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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Psychology</h1><div class="u-tcGrayDark">4,617,608 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Psychology</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Psychology">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psychology/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psychology/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Psychology/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Psychology">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23434893 coauthored" data-work_id="23434893" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23434893/Ecological_Validity_of_Neuropsychological_Tests_Focus_on_the_California_Verbal_Learning_Test_and_the_Wisconsin_Card_Sorting_Test">Ecological Validity of Neuropsychological Tests Focus on the California Verbal Learning Test and the Wisconsin Card Sorting Test</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To date, few studies have assessed the ecological validity of current measures of memory and executive functioning, particularly the California Verbal Learning Test (CVLT) and the Wisconsin Card Sorting Test (WCST). A battery of tests,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23434893" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To date, few studies have assessed the ecological validity of current measures of memory and executive functioning, particularly the California Verbal Learning Test (CVLT) and the Wisconsin Card Sorting Test (WCST). A battery of tests, including the CVLT and the WCST, was administered to 28 severely head-injured adults who were 1 year or more postinjury. Hierarchical linear regression was performed to assess the relationship between these cognitive tests and work functioning while statistically controlling for physical disability, emotional distress, and memory compensation strategies utilized by the participants. Results suggest that the CVLT was best at predicting performance on the job; however, the CVLT and the WCST were about equally predictive of the type of position held by a participant. Hence, this study demonstrates the ecological validity of measures of memory and executive functioning for predicting work-related skills.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23434893" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a3b90c6118a2cddc92b742c2bab52844" rel="nofollow" data-download="{"attachment_id":43877276,"asset_id":23434893,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43877276/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45402411" href="https://siucarbondale.academia.edu/MichelleKibby">Michelle Kibby</a><script data-card-contents-for-user="45402411" type="text/json">{"id":45402411,"first_name":"Michelle","last_name":"Kibby","domain_name":"siucarbondale","page_name":"MichelleKibby","display_name":"Michelle Kibby","profile_url":"https://siucarbondale.academia.edu/MichelleKibby?f_ri=221","photo":"https://0.academia-photos.com/45402411/24197839/23150547/s65_michelle.kibby.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-23434893">+1</span><div class="hidden js-additional-users-23434893"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MaureenSchmitterEdgecombe">Maureen Schmitter-Edgecombe</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-23434893'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-23434893').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23434893 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23434893"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23434893; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23434893]").text(description); $(".js-view-count-work_23434893").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23434893").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23434893"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="231665" rel="nofollow" href="https://www.academia.edu/Documents/in/Ecological_Validity">Ecological Validity</a>, <script data-card-contents-for-ri="231665" type="text/json">{"id":231665,"name":"Ecological Validity","url":"https://www.academia.edu/Documents/in/Ecological_Validity?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="372754" rel="nofollow" href="https://www.academia.edu/Documents/in/Wisconsin_Card_Sorting_Test">Wisconsin Card Sorting Test</a><script data-card-contents-for-ri="372754" type="text/json">{"id":372754,"name":"Wisconsin Card Sorting Test","url":"https://www.academia.edu/Documents/in/Wisconsin_Card_Sorting_Test?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23434893]'), work: {"id":23434893,"title":"Ecological Validity of Neuropsychological Tests Focus on the California Verbal Learning Test and the Wisconsin Card Sorting Test","created_at":"2016-03-18T21:18:42.543-07:00","url":"https://www.academia.edu/23434893/Ecological_Validity_of_Neuropsychological_Tests_Focus_on_the_California_Verbal_Learning_Test_and_the_Wisconsin_Card_Sorting_Test?f_ri=221","dom_id":"work_23434893","summary":"To date, few studies have assessed the ecological validity of current measures of memory and executive functioning, particularly the California Verbal Learning Test (CVLT) and the Wisconsin Card Sorting Test (WCST). A battery of tests, including the CVLT and the WCST, was administered to 28 severely head-injured adults who were 1 year or more postinjury. Hierarchical linear regression was performed to assess the relationship between these cognitive tests and work functioning while statistically controlling for physical disability, emotional distress, and memory compensation strategies utilized by the participants. Results suggest that the CVLT was best at predicting performance on the job; however, the CVLT and the WCST were about equally predictive of the type of position held by a participant. Hence, this study demonstrates the ecological validity of measures of memory and executive functioning for predicting work-related skills.","downloadable_attachments":[{"id":43877276,"asset_id":23434893,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45402411,"first_name":"Michelle","last_name":"Kibby","domain_name":"siucarbondale","page_name":"MichelleKibby","display_name":"Michelle Kibby","profile_url":"https://siucarbondale.academia.edu/MichelleKibby?f_ri=221","photo":"https://0.academia-photos.com/45402411/24197839/23150547/s65_michelle.kibby.jpg"},{"id":43354164,"first_name":"Maureen","last_name":"Schmitter-Edgecombe","domain_name":"independent","page_name":"MaureenSchmitterEdgecombe","display_name":"Maureen Schmitter-Edgecombe","profile_url":"https://independent.academia.edu/MaureenSchmitterEdgecombe?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":231665,"name":"Ecological Validity","url":"https://www.academia.edu/Documents/in/Ecological_Validity?f_ri=221","nofollow":true},{"id":372754,"name":"Wisconsin Card Sorting Test","url":"https://www.academia.edu/Documents/in/Wisconsin_Card_Sorting_Test?f_ri=221","nofollow":true},{"id":510899,"name":"Work Function","url":"https://www.academia.edu/Documents/in/Work_Function?f_ri=221"},{"id":795003,"name":"Linear Regression","url":"https://www.academia.edu/Documents/in/Linear_Regression?f_ri=221"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11579814" data-work_id="11579814" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11579814/Predicting_child_maltreatment_in_the_first_4_years_of_life_from_characteristics_assessed_in_the_neonatal_period">Predicting child maltreatment in the first 4 years of life from characteristics assessed in the neonatal period</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objective: To examine the significance of neonatal risk factors from the individual, family, social, and parenting behavior domains of the ecological model of child maltreatment in predicting maltreatment reports in the first 4 years of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11579814" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objective: To examine the significance of neonatal risk factors from the individual, family, social, and parenting behavior domains of the ecological model of child maltreatment in predicting maltreatment reports in the first 4 years of life, and to examine the extent to which the interactions of life event stress and social support modify those risk factors. Method: Mothers of 708 predominantly at-risk infants were interviewed in their homes soon after their infants' discharge from the hospital. State child abuse and neglect central registry data were tracked every 6 months until the infants reached their fourth birthdays. Results: The incidence of maltreatment reports was higher in households where the mothers were depressed, complained of psychosomatic symptoms, had not graduated from high school, consumed alcohol, participated in public income support programs, cared for more than one dependent child, or were separated from their own mothers at age 14 years (p Ͻ .1). In interaction models including these seven predisposing variables, there were significant interactions (p Ͻ .01) between social support, as measured by the social well-being index after the birth of the index child, and depression, and between social well-being and stress, as measured by an increase in total life events. Conclusion: Some predisposing risk factors measured soon after birth continue to be significant predictors of child maltreatment reports through the fourth year of life. In general, families with low levels of social support had a higher risk of a maltreatment report. For families with lower levels of maternal depression and/or life event stress, low social support significantly increased the risk of a maltreatment report by as much as a factor of four.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11579814" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="23dce2c9987c90fae07b9606efbbb979" rel="nofollow" data-download="{"attachment_id":46622130,"asset_id":11579814,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46622130/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28270985" href="https://unc.academia.edu/DorothyBrowne">Dorothy Browne</a><script data-card-contents-for-user="28270985" type="text/json">{"id":28270985,"first_name":"Dorothy","last_name":"Browne","domain_name":"unc","page_name":"DorothyBrowne","display_name":"Dorothy Browne","profile_url":"https://unc.academia.edu/DorothyBrowne?f_ri=221","photo":"https://0.academia-photos.com/28270985/15148590/15845579/s65_dorothy.browne.jpg"}</script></span></span></li><li class="js-paper-rank-work_11579814 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11579814"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11579814, container: ".js-paper-rank-work_11579814", }); });</script></li><li class="js-percentile-work_11579814 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11579814; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11579814"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11579814 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11579814"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11579814; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11579814]").text(description); $(".js-view-count-work_11579814").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11579814").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11579814"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">26</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="940" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Work">Social Work</a>, <script data-card-contents-for-ri="940" type="text/json">{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2566" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_abuse_and_neglect">Child abuse and neglect</a>, <script data-card-contents-for-ri="2566" type="text/json">{"id":2566,"name":"Child abuse and neglect","url":"https://www.academia.edu/Documents/in/Child_abuse_and_neglect?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4545" rel="nofollow" href="https://www.academia.edu/Documents/in/Parenting">Parenting</a><script data-card-contents-for-ri="4545" type="text/json">{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11579814]'), work: {"id":11579814,"title":"Predicting child maltreatment in the first 4 years of life from characteristics assessed in the neonatal period","created_at":"2015-03-22T00:39:27.897-07:00","url":"https://www.academia.edu/11579814/Predicting_child_maltreatment_in_the_first_4_years_of_life_from_characteristics_assessed_in_the_neonatal_period?f_ri=221","dom_id":"work_11579814","summary":"Objective: To examine the significance of neonatal risk factors from the individual, family, social, and parenting behavior domains of the ecological model of child maltreatment in predicting maltreatment reports in the first 4 years of life, and to examine the extent to which the interactions of life event stress and social support modify those risk factors. Method: Mothers of 708 predominantly at-risk infants were interviewed in their homes soon after their infants' discharge from the hospital. State child abuse and neglect central registry data were tracked every 6 months until the infants reached their fourth birthdays. Results: The incidence of maltreatment reports was higher in households where the mothers were depressed, complained of psychosomatic symptoms, had not graduated from high school, consumed alcohol, participated in public income support programs, cared for more than one dependent child, or were separated from their own mothers at age 14 years (p Ͻ .1). In interaction models including these seven predisposing variables, there were significant interactions (p Ͻ .01) between social support, as measured by the social well-being index after the birth of the index child, and depression, and between social well-being and stress, as measured by an increase in total life events. Conclusion: Some predisposing risk factors measured soon after birth continue to be significant predictors of child maltreatment reports through the fourth year of life. In general, families with low levels of social support had a higher risk of a maltreatment report. For families with lower levels of maternal depression and/or life event stress, low social support significantly increased the risk of a maltreatment report by as much as a factor of four.","downloadable_attachments":[{"id":46622130,"asset_id":11579814,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28270985,"first_name":"Dorothy","last_name":"Browne","domain_name":"unc","page_name":"DorothyBrowne","display_name":"Dorothy Browne","profile_url":"https://unc.academia.edu/DorothyBrowne?f_ri=221","photo":"https://0.academia-photos.com/28270985/15148590/15845579/s65_dorothy.browne.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=221","nofollow":true},{"id":2566,"name":"Child abuse and neglect","url":"https://www.academia.edu/Documents/in/Child_abuse_and_neglect?f_ri=221","nofollow":true},{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=221","nofollow":true},{"id":6666,"name":"Child Maltreatment","url":"https://www.academia.edu/Documents/in/Child_Maltreatment?f_ri=221"},{"id":11015,"name":"Social Support","url":"https://www.academia.edu/Documents/in/Social_Support?f_ri=221"},{"id":12159,"name":"Injury Prevention","url":"https://www.academia.edu/Documents/in/Injury_Prevention?f_ri=221"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=221"},{"id":91079,"name":"Child Abuse","url":"https://www.academia.edu/Documents/in/Child_Abuse?f_ri=221"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant?f_ri=221"},{"id":174502,"name":"Incidence","url":"https://www.academia.edu/Documents/in/Incidence?f_ri=221"},{"id":192721,"name":"Risk factors","url":"https://www.academia.edu/Documents/in/Risk_factors?f_ri=221"},{"id":253560,"name":"Newborn Infant","url":"https://www.academia.edu/Documents/in/Newborn_Infant?f_ri=221"},{"id":297270,"name":"Ecological Model","url":"https://www.academia.edu/Documents/in/Ecological_Model?f_ri=221"},{"id":510423,"name":"Income Support","url":"https://www.academia.edu/Documents/in/Income_Support?f_ri=221"},{"id":608567,"name":"Interaction model","url":"https://www.academia.edu/Documents/in/Interaction_model?f_ri=221"},{"id":620049,"name":"Risk Factors","url":"https://www.academia.edu/Documents/in/Risk_Factors-1?f_ri=221"},{"id":676456,"name":"Maternal Depression","url":"https://www.academia.edu/Documents/in/Maternal_Depression?f_ri=221"},{"id":749302,"name":"Indexation","url":"https://www.academia.edu/Documents/in/Indexation?f_ri=221"},{"id":1033015,"name":"Parent‐child Relations","url":"https://www.academia.edu/Documents/in/Parent_child_Relations?f_ri=221"},{"id":1318932,"name":"Predictive value of tests","url":"https://www.academia.edu/Documents/in/Predictive_value_of_tests?f_ri=221"},{"id":1414499,"name":"Life Change Events","url":"https://www.academia.edu/Documents/in/Life_Change_Events?f_ri=221"},{"id":1558211,"name":"University of North Carolina","url":"https://www.academia.edu/Documents/in/University_of_North_Carolina?f_ri=221"},{"id":1658786,"name":"Child Neglect","url":"https://www.academia.edu/Documents/in/Child_Neglect?f_ri=221"},{"id":1780706,"name":"LIFE EVENT","url":"https://www.academia.edu/Documents/in/LIFE_EVENT?