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941.
This study was aimed at uncovering physical and geometric properties that make a particular landmark a target of exploration
and navigation. Rats were tested in a square open-field arena with additional portable corners featuring the same properties
as the arena corners. It was found that the routes of progression converged upon the added corners, whether located at the
arena wall or the arena center. Route convergence upon the added corners involved numerous visits to these corners. However,
time spent at the added corners was relatively short compared with the arena corners, including that from which rats were
introduced into the arena. There was no differential effect of testing rats in light or dark, or with a low versus a high
portable corner. It is suggested that the added corners were distinct against the background of the arena enclosure, whereas
the four arena corners and walls were encoded by the rats as one geometric module. This distinctness, together with the greater
accessibility of the added corners, made them salient landmarks and a target of exploration. Thus, the impact of a landmark
extended beyond its specific self-geometry to include accessibility and distinctness, which are contextual properties. In addition to the contextual impact on locomotor behavior there was also a temporal effect,
with security initially dominating the rats’ behavior but then declining along with an increased attraction to salient landmarks.
These spatiotemporal patterns characterized behavior in both lit and dark arenas, indicating that distal cues were secondary
to local proximal cues in shaping routes. 相似文献
942.
943.
简要回顾了美国俄勒冈社会学习中心的发展历程,重点介绍了该机构的主要研究课题内容和研究成果。该中心在应用研究领域,主要是针对问题儿童在课堂场景及其家中进行干预。其基础性研究致力于家庭、同伴以及社会背景对青少年行为发展模式的长期影响。俄勒冈社会学习中心针对青少年开展的早期经验、应激神经生理学和病原学的研究,以及以家庭、学校、福利制度、司法制度等背景开展的对收养家庭养育、受虐孩子、受监禁父母的孩子、问题青少年反社会行为的预防与干预研究对我国青少年的干预研究都富有借鉴意义 相似文献
944.
The aim of the present study was to investigate Type A behavior as well as perceived work situation, and associations with burnout and work engagement. The associations in focus were investigated through hierarchical regressions in a sample (N= 329) of Swedish Information Communication Technology consultants. The findings indicated that both work situation and Type A behavior was correlated with work engagement and burnout; however, no interactions between Type A behavior and work situation were elicited. The main conclusion was that the achievement striving aspect of Type A behavior appears as "non-toxic" and is related only to work engagement. However, the irritability/impatience aspect appears to be responsible for burnout complaints among Type A individuals, possibly through negative effects of the mood itself than through perceived stress at work. 相似文献
945.
Polman H Orobio de Castro B Koops W van Boxtel HW Merk WW 《Journal of abnormal child psychology》2007,35(4):522-535
The present meta-analytic review aimed to clarify divergent findings concerning the relation between reactive and proactive aggression in children and adolescents. Fifty-one studies with 17,965 participants were included in the analysis. A significant correlation between reactive and proactive aggression was found. The strength of this relation varied considerably between studies, from -.10 to .89. Observational assessment and tilt/noise tasks were associated with smaller correlations than questionnaires. Within the large group of questionnaire studies, studies disentangling the form and function of aggression found lower correlations than studies that did not disentangle form and function. Among questionnaire studies, higher reliability was associated with larger correlations. Effect size did not depend on other study characteristics such as sample type, age, and informant type. It is concluded that reactive and proactive aggression are most clearly distinguished with behavioral observations and questionnaires that unravel form and functions of aggression. 相似文献
946.
The current 5-year accelerated longitudinal investigation modeled the developmental trajectories of aggressive behaviors in 10,107 predominantly minority (>70%; African American, American Indian, Asian American, and Hispanic) children and early adolescents (Kindergarten through 8th grade, 49% female youth) from lower to lower-middle socioeconomic strata. Based on a two-part latent growth model, findings suggest that the probability and frequency of aggressive behavior use decreases slightly (linear) through the elementary school years and then increases as children move into middle school (quadratic). Though mean level differences were found across ethnic and racial groups, socioeconomic strata, and particularly by sex at initial status, rates of change over time across all groups were invariant. Findings suggest that potential socialization differences, if any, occur pre-Kindergarten in all groups. 相似文献
947.
Researchers have yet to examine the impact of neighborhood disadvantage on early child behavior problems (BPs) longitudinally. We examined the impact of neighborhood disadvantage on overt BPs in a low-income, urban sample of 281 African American and European American boys followed longitudinally from toddlerhood to school entry. Measures included census data and maternal report of BPs, sociocultural factors, parental criminality, and maternal depressive symptomatology. After controlling for age 2 overt BPs, family selection variables, and residential instability, neighborhood effects on boys' behavior emerged, but only at age 6 and only at the extreme of neighborhood disadvantage (i.e., underclass). Findings suggest boys in underclass neighborhoods are at risk for overt BPs as they make the transition to elementary school. 相似文献
948.
949.
Janet S. St. Lawrence Tracey E. Wilson Gloria D. Eldridge Ted L. Brasfield Robert E. O'Bannon III 《American journal of community psychology》2001,29(6):937-964
A community-based sample of disadvantaged African American women (n = 445) was recruited to participate in 1 of 3 theoretically driven experimental interventions based on either the theory of gender and power, social learning theory, or cognitive behavioral theory. Intervention outcomes were compared with a waiting list control condition. From baseline to postintervention, women in the experimental interventions showed differential change on cognitive indices (knowledge and attitudes) and skill acquisition (partner negotiation skills, correct condom application, lubricant selection, and information-provision to social networks) whereas control participants were unchanged. Women in the 3 experimental interventions also completed follow-up assessments for 1 year following the interventions. In all 3 experimental conditions, condom use increased relative to the control group and there were no differences between the experimental interventions. Women who participated in one of the theoretically grounded interventions continued to increase condom use over the following year. Women entering new relationships reported significantly more condom use than did women who remained in ongoing relationships. The findings suggest that intervention models that have proven effective for women who engage in high-risk behavior may be less effective for women in established relationships for whom risk is primarily derived from the extrarelationship behavior of their partners. 相似文献
950.
Rex E. Culp Christina S. Howell Anne McDonald Culp Maureen Blankemeyer 《Journal of child and family studies》2001,10(1):39-50
We examined whether parent/caregivers and teacher/therapists differ in their perceptions of the behavior problems of young maltreated children. The sample consisted of 33 maltreated preschoolers (58% neglected, 24% sexually abused, 18% physically abused, 59% African American, 41% Caucasian) enrolled in a metropolitan-area treatment center providing an educational/intervention program for maltreated children and their families. Most (82%) of the participant families had an annual income of $10,000 or less. Parent/caregivers and teacher/ therapists provided data about the children, employing the Colorado Child Temperament Inventory, Child Behavior Checklist, and Preschool Behavior Questionnaire. The results indicate that the teacher/therapists and the parent/caregivers perceived the same child as behaving differently. Implications concerning how teachers and parents might communicate are discussed, as well as possible reasons for the two different perceptions of the same child. Three potential reasons for the differences are that they are due to the different perspectives of parents and teachers in assessing child behaviors, to situational variation in child behavior (e.g., home versus school), or to some combination of both effects. 相似文献