained using structural equation modeling generally supported the proposed model. 相似文献