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67049583" data-work_id="67049583" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67049583/Building_boys_into_men_The_relationship_between_discipline_and_spirituality_in_high_school_males">Building boys into men: The relationship between discipline and spirituality in high school males</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67049583" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher’s analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67049583" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b0cbe34b3968b63dd443c07a54499578" rel="nofollow" data-download="{"attachment_id":99702478,"asset_id":67049583,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/99702478/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1395333" href="https://independent.academia.edu/DewainSmith">Dewain Smith</a><script data-card-contents-for-user="1395333" type="text/json">{"id":1395333,"first_name":"Dewain","last_name":"Smith","domain_name":"independent","page_name":"DewainSmith","display_name":"Dewain Smith","profile_url":"https://independent.academia.edu/DewainSmith?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_67049583 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67049583"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67049583, container: ".js-paper-rank-work_67049583", }); 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This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher’s analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research. ","downloadable_attachments":[{"id":99702478,"asset_id":67049583,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1395333,"first_name":"Dewain","last_name":"Smith","domain_name":"independent","page_name":"DewainSmith","display_name":"Dewain Smith","profile_url":"https://independent.academia.edu/DewainSmith?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=221","nofollow":true},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=221","nofollow":true},{"id":362260,"name":"Youth and Religion/Spirituality","url":"https://www.academia.edu/Documents/in/Youth_and_Religion_Spirituality?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69661281" data-work_id="69661281" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69661281/Maternal_care_behavior_and_life_history_traits_in_house_mice_i_Mus_domesticus_i_artificially_selected_for_high_voluntary_wheel_running_activity">Maternal-care behavior and life-history traits in house mice (< i> Mus domesticus</i>) artificially selected for high voluntary wheel-running activity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To test the hypothesis that selective breeding for high voluntary wheel running negatively affects maternal performance in house mice, we observed maternal behavior and compared litter size and mass, in replicate lines of selected (N =4)... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69661281" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To test the hypothesis that selective breeding for high voluntary wheel running negatively affects maternal performance in house mice, we observed maternal behavior and compared litter size and mass, in replicate lines of selected (N =4) and control (N=4) mice from generations 20 and 21 of an artificial selection experiment. At generation 21, selected-line females ran 2.8-times more revolutions per day than females from random-bred control lines, when tested at approximately 6 weeks of age as part of the normal selection protocol. After giving birth, dams from selected and control lines exhibited similar frequencies of maternal behaviors and also spent similar amounts of time in general locomotor activity at litter ages of both 9 and 16 days. Dams from selected lines also performed equally well as controls in repeated pup-retrieval trials. At first parturition, selected-line dams averaged 2.4 g smaller in body mass as compared with dams from the control lines; however, neither litter size nor litter mass at birth (generation 20) or at weaning (generation 21) differed significantly between selected and control lines. We conclude that, at least under the husbandry conditions employed, maternal behavior and reproductive output at first parturition are genetically independent of wheel-running behavior.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69661281" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2d112e67411f98368f3351e88ee1712c" rel="nofollow" data-download="{"attachment_id":79670350,"asset_id":69661281,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79670350/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31702217" href="https://ucriverside.academia.edu/TGarland">Theodore Garland</a><script data-card-contents-for-user="31702217" type="text/json">{"id":31702217,"first_name":"Theodore","last_name":"Garland","domain_name":"ucriverside","page_name":"TGarland","display_name":"Theodore Garland","profile_url":"https://ucriverside.academia.edu/TGarland?f_ri=221","photo":"https://0.academia-photos.com/31702217/50736096/38775289/s65_theodore.garland.jpg"}</script></span></span></li><li class="js-paper-rank-work_69661281 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69661281"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69661281, container: ".js-paper-rank-work_69661281", }); 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At generation 21, selected-line females ran 2.8-times more revolutions per day than females from random-bred control lines, when tested at approximately 6 weeks of age as part of the normal selection protocol. After giving birth, dams from selected and control lines exhibited similar frequencies of maternal behaviors and also spent similar amounts of time in general locomotor activity at litter ages of both 9 and 16 days. Dams from selected lines also performed equally well as controls in repeated pup-retrieval trials. At first parturition, selected-line dams averaged 2.4 g smaller in body mass as compared with dams from the control lines; however, neither litter size nor litter mass at birth (generation 20) or at weaning (generation 21) differed significantly between selected and control lines. We conclude that, at least under the husbandry conditions employed, maternal behavior and reproductive output at first parturition are genetically independent of wheel-running behavior.","downloadable_attachments":[{"id":79670350,"asset_id":69661281,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31702217,"first_name":"Theodore","last_name":"Garland","domain_name":"ucriverside","page_name":"TGarland","display_name":"Theodore Garland","profile_url":"https://ucriverside.academia.edu/TGarland?f_ri=221","photo":"https://0.academia-photos.com/31702217/50736096/38775289/s65_theodore.garland.jpg"}],"research_interests":[{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=221","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive 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Network","url":"https://www.academia.edu/Documents/in/Social_Network?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30112698" data-work_id="30112698" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30112698/Racism_in_organizations_The_case_of_a_county_public_health_department">Racism in organizations: The case of a county public health department</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Racism is part of the foundation of U.S. society and institutions, yet few studies in community psychology or organizational studies have examined how racism affects organizations. This paper proposes a conceptual framework of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30112698" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Racism is part of the foundation of U.S. society and institutions, yet few studies in community psychology or organizational studies have examined how racism affects organizations. This paper proposes a conceptual framework of institutional racism, which describes how, in spite of professional standards and ethics, racism functions within organizations to adversely affect the quality of services, the organizational climate, and staff job satisfaction and morale. Grounded in systems theory and organizational empowerment, the framework is based on data that describe how racism was made manifest in a county public health department. The findings highlight the importance of understanding how organizations are influenced by external forces and can negatively affect clients, communities, and their own staff members.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30112698" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f893412ec0f48a93eba9993331129e84" rel="nofollow" data-download="{"attachment_id":50575550,"asset_id":30112698,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50575550/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32617402" href="https://independent.academia.edu/GriffithDerek">Derek Griffith</a><script data-card-contents-for-user="32617402" type="text/json">{"id":32617402,"first_name":"Derek","last_name":"Griffith","domain_name":"independent","page_name":"GriffithDerek","display_name":"Derek Griffith","profile_url":"https://independent.academia.edu/GriffithDerek?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_30112698 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30112698"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30112698, container: ".js-paper-rank-work_30112698", }); 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$(".js-view-count[data-work-id=30112698]").text(description); $(".js-view-count-work_30112698").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30112698").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30112698"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="238" rel="nofollow" href="https://www.academia.edu/Documents/in/Community_Psychology">Community Psychology</a>, <script data-card-contents-for-ri="238" type="text/json">{"id":238,"name":"Community Psychology","url":"https://www.academia.edu/Documents/in/Community_Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8470" rel="nofollow" href="https://www.academia.edu/Documents/in/Empowerment">Empowerment</a>, <script data-card-contents-for-ri="8470" type="text/json">{"id":8470,"name":"Empowerment","url":"https://www.academia.edu/Documents/in/Empowerment?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8577" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Stratification">Social Stratification</a><script data-card-contents-for-ri="8577" type="text/json">{"id":8577,"name":"Social Stratification","url":"https://www.academia.edu/Documents/in/Social_Stratification?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30112698]'), work: {"id":30112698,"title":"Racism in organizations: The case of a county public health department","created_at":"2016-11-27T10:14:05.567-08:00","url":"https://www.academia.edu/30112698/Racism_in_organizations_The_case_of_a_county_public_health_department?f_ri=221","dom_id":"work_30112698","summary":"Racism is part of the foundation of U.S. society and institutions, yet few studies in community psychology or organizational studies have examined how racism affects organizations. This paper proposes a conceptual framework of institutional racism, which describes how, in spite of professional standards and ethics, racism functions within organizations to adversely affect the quality of services, the organizational climate, and staff job satisfaction and morale. Grounded in systems theory and organizational empowerment, the framework is based on data that describe how racism was made manifest in a county public health department. The findings highlight the importance of understanding how organizations are influenced by external forces and can negatively affect clients, communities, and their own staff members.","downloadable_attachments":[{"id":50575550,"asset_id":30112698,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32617402,"first_name":"Derek","last_name":"Griffith","domain_name":"independent","page_name":"GriffithDerek","display_name":"Derek Griffith","profile_url":"https://independent.academia.edu/GriffithDerek?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":238,"name":"Community Psychology","url":"https://www.academia.edu/Documents/in/Community_Psychology?f_ri=221","nofollow":true},{"id":8470,"name":"Empowerment","url":"https://www.academia.edu/Documents/in/Empowerment?f_ri=221","nofollow":true},{"id":8577,"name":"Social Stratification","url":"https://www.academia.edu/Documents/in/Social_Stratification?f_ri=221","nofollow":true},{"id":8688,"name":"Job Satisfaction","url":"https://www.academia.edu/Documents/in/Job_Satisfaction?f_ri=221"},{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics?f_ri=221"},{"id":16288,"name":"Public Health","url":"https://www.academia.edu/Documents/in/Public_Health?f_ri=221"},{"id":30590,"name":"Social status","url":"https://www.academia.edu/Documents/in/Social_status?f_ri=221"},{"id":42160,"name":"Organizational Climate","url":"https://www.academia.edu/Documents/in/Organizational_Climate?f_ri=221"},{"id":56990,"name":"Racial discrimination","url":"https://www.academia.edu/Documents/in/Racial_discrimination?f_ri=221"},{"id":129913,"name":"Attitudes","url":"https://www.academia.edu/Documents/in/Attitudes?f_ri=221"},{"id":149123,"name":"Organizational Theories","url":"https://www.academia.edu/Documents/in/Organizational_Theories?f_ri=221"},{"id":166024,"name":"Context Effect","url":"https://www.academia.edu/Documents/in/Context_Effect?f_ri=221"},{"id":197231,"name":"Rural Areas","url":"https://www.academia.edu/Documents/in/Rural_Areas?f_ri=221"},{"id":365175,"name":"Systems Approach","url":"https://www.academia.edu/Documents/in/Systems_Approach?f_ri=221"},{"id":1881565,"name":"Population distribution","url":"https://www.academia.edu/Documents/in/Population_distribution?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29620439 coauthored" data-work_id="29620439" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29620439/Designing_roles_scripts_and_prompts_to_support_CSCL_in_gStudy">Designing roles, scripts, and prompts to support CSCL in gStudy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper:... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29620439" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29620439" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10377e4871020d6d51263407b0a7ad96" rel="nofollow" data-download="{"attachment_id":50060092,"asset_id":29620439,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50060092/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56267844" href="https://independent.academia.edu/RMorris8">R. Morris</a><script data-card-contents-for-user="56267844" type="text/json">{"id":56267844,"first_name":"R.","last_name":"Morris","domain_name":"independent","page_name":"RMorris8","display_name":"R. Morris","profile_url":"https://independent.academia.edu/RMorris8?