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61.
Maternal negativity in parent-child interactions related to both the presence and persistence of child externalizing behavior problems. We examined how behavior of 120 mothers and their children in an interaction task at preschool related to assessments of child behavior problems at preschool, first grade, and third grade. At preschool and first-grade, children were assigned to three groups: comparison, moderate externalizing, and pervasive externalizing; at both timepoints the pervasive externalizing group had greater maternal negativity assessed at preschool. Maternal negativity was predicted, beyond the child's disruptive behavior in the task, by two variables: mother's perception of low spousal agreement and support related to child problems and depression. At third grade, child symptoms and diagnoses of ADHD and ODD were predicted by mothers' commands and repeat commands, though not negativity, in the preschool interaction task. Implications of these findings for early family intervention are discussed. 相似文献
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The chief purpose of this study was to identify characteristics that distinguish approach as an attachment behavior from approach serving other behavioral systems. Locomotor approaches of 16 male and 10 female white middle-class infants to an attachment figure (the mother) and to a nonattachment figure (the visitor-observer) were examined under naturalistic conditions at home. Observations were made during 4-hour home visits at 3-week intervals; those from 26 to 54 weeks were used. When approach was examined in a free-choice situation and without regard to behavioral context, infants approached the mother proportionally (though slightly) more often than the visitor (p less than .05). In 2 behavioral contexts, however, spontaneous infant approaches were sharply differential to the mother; approaches accompanied by crying and approaches terminating in a pickup appeal were directed almost exclusively to the mother (p less than .0001 for both). Touching upon completion of the approach was not differential, except in the context of a pickup appeal. Object-oriented approaches were more often directed to the visitor than to the mother (p less than .002) and may be either exploratory or affiliative. It is suggested that neither approach nor touching can be assumed to serve the attachment system without consideration of context- both environmental and behavioral. 相似文献
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Matthew K. Seeley Alyssa Evans-Pickett Gavin Q. Collins James B. Tracy Noelle J. Tuttle Parker G. Rosquist 《Journal of sports sciences》2020,38(16):1844-1858
ABSTRACT Running is a common exercise with numerous health benefits. Vertical ground reaction force (vGRF) influences running injury risk and running performance. Measurement of vGRF during running is now primarily constrained to a laboratory setting. The purpose of this study was to evaluate a new approach to measuring vGRF during running. This approach can be used outside of the laboratory and involves running shoes instrumented with novel piezoresponsive sensors and a standard accelerometer. Thirty-one individuals ran at three different speeds on a force-instrumented treadmill while wearing the instrumented running shoes. vGRF was predicted using data collected from the instrumented shoes, and predicted vGRF were compared to vGRF measured via the treadmill. Per cent error of the resulting predictions varied depending upon the predicted vGRF characteristic. Per cent error was relatively low for predicted vGRF impulse (2–7%), active peak vGRF (3–7%), and ground contact time (3–6%), but relatively high for predicted vGRF load rates (22–29%). These errors should decrease with future iterations of the instrumented shoes and collection of additional data from a more diverse sample. The novel technology described herein might become a feasible way to collect large amounts of vGRF data outside of the traditional biomechanics laboratory. 相似文献
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Janice L. DeLucia‐Waack Deborah A. Gerrity Deborah J. Taub Tracy D. Baldo 《Journal of College Counseling》2001,4(1):32-48
The authors explored the relationship of gender, gender role identity, and type of relationship—same‐sex friendship, cross‐sex friendship, or romantic relationship—to relationship behaviors and beliefs among 429 college students. They discuss implications for individual and group counseling, consultation, and primary prevention on college campuses. 相似文献
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Tracy Anne Stinchfield 《Counselor Education & Supervision》2004,43(4):286-300
Research has indicated that traditional office‐based family therapy services are not always effective with at‐risk families and that there is an increasing trend toward home‐based delivered services (W. Snyder & E. McCollum, 1999). In this qualitative study, the author explored experienced home‐based family therapists' perceptions of the competencies most salient to the provision of family‐based therapy. Several themes emerged from this study. The author presents 2 central themes: joining—including joining with the family, the family's community, and school personnel—and bridging the gap between academia and current community‐based programs. 相似文献
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The impact of strategy instruction and timing of estimates on low and high working-memory capacity readers' absolute monitoring accuracy 总被引:2,自引:0,他引:2
Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions (an explanation strategy versus no strategy). Next, readers estimated comprehension test performance both immediately and after a delay. Readers' estimations were followed by the completion of a comprehension test, a postdiction of test performance, and a working-memory capacity task. The results showed that low working-memory capacity readers were generally more accurate than high working-memory capacity readers but were not affected by strategy instruction or timing of estimates. In contrast, high working-memory capacity readers were most accurate when instructed to use an explanation strategy and when estimates were made immediately. These results are described in the context of the increased processing hypothesis, which contends that more effortful processing during reading augments the availability of text concepts and, in turn, enhances absolute monitoring accuracy. 相似文献
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Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer 下载免费PDF全文
Douglas Fuchs Emma Hendricks Meagan E. Walsh Lynn S. Fuchs Jennifer K. Gilbert Wen Zhang Tracy Samuel Patton III Nicole Davis‐Perkins Wooliya Kim Amy M. Elleman Peng Peng 《Learning disabilities research & practice》2018,33(1):11-23
We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood. 相似文献