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1.
Human milk cortisol concentration predicts experimentally induced infant fear reactivity: moderation by infant sex
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Saara Nolvi Henna‐Maria Uusitupa David J. Bridgett Henri Pesonen Anna‐Katariina Aatsinki Eeva‐Leena Kataja Riikka Korja Hasse Karlsson Linnea Karlsson 《Developmental science》2018,21(4)
Little consideration has been given to the possibility of human infant development being shaped via lactocrine programming, and by breast milk cortisol levels specifically. Despite animal models indicating that glucocorticoid (GC) exposure via lactation might modify brain development and behavior, only one study has reported that milk cortisol levels were positively associated with infant negative affectivity, especially fearfulness and sadness—early emerging risk factors for internalizing difficulties such as anxiety. The aim of the current study was to investigate whether human milk cortisol is associated with mother‐reported fearfulness and experimentally induced infant fear reactivity. Mother‐infant dyads (n = 65) enrolled in the FinnBrain Cohort Study participated. Breast milk samples were obtained 2.5 months postpartum, and milk cortisol concentrations were ascertained using validated luminescence immunoassay methodology. Infant fear reactivity was assessed using maternal reports 6 months postpartum and in a laboratory 8 months postpartum. There was a significant interaction between infant sex and milk cortisol such that higher milk cortisol was related to higher infant fear reactivity in a laboratory setting in girls (β = 0.36, p = .04) but not in boys (β = ?0.15, p = .40). Milk cortisol was not associated with mother‐reported infant fearfulness. Results suggest that higher human milk cortisol concentrations are associated with elevated experimentally induced fear in infancy. Findings support lactocrine programming, and suggest that mothers may “communicate” vital information about stressful environments via cortisol contained in breast milk, shaping girls' early emotional reactivity. 相似文献
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Patients tend to get relieved during a general practitioner's (GP's) consultation, but some patients remain worried. This study aimed to explore the change in worry and to identify factors associated with non-worry, relief and persistent worry by interviewing GPs' patients before and after a consultation. Patients aged 18-39 years consulting their doctor because of a somatic complaint were interviewed about their complaint-related worry, complaint characteristics and their expectations and experiences concerning the consultation. They completed questionnaires about general illness worry (IWS) and psychiatric symptoms (SCL-90). The GPs assessed the medical severity of each complaint and reported whether the complaint was medically explained. Persistently worried patients reported more anxiety and thoughts that something was seriously wrong in their body. They expected more often medical examinations, were less certain about what was wrong with them and considered their complaint more severe than the other patients, even though its medical severity did not differ from that of the other patients. 相似文献
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Guzmán MR Santiago-Rivera AL Hasse RF 《Cultural diversity & ethnic minority psychology》2005,11(1):3-15
This study tested the relationships among ethnic identity, other-group orientation, fatalism, and 2 dependent variables: attitude toward education and school, and grade point average (GPA). Mexican-origin adolescents (N = 222) completed the Multigroup Ethnic Identity Measure (J. S. Phinney, 1992), the fatalism scale of the Multiphasic Assessment of Cultural Constructs-Short Form (I. Cuellar, B. Arnold, & G. Gonzalez, 1995), and the attitude scale of the Learning and Study Strategies Inventory-High School (C. E. Weinstein & D. R. Palmer, 1990a). Other-group orientation was positively related to attitude and GPA, and a negative relationship between fatalism and attitude was demonstrated. No relationship emerged between ethnic identity and the dependent variables. 相似文献
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De Meyer Hasse Tripp Gail Beckers Tom van der Oord Saskia 《Journal of abnormal child psychology》2021,49(9):1165-1178
Research on Child and Adolescent Psychopathology - When children with ADHD are presented with behavioral choices, they struggle more than Typically Developing [TD] children to take into account... 相似文献
6.
Postphenomenology: Learning Cultural Perception in Science 总被引:2,自引:0,他引:2
Cathrine Hasse 《Human Studies》2008,31(1):43-61
In this article I propose that a postphenomenological approach to science and technology can open new analytical understandings
of how material artifacts, embodiment and social agency co-produce learned perceptions of objects. In particle physics, physicists
work in huge groups of scientists from many cultural backgrounds. Communication to some extent depends on material hermeneutics
of flowcharts, models and other visual presentations. As it appears in an examination of physicists’ scrutiny of visual renderings
of different parts of a detector, perceptions vary in relation to social and bodily experiences. Vision in physics has seemingly
allowed an objective perception at a convenient distance of the body. This article challenges this view and proposes that
the variations can be analysed as cultural at two echelons with the help of a postphenomenological approach combined with
cultural psychological theory of artifacts. A third echelon presumably constitutes the phenomenological limit to culture in
science. Even this last resort of subjectivity can be embraced by a postphenomenological approach. The process of culturalization
in physics can be defined as a process of situating knowledge in a body whose continuous learning of micro-and macro perceptions
makes scientific renderings unstable. Taken together postphenomenology, following the distinctions between body one and body
two, and combined with cultural psychological learning theory, enables new insight into what constitutes culture in science.
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Cathrine HasseEmail: |
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THE PRENATAL PARENTAL REFLECTIVE FUNCTIONING QUESTIONNAIRE: EXPLORING FACTOR STRUCTURE AND CONSTRUCT VALIDITY OF A NEW MEASURE IN THE FINN BRAIN BIRTH COHORT PILOT STUDY
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Pertti Saariluoma Hasse Karlsson Heikki Lyytinen Mika Teräs Fabian Geisler 《Journal of Cognitive Psychology》2013,25(5):753-766
Blindfold chess is played without the players seeing either the pieces or the board. It is a skill‐related activity, and only very skilled players can construct the mental images required. This is why blindfold chess provides a good task with which to investigate the spatial memory and skilled mental images of expert players. In a PET investigation, we compared memory performance and problem solving in very experienced chess players with their performance in an attention task, in which the subjects classified the names of chess pieces. The memory task predominantly activated the temporal areas, whereas problem solving activated several frontal areas. The relevance of these findings to concepts such as general imagery, skilled imagery, apperception, and long‐term working memory are discussed. 相似文献
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Belle Liang Allison White Angela M. DeSilva Mousseau Alexandra Hasse Leah Knight Danielle Berado 《The journal of positive psychology》2017,12(3):281-294
AbstractCollege preparation programs, such as College Bound, aim to increase low-income students’ preparation for achieving future goals. Yet, little research has examined the nature of these students’ future goals and purposes from their own perspectives. In this study, in-depth interviews with 10 adolescents (six males and four females) participating in College Bound were analyzed using a qualitative approach informed by grounded theory. Four interrelated themes related to the development of youth purpose emerged: (a) people; (b) propensity; (c) passion; and (d) prosocial benefits. These themes were further categorized across two major dimensions: influences (i.e. capability and motivation) and sources of such influences (i.e. intrinsic and extrinsic). Moreover, ways in which students’ unique social contexts contributed to their experiences of purpose are discussed. Findings inform an understanding of the development of purpose in underrepresented youth, as well as provide insights for programs designed to promote their positive development and post-secondary school success. 相似文献