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-29620439">+2</span><div class="hidden js-additional-users-29620439"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sfu.academia.edu/CarmenGress">Carmen Gress</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uvic.academia.edu/MarielMiller">Mariel Miller</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-29620439'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-29620439').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_29620439 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29620439"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29620439, container: ".js-paper-rank-work_29620439", }); 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$(".js-view-count[data-work-id=29620439]").text(description); $(".js-view-count-work_29620439").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29620439").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29620439"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="37" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Systems">Information Systems</a>, <script data-card-contents-for-ri="37" type="text/json">{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5969" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning">Computer Supported Collaborative Learning</a><script data-card-contents-for-ri="5969" type="text/json">{"id":5969,"name":"Computer Supported Collaborative Learning","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29620439]'), work: {"id":29620439,"title":"Designing roles, scripts, and prompts to support CSCL in gStudy","created_at":"2016-11-02T09:09:10.690-07:00","url":"https://www.academia.edu/29620439/Designing_roles_scripts_and_prompts_to_support_CSCL_in_gStudy?f_ri=221","dom_id":"work_29620439","summary":"This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.","downloadable_attachments":[{"id":50060092,"asset_id":29620439,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56267844,"first_name":"R.","last_name":"Morris","domain_name":"independent","page_name":"RMorris8","display_name":"R. Morris","profile_url":"https://independent.academia.edu/RMorris8?f_ri=221","photo":"/images/s65_no_pic.png"},{"id":56014625,"first_name":"Carmen","last_name":"Gress","domain_name":"sfu","page_name":"CarmenGress","display_name":"Carmen Gress","profile_url":"https://sfu.academia.edu/CarmenGress?f_ri=221","photo":"/images/s65_no_pic.png"},{"id":34752487,"first_name":"Mariel","last_name":"Miller","domain_name":"uvic","page_name":"MarielMiller","display_name":"Mariel Miller","profile_url":"https://uvic.academia.edu/MarielMiller?f_ri=221","photo":"https://0.academia-photos.com/34752487/10138912/11313156/s65_mariel.miller.jpg"}],"research_interests":[{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems?f_ri=221","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":5969,"name":"Computer Supported Collaborative Learning","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning?f_ri=221","nofollow":true},{"id":8668,"name":"Computer Supported Collaborative Learning CSCL","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL?f_ri=221"},{"id":65647,"name":"Learning Environment","url":"https://www.academia.edu/Documents/in/Learning_Environment?f_ri=221"},{"id":79795,"name":"Scaffolds","url":"https://www.academia.edu/Documents/in/Scaffolds?f_ri=221"},{"id":101173,"name":"Computer Based Learning","url":"https://www.academia.edu/Documents/in/Computer_Based_Learning?f_ri=221"},{"id":216678,"name":"Scripts","url":"https://www.academia.edu/Documents/in/Scripts?f_ri=221"},{"id":1011475,"name":"Computers In Human Behavior","url":"https://www.academia.edu/Documents/in/Computers_In_Human_Behavior?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13567309" data-work_id="13567309" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13567309/Provision_of_Ancillary_Medications_During_Buprenorphine_Detoxification_Does_Not_Improve_Treatment_Outcomes">Provision of Ancillary Medications During Buprenorphine Detoxification Does Not Improve Treatment Outcomes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">For opioid-dependent individuals, recovery efforts begin with a period of withdrawal that typically include discomfort from symptoms, possibly precipitating a return to drug use. The study described here investigated whether the provision... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13567309" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">For opioid-dependent individuals, recovery efforts begin with a period of withdrawal that typically include discomfort from symptoms, possibly precipitating a return to drug use. The study described here investigated whether the provision of ancillary medications for opioid withdrawal symptoms affects treatment outcomes in 139 participants receiving buprenorphine in a 13-day detoxification trial. Outcome measures include the number of opioid-free urine samples collected and retention in treatment. Ancillary medications were provided to 70% of participants: 59% received medication for insomnia, 45% for anxiety, 40% for bone pain, 35% for nausea, and 28% for diarrhea. Findings indicate no difference in the number of opioid-free urine samples between the group receiving ancillary medication and the group who did not, although tests of specific ancillary medications indicate that those who received diarrhea medication had fewer opioid-free urines than those who did not (p = 0.004). Results also indicate that participants attended fewer days of treatment if they received anxiety, nausea, or diarrhea medication compared to no medication (all p values < .05).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13567309" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="457a13b0a1bbe021cb5ce67abe1a81fc" rel="nofollow" data-download="{"attachment_id":45208208,"asset_id":13567309,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45208208/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32750013" href="https://independent.academia.edu/MaureenHillhouse">Maureen Hillhouse</a><script data-card-contents-for-user="32750013" type="text/json">{"id":32750013,"first_name":"Maureen","last_name":"Hillhouse","domain_name":"independent","page_name":"MaureenHillhouse","display_name":"Maureen Hillhouse","profile_url":"https://independent.academia.edu/MaureenHillhouse?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13567309 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13567309"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13567309, container: ".js-paper-rank-work_13567309", }); });</script></li><li class="js-percentile-work_13567309 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13567309; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13567309"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13567309 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13567309"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13567309; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13567309]").text(description); $(".js-view-count-work_13567309").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13567309").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13567309"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2898" rel="nofollow" href="https://www.academia.edu/Documents/in/Pain">Pain</a>, <script data-card-contents-for-ri="2898" type="text/json">{"id":2898,"name":"Pain","url":"https://www.academia.edu/Documents/in/Pain?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8942" rel="nofollow" href="https://www.academia.edu/Documents/in/Treatment">Treatment</a>, <script data-card-contents-for-ri="8942" type="text/json">{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10882" rel="nofollow" href="https://www.academia.edu/Documents/in/Evolution">Evolution</a><script data-card-contents-for-ri="10882" type="text/json">{"id":10882,"name":"Evolution","url":"https://www.academia.edu/Documents/in/Evolution?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13567309]'), work: {"id":13567309,"title":"Provision of Ancillary Medications During Buprenorphine Detoxification Does Not Improve Treatment Outcomes","created_at":"2015-07-02T18:32:33.963-07:00","url":"https://www.academia.edu/13567309/Provision_of_Ancillary_Medications_During_Buprenorphine_Detoxification_Does_Not_Improve_Treatment_Outcomes?f_ri=221","dom_id":"work_13567309","summary":"For opioid-dependent individuals, recovery efforts begin with a period of withdrawal that typically include discomfort from symptoms, possibly precipitating a return to drug use. The study described here investigated whether the provision of ancillary medications for opioid withdrawal symptoms affects treatment outcomes in 139 participants receiving buprenorphine in a 13-day detoxification trial. Outcome measures include the number of opioid-free urine samples collected and retention in treatment. Ancillary medications were provided to 70% of participants: 59% received medication for insomnia, 45% for anxiety, 40% for bone pain, 35% for nausea, and 28% for diarrhea. Findings indicate no difference in the number of opioid-free urine samples between the group receiving ancillary medication and the group who did not, although tests of specific ancillary medications indicate that those who received diarrhea medication had fewer opioid-free urines than those who did not (p = 0.004). Results also indicate that participants attended fewer days of treatment if they received anxiety, nausea, or diarrhea medication compared to no medication (all p values \u003c .05).","downloadable_attachments":[{"id":45208208,"asset_id":13567309,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32750013,"first_name":"Maureen","last_name":"Hillhouse","domain_name":"independent","page_name":"MaureenHillhouse","display_name":"Maureen Hillhouse","profile_url":"https://independent.academia.edu/MaureenHillhouse?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":2898,"name":"Pain","url":"https://www.academia.edu/Documents/in/Pain?f_ri=221","nofollow":true},{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=221","nofollow":true},{"id":10882,"name":"Evolution","url":"https://www.academia.edu/Documents/in/Evolution?f_ri=221","nofollow":true},{"id":12426,"name":"Treatment Outcome","url":"https://www.academia.edu/Documents/in/Treatment_Outcome?f_ri=221"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety?f_ri=221"},{"id":44259,"name":"Diarrhea","url":"https://www.academia.edu/Documents/in/Diarrhea?f_ri=221"},{"id":47665,"name":"Drug Use","url":"https://www.academia.edu/Documents/in/Drug_Use?f_ri=221"},{"id":129428,"name":"Drug Addiction","url":"https://www.academia.edu/Documents/in/Drug_Addiction?f_ri=221"},{"id":143599,"name":"Buprenorphine","url":"https://www.academia.edu/Documents/in/Buprenorphine?f_ri=221"},{"id":155096,"name":"Detoxification","url":"https://www.academia.edu/Documents/in/Detoxification?f_ri=221"},{"id":217554,"name":"Nausea","url":"https://www.academia.edu/Documents/in/Nausea?f_ri=221"},{"id":392504,"name":"Opioid Dependence","url":"https://www.academia.edu/Documents/in/Opioid_Dependence?f_ri=221"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=221"},{"id":466103,"name":"Narcotics","url":"https://www.academia.edu/Documents/in/Narcotics?f_ri=221"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1?f_ri=221"},{"id":1881146,"name":"Medical Treatment","url":"https://www.academia.edu/Documents/in/Medical_Treatment?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19698888" data-work_id="19698888" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19698888/Catechol_o_Methyltransferase_Genotype_and_Childhood_Trauma_May_Interact_to_Impact_Schizotypal_Personality_Traits">Catechol-o-Methyltransferase Genotype and Childhood Trauma May Interact to Impact Schizotypal Personality Traits</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We attempt to identify gene by childhood abuse interactions which predispose to the development of schizotypal traits in a familial bipolar disorder (BD) sample. Self-report measures of schizotypal personality traits (Schizotypal... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19698888" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We attempt to identify gene by childhood abuse interactions which predispose to the development of schizotypal traits in a familial bipolar disorder (BD) sample. Self-report measures of schizotypal personality traits (Schizotypal Personality Scale) and childhood maltreatment (Childhood Trauma Questionnaire) were administered to 222 participants from 44 families with BD. Variants of catechol-o-methyltransferase (COMT) and four other dopamine pathway-related genes: DRD4, DRD2,MAOA, and SLC6A3, were typed. BD type I (BD I) subjects scored significantly higher than their unaffected relatives on the Schizotypal Personality Scale. The val allele of the Val158 Met polymorphism of the COMT gene was associated with increased schizotypal personality trait scores in individuals exposed to higher levels of self-reported childhood trauma (p \ 0.05). There was no direct effect of the val158met polymorphism on schizotypal personality traits. Further, no passive correlation between COMT genotype and childhood trauma was found. We raise the possibility that genetically-driven variation in COMT may interact with childhood trauma to contribute to the risk of developing schizotypal personality traits.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19698888" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9f032a1323815b12f88b23d3c219e985" rel="nofollow" data-download="{"attachment_id":42051980,"asset_id":19698888,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42051980/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6556" href="https://uct.academia.edu/RajRamesar">Raj Ramesar</a><script data-card-contents-for-user="6556" type="text/json">{"id":6556,"first_name":"Raj","last_name":"Ramesar","domain_name":"uct","page_name":"RajRamesar","display_name":"Raj Ramesar","profile_url":"https://uct.academia.edu/RajRamesar?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_19698888 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19698888"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19698888, container: ".js-paper-rank-work_19698888", }); });</script></li><li class="js-percentile-work_19698888 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19698888; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_19698888"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_19698888 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="19698888"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19698888; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19698888]").text(description); $(".js-view-count-work_19698888").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19698888").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19698888"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="156" rel="nofollow" href="https://www.academia.edu/Documents/in/Genetics">Genetics</a>, <script data-card-contents-for-ri="156" type="text/json">{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3230" rel="nofollow" href="https://www.academia.edu/Documents/in/Bipolar_Disorder">Bipolar Disorder</a>, <script data-card-contents-for-ri="3230" type="text/json">{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3855" rel="nofollow" href="https://www.academia.edu/Documents/in/Polymorphism">Polymorphism</a><script data-card-contents-for-ri="3855" type="text/json">{"id":3855,"name":"Polymorphism","url":"https://www.academia.edu/Documents/in/Polymorphism?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19698888]'), work: {"id":19698888,"title":"Catechol-o-Methyltransferase Genotype and Childhood Trauma May Interact to Impact Schizotypal Personality Traits","created_at":"2015-12-16T23:16:24.314-08:00","url":"https://www.academia.edu/19698888/Catechol_o_Methyltransferase_Genotype_and_Childhood_Trauma_May_Interact_to_Impact_Schizotypal_Personality_Traits?f_ri=221","dom_id":"work_19698888","summary":"We attempt to identify gene by childhood abuse interactions which predispose to the development of schizotypal traits in a familial bipolar disorder (BD) sample. Self-report measures of schizotypal personality traits (Schizotypal Personality Scale) and childhood maltreatment (Childhood Trauma Questionnaire) were administered to 222 participants from 44 families with BD. Variants of catechol-o-methyltransferase (COMT) and four other dopamine pathway-related genes: DRD4, DRD2,MAOA, and SLC6A3, were typed. BD type I (BD I) subjects scored significantly higher than their unaffected relatives on the Schizotypal Personality Scale. The val allele of the Val158 Met polymorphism of the COMT gene was associated with increased schizotypal personality trait scores in individuals exposed to higher levels of self-reported childhood trauma (p \\ 0.05). There was no direct effect of the val158met polymorphism on schizotypal personality traits. Further, no passive correlation between COMT genotype and childhood trauma was found. We raise the possibility that genetically-driven variation in COMT may interact with childhood trauma to contribute to the risk of developing schizotypal personality traits.","downloadable_attachments":[{"id":42051980,"asset_id":19698888,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6556,"first_name":"Raj","last_name":"Ramesar","domain_name":"uct","page_name":"RajRamesar","display_name":"Raj Ramesar","profile_url":"https://uct.academia.edu/RajRamesar?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=221","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":3230,"name":"Bipolar Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Disorder?f_ri=221","nofollow":true},{"id":3855,"name":"Polymorphism","url":"https://www.academia.edu/Documents/in/Polymorphism?f_ri=221","nofollow":true},{"id":7590,"name":"Behavior Genetics","url":"https://www.academia.edu/Documents/in/Behavior_Genetics?f_ri=221"},{"id":51566,"name":"Dopamine","url":"https://www.academia.edu/Documents/in/Dopamine?f_ri=221"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=221"},{"id":91079,"name":"Child Abuse","url":"https://www.academia.edu/Documents/in/Child_Abuse?f_ri=221"},{"id":282100,"name":"Schizotypal Personality Disorder","url":"https://www.academia.edu/Documents/in/Schizotypal_Personality_Disorder?f_ri=221"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=221"},{"id":372410,"name":"Genotype","url":"https://www.academia.edu/Documents/in/Genotype?f_ri=221"},{"id":1031658,"name":"Wounds and Injuries","url":"https://www.academia.edu/Documents/in/Wounds_and_Injuries?f_ri=221"},{"id":1208706,"name":"Environment","url":"https://www.academia.edu/Documents/in/Environment?f_ri=221"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=221"},{"id":1843330,"name":"Personality Trait","url":"https://www.academia.edu/Documents/in/Personality_Trait?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17355858" data-work_id="17355858" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17355858/Sex_related_differences_in_motor_learning_and_performance">Sex-related differences in motor learning and performance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Gender differences have been shown across many domains, and motor skills are no exception. One of the most robust findings is a significant sex difference in throwing accuracy, which reflects the advantage of men in targeting abilities.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17355858" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Gender differences have been shown across many domains, and motor skills are no exception. One of the most robust findings is a significant sex difference in throwing accuracy, which reflects the advantage of men in targeting abilities. However, little is known about the basis of this difference. To try to dissect possible mechanisms involved in this difference, here we tested for gender variations in a prism adaptation throwing task. We tested 154 subjects in a visuomotor prism adaptation task that discriminates between motor performance, visuomotor adaptation and negative aftereffects. Our results corroborate men's significant better throwing accuracy, although there were no adaptation differences between genders. In contrast, women showed significant larger negative aftereffects, which could be explained by a larger contribution of spatial alignment. These results suggest that different learning mechanisms, like strategic calibration and spatial alignment, may have different contributions in men and women.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17355858" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3d34721c5a76e9ba31715acf468540e5" rel="nofollow" data-download="{"attachment_id":39464183,"asset_id":17355858,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39464183/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37081080" href="https://unam.academia.edu/RosalindaD%C3%ADaz">Rosalinda Díaz</a><script data-card-contents-for-user="37081080" type="text/json">{"id":37081080,"first_name":"Rosalinda","last_name":"Díaz","domain_name":"unam","page_name":"RosalindaDíaz","display_name":"Rosalinda Díaz","profile_url":"https://unam.academia.edu/RosalindaD%C3%ADaz?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_17355858 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17355858"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17355858, container: ".js-paper-rank-work_17355858", }); 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$(".js-view-count[data-work-id=17355858]").text(description); $(".js-view-count-work_17355858").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17355858").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17355858"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4116" rel="nofollow" href="https://www.academia.edu/Documents/in/Motor_Learning">Motor Learning</a>, <script data-card-contents-for-ri="4116" type="text/json">{"id":4116,"name":"Motor Learning","url":"https://www.academia.edu/Documents/in/Motor_Learning?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5359" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_perception">Visual perception</a><script data-card-contents-for-ri="5359" type="text/json">{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17355858]'), work: {"id":17355858,"title":"Sex-related differences in motor learning and performance","created_at":"2015-10-27T10:48:03.730-07:00","url":"https://www.academia.edu/17355858/Sex_related_differences_in_motor_learning_and_performance?f_ri=221","dom_id":"work_17355858","summary":"Gender differences have been shown across many domains, and motor skills are no exception. One of the most robust findings is a significant sex difference in throwing accuracy, which reflects the advantage of men in targeting abilities. However, little is known about the basis of this difference. To try to dissect possible mechanisms involved in this difference, here we tested for gender variations in a prism adaptation throwing task. We tested 154 subjects in a visuomotor prism adaptation task that discriminates between motor performance, visuomotor adaptation and negative aftereffects. Our results corroborate men's significant better throwing accuracy, although there were no adaptation differences between genders. In contrast, women showed significant larger negative aftereffects, which could be explained by a larger contribution of spatial alignment. These results suggest that different learning mechanisms, like strategic calibration and spatial alignment, may have different contributions in men and women.","downloadable_attachments":[{"id":39464183,"asset_id":17355858,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37081080,"first_name":"Rosalinda","last_name":"Díaz","domain_name":"unam","page_name":"RosalindaDíaz","display_name":"Rosalinda Díaz","profile_url":"https://unam.academia.edu/RosalindaD%C3%ADaz?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":4116,"name":"Motor Learning","url":"https://www.academia.edu/Documents/in/Motor_Learning?f_ri=221","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=221","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=221"},{"id":75509,"name":"Sex Difference","url":"https://www.academia.edu/Documents/in/Sex_Difference?f_ri=221"},{"id":113812,"name":"Gender Difference","url":"https://www.academia.edu/Documents/in/Gender_Difference?f_ri=221"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=221"},{"id":318172,"name":"Spatial Behavior","url":"https://www.academia.edu/Documents/in/Spatial_Behavior?f_ri=221"},{"id":418627,"name":"Behavioral","url":"https://www.academia.edu/Documents/in/Behavioral?f_ri=221"},{"id":541557,"name":"Motor Performance","url":"https://www.academia.edu/Documents/in/Motor_Performance?f_ri=221"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=221"},{"id":1756573,"name":"Motor Skills","url":"https://www.academia.edu/Documents/in/Motor_Skills?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13207434" data-work_id="13207434" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13207434/A_Brief_Scale_for_Measuring_Helping_Activities_in_Recovery_The_Brief_Helper_Therapy_Scale">A Brief Scale for Measuring Helping Activities in Recovery: The Brief Helper Therapy Scale</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13207434" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="48636aa4a8f531bed934bb3fe4a814f6" rel="nofollow" data-download="{"attachment_id":45591063,"asset_id":13207434,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45591063/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32462465" href="https://independent.academia.edu/DouglasPolcin">Douglas Polcin</a><script data-card-contents-for-user="32462465" type="text/json">{"id":32462465,"first_name":"Douglas","last_name":"Polcin","domain_name":"independent","page_name":"DouglasPolcin","display_name":"Douglas Polcin","profile_url":"https://independent.academia.edu/DouglasPolcin?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13207434 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13207434"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13207434, container: ".js-paper-rank-work_13207434", }); });</script></li><li class="js-percentile-work_13207434 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13207434; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13207434"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13207434 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13207434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13207434; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13207434]").text(description); $(".js-view-count-work_13207434").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13207434").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13207434"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="40475" rel="nofollow" href="https://www.academia.edu/Documents/in/Helping_Behavior">Helping Behavior</a>, <script data-card-contents-for-ri="40475" type="text/json">{"id":40475,"name":"Helping Behavior","url":"https://www.academia.edu/Documents/in/Helping_Behavior?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50113" rel="nofollow" href="https://www.academia.edu/Documents/in/California">California</a>, <script data-card-contents-for-ri="50113" type="text/json">{"id":50113,"name":"California","url":"https://www.academia.edu/Documents/in/California?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="91863" rel="nofollow" href="https://www.academia.edu/Documents/in/Alcoholism">Alcoholism</a><script data-card-contents-for-ri="91863" type="text/json">{"id":91863,"name":"Alcoholism","url":"https://www.academia.edu/Documents/in/Alcoholism?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13207434]'), work: {"id":13207434,"title":"A Brief Scale for Measuring Helping Activities in Recovery: The Brief Helper Therapy Scale","created_at":"2015-06-23T06:15:29.535-07:00","url":"https://www.academia.edu/13207434/A_Brief_Scale_for_Measuring_Helping_Activities_in_Recovery_The_Brief_Helper_Therapy_Scale?f_ri=221","dom_id":"work_13207434","summary":null,"downloadable_attachments":[{"id":45591063,"asset_id":13207434,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32462465,"first_name":"Douglas","last_name":"Polcin","domain_name":"independent","page_name":"DouglasPolcin","display_name":"Douglas Polcin","profile_url":"https://independent.academia.edu/DouglasPolcin?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":40475,"name":"Helping Behavior","url":"https://www.academia.edu/Documents/in/Helping_Behavior?f_ri=221","nofollow":true},{"id":50113,"name":"California","url":"https://www.academia.edu/Documents/in/California?f_ri=221","nofollow":true},{"id":91863,"name":"Alcoholism","url":"https://www.academia.edu/Documents/in/Alcoholism?f_ri=221","nofollow":true},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=221"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection?f_ri=221"},{"id":208043,"name":"Alcoholics Anonymous","url":"https://www.academia.edu/Documents/in/Alcoholics_Anonymous?f_ri=221"},{"id":516774,"name":"Substance use and misuse","url":"https://www.academia.edu/Documents/in/Substance_use_and_misuse?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58623745" data-work_id="58623745" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58623745/_Its_a_Different_Condom_Lets_See_How_It_Works_Young_Mens_Reactions_to_and_Experiences_of_Female_Condom_Use_During_an_Intervention_Trial_in_South_Africa">“It's a Different Condom, Let's See How It Works”: Young Men's Reactions to and Experiences of Female Condom Use During an Intervention Trial in South Africa</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although male partner cooperation is often essential for successful use of the female condom, only a few studies have directly assessed men&#39;s experiences of using the device. We examined barriers to and facilitators of female condom... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58623745" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although male partner cooperation is often essential for successful use of the female condom, only a few studies have directly assessed men&#39;s experiences of using the device. We examined barriers to and facilitators of female condom use via qualitative in-depth interviews with 38 young men (18 to 28 years) in South Africa whose partners, all university students, were enrolled in a female condom intervention trial. In all, 21 men used the female condom; the remaining 17 did not attempt use. The main facilitators to female condom use were convenience of use for men, curiosity to see how female condoms compared to male condoms, enhanced sexual sensation, and perceptions of better safety and comfort of the device compared to male condoms. The main barriers were men&#39;s limited familiarity with the device, insertion difficulties, and men&#39;s concerns about loss of control over sexual encounters. We recommend that human immunodeficiency virus (HIV) prevention and condom promotion ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58623745" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ffabd470d443fbcb6369e468546b06b1" rel="nofollow" data-download="{"attachment_id":72944716,"asset_id":58623745,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72944716/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="57815084" href="https://independent.academia.edu/JMantell">J. Mantell</a><script data-card-contents-for-user="57815084" type="text/json">{"id":57815084,"first_name":"J.","last_name":"Mantell","domain_name":"independent","page_name":"JMantell","display_name":"J. Mantell","profile_url":"https://independent.academia.edu/JMantell?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_58623745 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58623745"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58623745, container: ".js-paper-rank-work_58623745", }); });</script></li><li class="js-percentile-work_58623745 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 58623745; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_58623745"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_58623745 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="58623745"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58623745; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=58623745]").text(description); $(".js-view-count-work_58623745").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58623745").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58623745"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="859" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2065" rel="nofollow" href="https://www.academia.edu/Documents/in/Research_Methodology">Research Methodology</a><script data-card-contents-for-ri="2065" type="text/json">{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58623745]'), work: {"id":58623745,"title":"“It's a Different Condom, Let's See How It Works”: Young Men's Reactions to and Experiences of Female Condom Use During an Intervention Trial in South Africa","created_at":"2021-10-17T09:56:21.005-07:00","url":"https://www.academia.edu/58623745/_Its_a_Different_Condom_Lets_See_How_It_Works_Young_Mens_Reactions_to_and_Experiences_of_Female_Condom_Use_During_an_Intervention_Trial_in_South_Africa?f_ri=221","dom_id":"work_58623745","summary":"Although male partner cooperation is often essential for successful use of the female condom, only a few studies have directly assessed men\u0026#39;s experiences of using the device. We examined barriers to and facilitators of female condom use via qualitative in-depth interviews with 38 young men (18 to 28 years) in South Africa whose partners, all university students, were enrolled in a female condom intervention trial. In all, 21 men used the female condom; the remaining 17 did not attempt use. The main facilitators to female condom use were convenience of use for men, curiosity to see how female condoms compared to male condoms, enhanced sexual sensation, and perceptions of better safety and comfort of the device compared to male condoms. The main barriers were men\u0026#39;s limited familiarity with the device, insertion difficulties, and men\u0026#39;s concerns about loss of control over sexual encounters. We recommend that human immunodeficiency virus (HIV) prevention and condom promotion ...","downloadable_attachments":[{"id":72944716,"asset_id":58623745,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":57815084,"first_name":"J.","last_name":"Mantell","domain_name":"independent","page_name":"JMantell","display_name":"J. Mantell","profile_url":"https://independent.academia.edu/JMantell?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=221","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=221","nofollow":true},{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=221","nofollow":true},{"id":4307,"name":"Behavior","url":"https://www.academia.edu/Documents/in/Behavior?f_ri=221"},{"id":9815,"name":"Developing Countries","url":"https://www.academia.edu/Documents/in/Developing_Countries?f_ri=221"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa?f_ri=221"},{"id":62436,"name":"Interviews","url":"https://www.academia.edu/Documents/in/Interviews?f_ri=221"},{"id":64336,"name":"Population","url":"https://www.academia.edu/Documents/in/Population?f_ri=221"},{"id":111921,"name":"Sexual Behavior","url":"https://www.academia.edu/Documents/in/Sexual_Behavior?f_ri=221"},{"id":129913,"name":"Attitudes","url":"https://www.academia.edu/Documents/in/Attitudes?f_ri=221"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=221"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection?f_ri=221"},{"id":3405109,"name":"The Sex","url":"https://www.academia.edu/Documents/in/The_Sex?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58388249" data-work_id="58388249" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58388249/Religion_culture_and_illness_a_sociological_study_on_religious_coping_in_Iran">Religion, culture and illness: a sociological study on religious coping in Iran</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present article is based on an international study on meaningmaking coping aimed at understanding the role of culture in coping. The larger study has been conducted among cancer patients in 10 countries. The present article is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58388249" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present article is based on an international study on meaningmaking coping aimed at understanding the role of culture in coping. The larger study has been conducted among cancer patients in 10 countries. The present article is confined to the results obtained in our study in Iran and restricted to religious coping methods. Twenty-seven participants with various kinds of cancer were interviewed. The several religious coping methods found in the present study are categorised on the basis of RCOPE's five basic religious functions. The study reveals, among others, the impact of cultural beliefs on certain religious coping methods, even among those who are not regarded as practicing Muslims. The study highlights the importance of investigating cultural and social context when exploring the use of the meaning-making coping strategies in different countries.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58388249" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bc5e35fb65f744e7981884351b38d873" rel="nofollow" data-download="{"attachment_id":72823570,"asset_id":58388249,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/72823570/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99623955" href="https://uet.academia.edu/NaderAhmadi">Nader Ahmadi</a><script data-card-contents-for-user="99623955" type="text/json">{"id":99623955,"first_name":"Nader","last_name":"Ahmadi","domain_name":"uet","page_name":"NaderAhmadi","display_name":"Nader Ahmadi","profile_url":"https://uet.academia.edu/NaderAhmadi?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_58388249 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58388249"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58388249, container: ".js-paper-rank-work_58388249", }); });</script></li><li class="js-percentile-work_58388249 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 58388249; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_58388249"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_58388249 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="58388249"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58388249; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=58388249]").text(description); $(".js-view-count-work_58388249").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58388249").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58388249"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a><script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58388249]'), work: {"id":58388249,"title":"Religion, culture and illness: a sociological study on religious coping in Iran","created_at":"2021-10-16T06:22:49.091-07:00","url":"https://www.academia.edu/58388249/Religion_culture_and_illness_a_sociological_study_on_religious_coping_in_Iran?f_ri=221","dom_id":"work_58388249","summary":"The present article is based on an international study on meaningmaking coping aimed at understanding the role of culture in coping. The larger study has been conducted among cancer patients in 10 countries. The present article is confined to the results obtained in our study in Iran and restricted to religious coping methods. Twenty-seven participants with various kinds of cancer were interviewed. The several religious coping methods found in the present study are categorised on the basis of RCOPE's five basic religious functions. The study reveals, among others, the impact of cultural beliefs on certain religious coping methods, even among those who are not regarded as practicing Muslims. The study highlights the importance of investigating cultural and social context when exploring the use of the meaning-making coping strategies in different countries.","downloadable_attachments":[{"id":72823570,"asset_id":58388249,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99623955,"first_name":"Nader","last_name":"Ahmadi","domain_name":"uet","page_name":"NaderAhmadi","display_name":"Nader Ahmadi","profile_url":"https://uet.academia.edu/NaderAhmadi?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21896351" data-work_id="21896351" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21896351/African_American_Gay_Family_Networks_An_Entry_Point_for_HIV_Prevention">African American Gay Family Networks: An Entry Point for HIV Prevention</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21896351" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2df69e5b941b378c3702372f17325a3a" rel="nofollow" data-download="{"attachment_id":42631969,"asset_id":21896351,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42631969/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33146109" href="https://um-boston.academia.edu/HeidiLevitt">Heidi M Levitt</a><script data-card-contents-for-user="33146109" type="text/json">{"id":33146109,"first_name":"Heidi","last_name":"Levitt","domain_name":"um-boston","page_name":"HeidiLevitt","display_name":"Heidi M Levitt","profile_url":"https://um-boston.academia.edu/HeidiLevitt?f_ri=221","photo":"https://0.academia-photos.com/33146109/11444710/12765449/s65_heidi.levitt.jpg"}</script></span></span></li><li class="js-paper-rank-work_21896351 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21896351"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21896351, container: ".js-paper-rank-work_21896351", }); });</script></li><li class="js-percentile-work_21896351 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21896351; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_21896351"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21896351 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21896351"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21896351; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21896351]").text(description); $(".js-view-count-work_21896351").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21896351").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21896351"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a><script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21896351]'), work: {"id":21896351,"title":"African American Gay Family Networks: An Entry Point for HIV Prevention","created_at":"2016-02-12T17:31:12.842-08:00","url":"https://www.academia.edu/21896351/African_American_Gay_Family_Networks_An_Entry_Point_for_HIV_Prevention?f_ri=221","dom_id":"work_21896351","summary":null,"downloadable_attachments":[{"id":42631969,"asset_id":21896351,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33146109,"first_name":"Heidi","last_name":"Levitt","domain_name":"um-boston","page_name":"HeidiLevitt","display_name":"Heidi M Levitt","profile_url":"https://um-boston.academia.edu/HeidiLevitt?f_ri=221","photo":"https://0.academia-photos.com/33146109/11444710/12765449/s65_heidi.levitt.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14228200" data-work_id="14228200" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14228200/Psychological_characteristics_of_religious_delusions">Psychological characteristics of religious delusions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose Religious delusions are common and are considered to be particularly difficult to treat. In this study we investigated what psychological processes may underlie the reported treatment resistance. In particular, we focused on the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14228200" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose Religious delusions are common and are considered to be particularly difficult to treat. In this study we investigated what psychological processes may underlie the reported treatment resistance. In particular, we focused on the perceptual, cognitive, affective and behavioural mechanisms held to maintain delusions in cognitive models of psychosis, as these form the key treatment targets in cognitive behavioural therapy. We compared religious delusions to delusions with other content. Methods Comprehensive measures of symptoms and psychological processes were completed by 383 adult participants with delusions and a schizophrenia spectrum diagnosis, drawn from two large studies of cognitive behavioural therapy for psychosis. Results Binary logistic regression showed that religious delusions were associated with higher levels of grandiosity (OR 7.5; 95 % CI 3.9-14.1), passivity experiences, having internal evidence for their delusion (anomalous experiences or mood states), and being willing to consider alternatives to their delusion (95 % CI for ORs 1.1-8.6). Levels of negative symptoms were lower. No differences were found in delusional conviction, insight or attitudes towards treatment. Conclusions Levels of positive symptoms, particularly anomalous experiences and grandiosity, were high, and may contribute to symptom persistence. However, contrary to previous reports, we found no evidence that people with religious delusions would be less likely to engage in any form of help. Higher levels of flexibility may make them particularly amenable to cognitive behavioural approaches, but particular care should be taken to preserve self-esteem and valued aspects of beliefs and experiences.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14228200" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cab0d8916652c1db98b30b49b143b95b" rel="nofollow" data-download="{"attachment_id":44434297,"asset_id":14228200,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44434297/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6926715" href="https://pkcl.academia.edu/AmyHardy">Amy Hardy</a><script data-card-contents-for-user="6926715" type="text/json">{"id":6926715,"first_name":"Amy","last_name":"Hardy","domain_name":"pkcl","page_name":"AmyHardy","display_name":"Amy Hardy","profile_url":"https://pkcl.academia.edu/AmyHardy?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_14228200 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14228200"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14228200, container: ".js-paper-rank-work_14228200", }); 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$(".js-view-count[data-work-id=14228200]").text(description); $(".js-view-count-work_14228200").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14228200").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14228200"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a>, <script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38385" rel="nofollow" href="https://www.academia.edu/Documents/in/Delusions">Delusions</a><script data-card-contents-for-ri="38385" type="text/json">{"id":38385,"name":"Delusions","url":"https://www.academia.edu/Documents/in/Delusions?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14228200]'), work: {"id":14228200,"title":"Psychological characteristics of religious delusions","created_at":"2015-07-20T13:37:02.152-07:00","url":"https://www.academia.edu/14228200/Psychological_characteristics_of_religious_delusions?f_ri=221","dom_id":"work_14228200","summary":"Purpose Religious delusions are common and are considered to be particularly difficult to treat. In this study we investigated what psychological processes may underlie the reported treatment resistance. In particular, we focused on the perceptual, cognitive, affective and behavioural mechanisms held to maintain delusions in cognitive models of psychosis, as these form the key treatment targets in cognitive behavioural therapy. We compared religious delusions to delusions with other content. Methods Comprehensive measures of symptoms and psychological processes were completed by 383 adult participants with delusions and a schizophrenia spectrum diagnosis, drawn from two large studies of cognitive behavioural therapy for psychosis. Results Binary logistic regression showed that religious delusions were associated with higher levels of grandiosity (OR 7.5; 95 % CI 3.9-14.1), passivity experiences, having internal evidence for their delusion (anomalous experiences or mood states), and being willing to consider alternatives to their delusion (95 % CI for ORs 1.1-8.6). Levels of negative symptoms were lower. No differences were found in delusional conviction, insight or attitudes towards treatment. Conclusions Levels of positive symptoms, particularly anomalous experiences and grandiosity, were high, and may contribute to symptom persistence. However, contrary to previous reports, we found no evidence that people with religious delusions would be less likely to engage in any form of help. Higher levels of flexibility may make them particularly amenable to cognitive behavioural approaches, but particular care should be taken to preserve self-esteem and valued aspects of beliefs and experiences.","downloadable_attachments":[{"id":44434297,"asset_id":14228200,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6926715,"first_name":"Amy","last_name":"Hardy","domain_name":"pkcl","page_name":"AmyHardy","display_name":"Amy Hardy","profile_url":"https://pkcl.academia.edu/AmyHardy?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221","nofollow":true},{"id":38385,"name":"Delusions","url":"https://www.academia.edu/Documents/in/Delusions?f_ri=221","nofollow":true},{"id":101797,"name":"Cognitive Therapy","url":"https://www.academia.edu/Documents/in/Cognitive_Therapy?f_ri=221"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=221"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=221"},{"id":161134,"name":"Social Psychiatry","url":"https://www.academia.edu/Documents/in/Social_Psychiatry?f_ri=221"},{"id":165710,"name":"Religion and psychology","url":"https://www.academia.edu/Documents/in/Religion_and_psychology?f_ri=221"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=221"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=221"},{"id":321147,"name":"Self Concept","url":"https://www.academia.edu/Documents/in/Self_Concept?f_ri=221"},{"id":612870,"name":"Psychotic Disorders","url":"https://www.academia.edu/Documents/in/Psychotic_Disorders?f_ri=221"},{"id":1294607,"name":"Logistic Models","url":"https://www.academia.edu/Documents/in/Logistic_Models?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65757675" data-work_id="65757675" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65757675/Therapeutic_Residential_Care_for_Children_and_Young_People_An_Attachment_and_Trauma_Informed_Model_for_Practice">Therapeutic Residential Care for Children and Young People: An Attachment and Trauma-Informed Model for Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Foreword. Acknowledgements. Authors&#39; Note. Introduction. What is child abuse and neglect? The cost of abuse. The need for early intervention, treatment and prevention. 1. The Importance of a Theoretical Base. The relationship between... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65757675" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Foreword. Acknowledgements. Authors&#39; Note. Introduction. What is child abuse and neglect? The cost of abuse. The need for early intervention, treatment and prevention. 1. The Importance of a Theoretical Base. The relationship between theory and practice. Theory in the caring professions. Psychodynamic thinking. Psychodynamic concepts. The relationship between the organization and therapeutic task. The treatment approach. Attachment and trauma-informed theories. The influence of Winnicott on therapeutic residential care. Individual, family, community and societal wellness theory. Conclusion. 2. Trauma-Informed Practice. How traumatization develops in childhood. Trauma causes hyperarousal and fear in children. Childhood trauma reduces the brain&#39;s capacity to think and regulate emotions. Trauma disconnects children from relational resources. Trauma restricts the attention capacity of children. Trauma-based behaviour has a functional purpose. Trauma restricts children&#39;s abil...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65757675" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="84a832f7c5ef85420b69e55753a1d4f6" rel="nofollow" data-download="{"attachment_id":77215330,"asset_id":65757675,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77215330/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="70361276" href="https://independent.academia.edu/rudygonzalez11">rudy gonzalez</a><script data-card-contents-for-user="70361276" type="text/json">{"id":70361276,"first_name":"rudy","last_name":"gonzalez","domain_name":"independent","page_name":"rudygonzalez11","display_name":"rudy gonzalez","profile_url":"https://independent.academia.edu/rudygonzalez11?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_65757675 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65757675"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65757675, container: ".js-paper-rank-work_65757675", }); });</script></li><li class="js-percentile-work_65757675 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65757675; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_65757675"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_65757675 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="65757675"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65757675; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65757675]").text(description); $(".js-view-count-work_65757675").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65757675").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65757675"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="153964" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoanalytic_Psychotherapy">Psychoanalytic Psychotherapy</a><script data-card-contents-for-ri="153964" type="text/json">{"id":153964,"name":"Psychoanalytic Psychotherapy","url":"https://www.academia.edu/Documents/in/Psychoanalytic_Psychotherapy?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65757675]'), work: {"id":65757675,"title":"Therapeutic Residential Care for Children and Young People: An Attachment and Trauma-Informed Model for Practice","created_at":"2021-12-23T16:32:26.178-08:00","url":"https://www.academia.edu/65757675/Therapeutic_Residential_Care_for_Children_and_Young_People_An_Attachment_and_Trauma_Informed_Model_for_Practice?f_ri=221","dom_id":"work_65757675","summary":"Foreword. Acknowledgements. Authors\u0026#39; Note. Introduction. What is child abuse and neglect? The cost of abuse. The need for early intervention, treatment and prevention. 1. The Importance of a Theoretical Base. The relationship between theory and practice. Theory in the caring professions. Psychodynamic thinking. Psychodynamic concepts. The relationship between the organization and therapeutic task. The treatment approach. Attachment and trauma-informed theories. The influence of Winnicott on therapeutic residential care. Individual, family, community and societal wellness theory. Conclusion. 2. Trauma-Informed Practice. How traumatization develops in childhood. Trauma causes hyperarousal and fear in children. Childhood trauma reduces the brain\u0026#39;s capacity to think and regulate emotions. Trauma disconnects children from relational resources. Trauma restricts the attention capacity of children. Trauma-based behaviour has a functional purpose. Trauma restricts children\u0026#39;s abil...","downloadable_attachments":[{"id":77215330,"asset_id":65757675,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":70361276,"first_name":"rudy","last_name":"gonzalez","domain_name":"independent","page_name":"rudygonzalez11","display_name":"rudy gonzalez","profile_url":"https://independent.academia.edu/rudygonzalez11?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":153964,"name":"Psychoanalytic Psychotherapy","url":"https://www.academia.edu/Documents/in/Psychoanalytic_Psychotherapy?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27105383 coauthored" data-work_id="27105383" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27105383/Measuring_the_Dynamics_of_Interactional_Synchrony">Measuring the Dynamics of Interactional Synchrony</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Past research has revealed that natural social interactions contain interactional synchrony. The present study describes new methods for measuring interactional synchrony in natural interactions and evaluates whether the behavioral... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27105383" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Past research has revealed that natural social interactions contain interactional synchrony. The present study describes new methods for measuring interactional synchrony in natural interactions and evaluates whether the behavioral synchronization involved in social interactions is similar to dynamical synchronization found generically in nature. Two methodologies, a rater-coding method and a computational video image method, were used to provide time series representations of the movements of the co-actors as they enacted a series of jokes (i.e., knock-knock jokes). Cross-spectral and relative phase analyses of these time series revealed that speakers' and listeners' movements contained rhythms that were not only correlated in time but also exhibited phase synchronization. These results suggest that computational advances in video and time series analysis have greatly enhanced our ability to measure interactional synchrony in natural interactions. Moreover, the dynamical synchronization in these natural interactions is commensurate with that found in more stereotyped tasks, suggesting that similar organizational processes constrain bodily activity in natural social interactions and, hence, have implications for the understanding of joint action generally.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27105383" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="366de93fdad83e88f5fc30f8e1c644ca" rel="nofollow" data-download="{"attachment_id":47356256,"asset_id":27105383,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47356256/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34257642" href="https://wpi.academia.edu/PaulaFitzpatrick">Paula Fitzpatrick</a><script data-card-contents-for-user="34257642" type="text/json">{"id":34257642,"first_name":"Paula","last_name":"Fitzpatrick","domain_name":"wpi","page_name":"PaulaFitzpatrick","display_name":"Paula Fitzpatrick","profile_url":"https://wpi.academia.edu/PaulaFitzpatrick?f_ri=221","photo":"https://0.academia-photos.com/34257642/13529706/63600097/s65_paula.fitzpatrick.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-27105383">+1</span><div class="hidden js-additional-users-27105383"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MichaelJRichardson">Michael J. Richardson</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-27105383'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-27105383').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_27105383 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27105383"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27105383, container: ".js-paper-rank-work_27105383", }); });</script></li><li class="js-percentile-work_27105383 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27105383; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_27105383"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_27105383 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="27105383"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27105383; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27105383]").text(description); $(".js-view-count-work_27105383").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27105383").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27105383"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19601" rel="nofollow" href="https://www.academia.edu/Documents/in/Nonverbal_Behavior">Nonverbal Behavior</a><script data-card-contents-for-ri="19601" type="text/json">{"id":19601,"name":"Nonverbal Behavior","url":"https://www.academia.edu/Documents/in/Nonverbal_Behavior?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27105383]'), work: {"id":27105383,"title":"Measuring the Dynamics of Interactional Synchrony","created_at":"2016-07-19T10:24:59.687-07:00","url":"https://www.academia.edu/27105383/Measuring_the_Dynamics_of_Interactional_Synchrony?f_ri=221","dom_id":"work_27105383","summary":"Past research has revealed that natural social interactions contain interactional synchrony. The present study describes new methods for measuring interactional synchrony in natural interactions and evaluates whether the behavioral synchronization involved in social interactions is similar to dynamical synchronization found generically in nature. Two methodologies, a rater-coding method and a computational video image method, were used to provide time series representations of the movements of the co-actors as they enacted a series of jokes (i.e., knock-knock jokes). Cross-spectral and relative phase analyses of these time series revealed that speakers' and listeners' movements contained rhythms that were not only correlated in time but also exhibited phase synchronization. These results suggest that computational advances in video and time series analysis have greatly enhanced our ability to measure interactional synchrony in natural interactions. Moreover, the dynamical synchronization in these natural interactions is commensurate with that found in more stereotyped tasks, suggesting that similar organizational processes constrain bodily activity in natural social interactions and, hence, have implications for the understanding of joint action generally.","downloadable_attachments":[{"id":47356256,"asset_id":27105383,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34257642,"first_name":"Paula","last_name":"Fitzpatrick","domain_name":"wpi","page_name":"PaulaFitzpatrick","display_name":"Paula Fitzpatrick","profile_url":"https://wpi.academia.edu/PaulaFitzpatrick?f_ri=221","photo":"https://0.academia-photos.com/34257642/13529706/63600097/s65_paula.fitzpatrick.jpg"},{"id":51194583,"first_name":"Michael J.","last_name":"Richardson","domain_name":"independent","page_name":"MichaelJRichardson","display_name":"Michael J. Richardson","profile_url":"https://independent.academia.edu/MichaelJRichardson?f_ri=221","photo":"https://0.academia-photos.com/51194583/14932855/15692410/s65_michael_j..richardson.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":19601,"name":"Nonverbal Behavior","url":"https://www.academia.edu/Documents/in/Nonverbal_Behavior?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29550659" data-work_id="29550659" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29550659/Shame_and_guilt_proneness_Divergent_implications_for_problematic_alcohol_use_and_drinking_to_cope_with_anxiety_and_depression_symptomatology">Shame and guilt-proneness: Divergent implications for problematic alcohol use and drinking to cope with anxiety and depression symptomatology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Shame and guilt are closely related emotions of negative affect that give rise to considerably divergent motivational and self-regulatory behaviors. While shame-proneness has demonstrated replicable relationships with increased alcohol... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29550659" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Shame and guilt are closely related emotions of negative affect that give rise to considerably divergent motivational and self-regulatory behaviors. While shame-proneness has demonstrated replicable relationships with increased alcohol use disorder symptomatology, guilt-proneness appears to protect an individual against development of problematic alcohol use. One prominent but untested hypothesis is that shame-prone individuals are motivated to consume alcohol in order to down-regulate experiences of negative affect. The present study aimed to test this hypothesis by exploring relationships between shame and guilt-proneness with motivations for consuming alcohol. University students (N = 281) completed measures of shame and guilt-proneness, measures of alcohol use disorder symptomatology, and a measure assessing five motivational domains for consuming alcohol. Shame-proneness was positively associated with problematic alcohol use and drinking as a means of coping with anxiety and depression-related symptomatology. In contrast, guilt-proneness was inversely related to alcohol problems and drinking to cope with depression. This study provides initial support for the hypothesis that shame-prone individuals are inclined to consume alcohol in order to cope with negative affect states. These findings may help explain the inverse relationship between guilt-proneness and alcohol problems and the apparent positive relationship between shame-proneness and problematic alcohol use.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29550659" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="43e09d4f5daacbb8131ba2b544345c9c" rel="nofollow" data-download="{"attachment_id":49995126,"asset_id":29550659,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49995126/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5063750" href="https://utas.academia.edu/RaimondoBruno">Raimondo Bruno</a><script data-card-contents-for-user="5063750" type="text/json">{"id":5063750,"first_name":"Raimondo","last_name":"Bruno","domain_name":"utas","page_name":"RaimondoBruno","display_name":"Raimondo Bruno","profile_url":"https://utas.academia.edu/RaimondoBruno?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29550659 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29550659"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29550659, container: ".js-paper-rank-work_29550659", }); });</script></li><li class="js-percentile-work_29550659 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29550659; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29550659"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29550659 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29550659"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29550659; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29550659]").text(description); $(".js-view-count-work_29550659").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29550659").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29550659"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3217" rel="nofollow" href="https://www.academia.edu/Documents/in/Depression">Depression</a>, <script data-card-contents-for-ri="3217" type="text/json">{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="86176" rel="nofollow" href="https://www.academia.edu/Documents/in/Alcohol">Alcohol</a><script data-card-contents-for-ri="86176" type="text/json">{"id":86176,"name":"Alcohol","url":"https://www.academia.edu/Documents/in/Alcohol?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29550659]'), work: {"id":29550659,"title":"Shame and guilt-proneness: Divergent implications for problematic alcohol use and drinking to cope with anxiety and depression symptomatology","created_at":"2016-10-30T21:15:04.188-07:00","url":"https://www.academia.edu/29550659/Shame_and_guilt_proneness_Divergent_implications_for_problematic_alcohol_use_and_drinking_to_cope_with_anxiety_and_depression_symptomatology?f_ri=221","dom_id":"work_29550659","summary":"Shame and guilt are closely related emotions of negative affect that give rise to considerably divergent motivational and self-regulatory behaviors. While shame-proneness has demonstrated replicable relationships with increased alcohol use disorder symptomatology, guilt-proneness appears to protect an individual against development of problematic alcohol use. One prominent but untested hypothesis is that shame-prone individuals are motivated to consume alcohol in order to down-regulate experiences of negative affect. The present study aimed to test this hypothesis by exploring relationships between shame and guilt-proneness with motivations for consuming alcohol. University students (N = 281) completed measures of shame and guilt-proneness, measures of alcohol use disorder symptomatology, and a measure assessing five motivational domains for consuming alcohol. Shame-proneness was positively associated with problematic alcohol use and drinking as a means of coping with anxiety and depression-related symptomatology. In contrast, guilt-proneness was inversely related to alcohol problems and drinking to cope with depression. This study provides initial support for the hypothesis that shame-prone individuals are inclined to consume alcohol in order to cope with negative affect states. These findings may help explain the inverse relationship between guilt-proneness and alcohol problems and the apparent positive relationship between shame-proneness and problematic alcohol use.","downloadable_attachments":[{"id":49995126,"asset_id":29550659,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5063750,"first_name":"Raimondo","last_name":"Bruno","domain_name":"utas","page_name":"RaimondoBruno","display_name":"Raimondo Bruno","profile_url":"https://utas.academia.edu/RaimondoBruno?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=221","nofollow":true},{"id":86176,"name":"Alcohol","url":"https://www.academia.edu/Documents/in/Alcohol?f_ri=221","nofollow":true},{"id":88020,"name":"Coping","url":"https://www.academia.edu/Documents/in/Coping?f_ri=221"},{"id":102086,"name":"Personality and Individual Differences","url":"https://www.academia.edu/Documents/in/Personality_and_Individual_Differences?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69943571" data-work_id="69943571" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69943571/Gender_Development_in_Children_with_Gay_Lesbian_and_Heterosexual_Parents">Gender Development in Children with Gay, Lesbian, and Heterosexual Parents</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objective: To examine whether the gender development of 120 Italian children (40 born to gay fathers [GFs] through surrogacy, 40 born to lesbian mothers [LMs] through sperm donation, and 40 born to heterosexual parents [HPs] through... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69943571" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objective: To examine whether the gender development of 120 Italian children (40 born to gay fathers [GFs] through surrogacy, 40 born to lesbian mothers [LMs] through sperm donation, and 40 born to heterosexual parents [HPs] through sexual intercourse) aged 3 to 9 years differed as a function of family type and/or child gender. Methods: Children took part in observed free-play sessions while primary caregivers and nonparent caregivers were administered standardized interviews. Hierarchical linear modeling, analysis of covariance, simple effects analysis, and bootstrapping were conducted. Results: Boys and girls of GFs and HPs were reported to show less gender flexibility in their activities and characteristics than boys and girls of LMs. They also received higher scores of gender conforming dress-up play and spent more time playing with genderconforming toys. In all family types, boys and girls were reported to show low levels of gender-nonconforming dress-up play and observed to spend less time playing with gender-nonconforming toys. Overall, comparisons within genders indicated that boys and girls of GFs and HPs were considered more masculine and feminine, respectively, in their behavior and play, relative to boys and girls in LM families. Age was not a significant covariate in any analysis. Conclusion: Our findings do not support the idea that children of gay or lesbian parents show greater gender nonconformity relative to children of HPs. The findings are informative to those concerned with the effects of the absence of a male or female live-in parent on child gender development.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69943571" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a08fff972e705984991a664429e73c1a" rel="nofollow" data-download="{"attachment_id":79849158,"asset_id":69943571,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79849158/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32354273" href="https://uniroma1.academia.edu/AnnalisaTanzilli">Annalisa Tanzilli</a><script data-card-contents-for-user="32354273" type="text/json">{"id":32354273,"first_name":"Annalisa","last_name":"Tanzilli","domain_name":"uniroma1","page_name":"AnnalisaTanzilli","display_name":"Annalisa Tanzilli","profile_url":"https://uniroma1.academia.edu/AnnalisaTanzilli?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_69943571 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69943571"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69943571, container: ".js-paper-rank-work_69943571", }); });</script></li><li class="js-percentile-work_69943571 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69943571; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69943571"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69943571 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69943571"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69943571; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69943571]").text(description); $(".js-view-count-work_69943571").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69943571").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69943571"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26327" rel="nofollow" href="https://www.academia.edu/Documents/in/Medicine">Medicine</a>, <script data-card-contents-for-ri="26327" type="text/json">{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="321566" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavioral_and_Developmental_Pediatrics">Behavioral and Developmental Pediatrics</a>, <script data-card-contents-for-ri="321566" type="text/json">{"id":321566,"name":"Behavioral and Developmental Pediatrics","url":"https://www.academia.edu/Documents/in/Behavioral_and_Developmental_Pediatrics?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2922956" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences">Psychology and Cognitive Sciences</a><script data-card-contents-for-ri="2922956" type="text/json">{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69943571]'), work: {"id":69943571,"title":"Gender Development in Children with Gay, Lesbian, and Heterosexual Parents","created_at":"2022-01-29T10:37:15.363-08:00","url":"https://www.academia.edu/69943571/Gender_Development_in_Children_with_Gay_Lesbian_and_Heterosexual_Parents?f_ri=221","dom_id":"work_69943571","summary":"Objective: To examine whether the gender development of 120 Italian children (40 born to gay fathers [GFs] through surrogacy, 40 born to lesbian mothers [LMs] through sperm donation, and 40 born to heterosexual parents [HPs] through sexual intercourse) aged 3 to 9 years differed as a function of family type and/or child gender. Methods: Children took part in observed free-play sessions while primary caregivers and nonparent caregivers were administered standardized interviews. Hierarchical linear modeling, analysis of covariance, simple effects analysis, and bootstrapping were conducted. Results: Boys and girls of GFs and HPs were reported to show less gender flexibility in their activities and characteristics than boys and girls of LMs. They also received higher scores of gender conforming dress-up play and spent more time playing with genderconforming toys. In all family types, boys and girls were reported to show low levels of gender-nonconforming dress-up play and observed to spend less time playing with gender-nonconforming toys. Overall, comparisons within genders indicated that boys and girls of GFs and HPs were considered more masculine and feminine, respectively, in their behavior and play, relative to boys and girls in LM families. Age was not a significant covariate in any analysis. Conclusion: Our findings do not support the idea that children of gay or lesbian parents show greater gender nonconformity relative to children of HPs. The findings are informative to those concerned with the effects of the absence of a male or female live-in parent on child gender development.","downloadable_attachments":[{"id":79849158,"asset_id":69943571,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32354273,"first_name":"Annalisa","last_name":"Tanzilli","domain_name":"uniroma1","page_name":"AnnalisaTanzilli","display_name":"Annalisa Tanzilli","profile_url":"https://uniroma1.academia.edu/AnnalisaTanzilli?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=221","nofollow":true},{"id":321566,"name":"Behavioral and Developmental Pediatrics","url":"https://www.academia.edu/Documents/in/Behavioral_and_Developmental_Pediatrics?f_ri=221","nofollow":true},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences?f_ri=221","nofollow":true},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22802462" data-work_id="22802462" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22802462/Effectiveness_and_cost_effectiveness_of_Davanloos_intensive_short_term_dynamic_psychotherapy_does_unlocking_the_unconscious_make_a_difference">Effectiveness and cost effectiveness of Davanloo's intensive short-term dynamic psychotherapy: does unlocking the unconscious make a difference?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">More than 20 years ago Habib Davanloo coined the term unlocking of the unconscious to describe how the psychodynamic concept of the human unconscious can become accessible using the technique of Intensive Short-Term Dynamic Psychotherapy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22802462" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">More than 20 years ago Habib Davanloo coined the term unlocking of the unconscious to describe how the psychodynamic concept of the human unconscious can become accessible using the technique of Intensive Short-Term Dynamic Psychotherapy (ISTDP). According to Davanloo, the possibility that unconscious material will be revealed is greatly increased when therapeutic efforts promote dominance of the unconscious therapeutic alliance over unconscious resistance. When these ingredients are present there is a psychic shift that allows unacceptable painful feelings to come to the surface. Toward adding further empirical support for the concept, in this article we compare outcomes between patients who experienced one or more major unlocking of the unconscious (N = 57) to those who did not experience major unlocking (N = 32) during ISTDP treatment. Significant and widespread differences were seen between these two groups, those with major unlocking had greater symptom reduction, interpersonal...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22802462" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2878ebe45862df151f65aebe78517695" rel="nofollow" data-download="{"attachment_id":43353378,"asset_id":22802462,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43353378/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44450648" href="https://independent.academia.edu/AAbbass1">A. Abbass</a><script data-card-contents-for-user="44450648" type="text/json">{"id":44450648,"first_name":"A.","last_name":"Abbass","domain_name":"independent","page_name":"AAbbass1","display_name":"A. Abbass","profile_url":"https://independent.academia.edu/AAbbass1?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22802462 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22802462"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22802462, container: ".js-paper-rank-work_22802462", }); });</script></li><li class="js-percentile-work_22802462 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22802462; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_22802462"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_22802462 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="22802462"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22802462; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22802462]").text(description); $(".js-view-count-work_22802462").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22802462").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22802462"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="229" rel="nofollow" href="https://www.academia.edu/Documents/in/Brief_Psychotherapy">Brief Psychotherapy</a>, <script data-card-contents-for-ri="229" type="text/json">{"id":229,"name":"Brief Psychotherapy","url":"https://www.academia.edu/Documents/in/Brief_Psychotherapy?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6092" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Disorders">Personality Disorders</a><script data-card-contents-for-ri="6092" type="text/json">{"id":6092,"name":"Personality Disorders","url":"https://www.academia.edu/Documents/in/Personality_Disorders?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22802462]'), work: {"id":22802462,"title":"Effectiveness and cost effectiveness of Davanloo's intensive short-term dynamic psychotherapy: does unlocking the unconscious make a difference?","created_at":"2016-03-04T06:28:26.920-08:00","url":"https://www.academia.edu/22802462/Effectiveness_and_cost_effectiveness_of_Davanloos_intensive_short_term_dynamic_psychotherapy_does_unlocking_the_unconscious_make_a_difference?f_ri=221","dom_id":"work_22802462","summary":"More than 20 years ago Habib Davanloo coined the term unlocking of the unconscious to describe how the psychodynamic concept of the human unconscious can become accessible using the technique of Intensive Short-Term Dynamic Psychotherapy (ISTDP). According to Davanloo, the possibility that unconscious material will be revealed is greatly increased when therapeutic efforts promote dominance of the unconscious therapeutic alliance over unconscious resistance. When these ingredients are present there is a psychic shift that allows unacceptable painful feelings to come to the surface. Toward adding further empirical support for the concept, in this article we compare outcomes between patients who experienced one or more major unlocking of the unconscious (N = 57) to those who did not experience major unlocking (N = 32) during ISTDP treatment. Significant and widespread differences were seen between these two groups, those with major unlocking had greater symptom reduction, interpersonal...","downloadable_attachments":[{"id":43353378,"asset_id":22802462,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44450648,"first_name":"A.","last_name":"Abbass","domain_name":"independent","page_name":"AAbbass1","display_name":"A. Abbass","profile_url":"https://independent.academia.edu/AAbbass1?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":229,"name":"Brief Psychotherapy","url":"https://www.academia.edu/Documents/in/Brief_Psychotherapy?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":6092,"name":"Personality Disorders","url":"https://www.academia.edu/Documents/in/Personality_Disorders?f_ri=221","nofollow":true},{"id":8024,"name":"Psychology of Unconscious","url":"https://www.academia.edu/Documents/in/Psychology_of_Unconscious?f_ri=221"},{"id":12426,"name":"Treatment Outcome","url":"https://www.academia.edu/Documents/in/Treatment_Outcome?f_ri=221"},{"id":171144,"name":"Mental Disorders","url":"https://www.academia.edu/Documents/in/Mental_Disorders?f_ri=221"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=221"},{"id":457859,"name":"Cost Benefit Analysis","url":"https://www.academia.edu/Documents/in/Cost_Benefit_Analysis?f_ri=221"},{"id":906536,"name":"Health Care Costs","url":"https://www.academia.edu/Documents/in/Health_Care_Costs?f_ri=221"},{"id":1777591,"name":"Psychoanalytic Therapy","url":"https://www.academia.edu/Documents/in/Psychoanalytic_Therapy?f_ri=221"},{"id":1819399,"name":"Case Control Studies","url":"https://www.academia.edu/Documents/in/Case_Control_Studies?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64735580" data-work_id="64735580" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64735580/Pedagogy_for_ethnic_minority_pupils_with_special_educational_needs_in_England_common_yet_different">Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64735580" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in NorthWest England. It reports research carried out with 8 EAL pupils with Speech, Language and Communication Needs (SLCN) and 4 pupils with Learning Difficulties (LD) and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64735580" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4553874f188c91b96df821419d1c1be8" rel="nofollow" data-download="{"attachment_id":76634040,"asset_id":64735580,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76634040/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="104210949" href="https://exeter.academia.edu/BrahmNorwich">Brahm Norwich</a><script data-card-contents-for-user="104210949" type="text/json">{"id":104210949,"first_name":"Brahm","last_name":"Norwich","domain_name":"exeter","page_name":"BrahmNorwich","display_name":"Brahm Norwich","profile_url":"https://exeter.academia.edu/BrahmNorwich?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_64735580 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64735580"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64735580, container: ".js-paper-rank-work_64735580", }); 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$(".js-view-count[data-work-id=64735580]").text(description); $(".js-view-count-work_64735580").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64735580").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64735580"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a><script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64735580]'), work: {"id":64735580,"title":"Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?","created_at":"2021-12-17T00:21:53.241-08:00","url":"https://www.academia.edu/64735580/Pedagogy_for_ethnic_minority_pupils_with_special_educational_needs_in_England_common_yet_different?f_ri=221","dom_id":"work_64735580","summary":"The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the results of a study which aimed to explore the strategies used to teach and support pupils with the dual needs in four schools in NorthWest England. It reports research carried out with 8 EAL pupils with Speech, Language and Communication Needs (SLCN) and 4 pupils with Learning Difficulties (LD) and explores the different strategies staff used to support these pupils. The results showed that the two groups varied in the extent to which staff differentiated pedagogical strategies. The paper concludes by pointing to the need for further training and greater collaboration between the fields of EAL and SEN in research and educational practice.","downloadable_attachments":[{"id":76634040,"asset_id":64735580,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":104210949,"first_name":"Brahm","last_name":"Norwich","domain_name":"exeter","page_name":"BrahmNorwich","display_name":"Brahm Norwich","profile_url":"https://exeter.academia.edu/BrahmNorwich?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30528180" data-work_id="30528180" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30528180/Cocaine_and_thrombosis_a_narrative_systematic_review_of_clinical_and_in_vivo_studies">Cocaine and thrombosis: a narrative systematic review of clinical and in-vivo studies</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Purpose: To systematically review the literature pertaining to the link between cocaine and either arterial or venous thrombosis.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30528180" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f4358415d6031fc1261e4eca759c405d" rel="nofollow" data-download="{"attachment_id":50971273,"asset_id":30528180,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50971273/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" 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$(".js-view-count-work_30528180").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30528180").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30528180"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="67796" rel="nofollow" href="https://www.academia.edu/Documents/in/Substance_Abuse">Substance 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Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30528180]'), work: {"id":30528180,"title":"Cocaine and thrombosis: a narrative systematic review of clinical and in-vivo studies","created_at":"2016-12-19T10:50:46.406-08:00","url":"https://www.academia.edu/30528180/Cocaine_and_thrombosis_a_narrative_systematic_review_of_clinical_and_in_vivo_studies?f_ri=221","dom_id":"work_30528180","summary":"Purpose: To systematically review the literature pertaining to the link between cocaine and either arterial or venous thrombosis.","downloadable_attachments":[{"id":50971273,"asset_id":30528180,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3303670,"first_name":"John","last_name":"Morgan","domain_name":"udel","page_name":"JohnMorgan","display_name":"John Morgan","profile_url":"https://udel.academia.edu/JohnMorgan?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":67796,"name":"Substance Abuse","url":"https://www.academia.edu/Documents/in/Substance_Abuse?f_ri=221","nofollow":true},{"id":125564,"name":"Statistical Significance","url":"https://www.academia.edu/Documents/in/Statistical_Significance?f_ri=221","nofollow":true},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=221","nofollow":true},{"id":135850,"name":"cerebral Venous sinus thrombosis","url":"https://www.academia.edu/Documents/in/cerebral_Venous_sinus_thrombosis?f_ri=221"},{"id":221411,"name":"Systematic review","url":"https://www.academia.edu/Documents/in/Systematic_review?f_ri=221"},{"id":870281,"name":"Weight of Evidence","url":"https://www.academia.edu/Documents/in/Weight_of_Evidence?f_ri=221"},{"id":1142713,"name":"Cerebrovascular Accident","url":"https://www.academia.edu/Documents/in/Cerebrovascular_Accident?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51011920" data-work_id="51011920" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51011920/The_Second_Law_of_Thermodynamics_Is_the_First_Law_of_Psychology_Evolutionary_Developmental_Psychology_and_the_Theory_Of_Tandem_Coordinated_Inheritances_Comment_on_Lickliter_and_Honeycutt_2003_">The Second Law of Thermodynamics Is the First Law of Psychology: Evolutionary Developmental Psychology and the Theory Of Tandem, Coordinated Inheritances: Comment on Lickliter and Honeycutt (2003)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Organisms inherit a set of environmental regularities as well as genes, and these two inheritances repeatedly encounter each other across generations. This repetition drives natural selection to coordinate the interplay of stably... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51011920" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Organisms inherit a set of environmental regularities as well as genes, and these two inheritances repeatedly encounter each other across generations. This repetition drives natural selection to coordinate the interplay of stably replicated genes with stably persisting environmental regularities, so that this web of interactions produces the reliable development of a functionally organized design. Selection is the only known counterweight to the tendency of physical systems to lose rather than grow functional organization. This means that the individually unique and unpredictable factors in the web of developmental interactions are a disordering threat to normal development. Selection built anti-entropic mechanisms into organisms to orchestrate transactions with environments so that they have some chance of being organization-building and reproduction-enhancing rather than disordering. Evolutionary psychology was founded on a new theory of development that encompasses, reformulates, and (we believe) logically reconciles other views such as nativism, environmentalism, interactionism, developmental systems theory, and others. Readers who want to understand what evolutionary psychologists actually think about development need to consult the original sources (see, e.g., Tooby & Cosmides, 1990, 1992) rather than relying on critics' misconceptions. Below, we address several confusions. Deficiencies in Basic Biology Because developmental systems theorists are psychologists rather than a more interdisciplinarily inclusive team, it is not surprising that they also provide questionable characterizations of fields outside of psychology, such as genetics, developmental biology, and evolutionary biology (e.g.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51011920" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="44fb8bd60833732957c7f35bb24c8679" rel="nofollow" data-download="{"attachment_id":68883813,"asset_id":51011920,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68883813/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="113336923" href="https://independent.academia.edu/LCosmides">Leda Cosmides</a><script data-card-contents-for-user="113336923" type="text/json">{"id":113336923,"first_name":"Leda","last_name":"Cosmides","domain_name":"independent","page_name":"LCosmides","display_name":"Leda Cosmides","profile_url":"https://independent.academia.edu/LCosmides?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_51011920 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51011920"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51011920, container: ".js-paper-rank-work_51011920", }); 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$(".js-view-count[data-work-id=51011920]").text(description); $(".js-view-count-work_51011920").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51011920").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51011920"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="39" rel="nofollow" href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="156" rel="nofollow" href="https://www.academia.edu/Documents/in/Genetics">Genetics</a>, <script data-card-contents-for-ri="156" type="text/json">{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a><script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51011920]'), work: {"id":51011920,"title":"The Second Law of Thermodynamics Is the First Law of Psychology: Evolutionary Developmental Psychology and the Theory Of Tandem, Coordinated Inheritances: Comment on Lickliter and Honeycutt (2003)","created_at":"2021-08-25T22:03:47.897-07:00","url":"https://www.academia.edu/51011920/The_Second_Law_of_Thermodynamics_Is_the_First_Law_of_Psychology_Evolutionary_Developmental_Psychology_and_the_Theory_Of_Tandem_Coordinated_Inheritances_Comment_on_Lickliter_and_Honeycutt_2003_?f_ri=221","dom_id":"work_51011920","summary":"Organisms inherit a set of environmental regularities as well as genes, and these two inheritances repeatedly encounter each other across generations. This repetition drives natural selection to coordinate the interplay of stably replicated genes with stably persisting environmental regularities, so that this web of interactions produces the reliable development of a functionally organized design. Selection is the only known counterweight to the tendency of physical systems to lose rather than grow functional organization. This means that the individually unique and unpredictable factors in the web of developmental interactions are a disordering threat to normal development. Selection built anti-entropic mechanisms into organisms to orchestrate transactions with environments so that they have some chance of being organization-building and reproduction-enhancing rather than disordering. Evolutionary psychology was founded on a new theory of development that encompasses, reformulates, and (we believe) logically reconciles other views such as nativism, environmentalism, interactionism, developmental systems theory, and others. Readers who want to understand what evolutionary psychologists actually think about development need to consult the original sources (see, e.g., Tooby \u0026 Cosmides, 1990, 1992) rather than relying on critics' misconceptions. Below, we address several confusions. Deficiencies in Basic Biology Because developmental systems theorists are psychologists rather than a more interdisciplinarily inclusive team, it is not surprising that they also provide questionable characterizations of fields outside of psychology, such as genetics, developmental biology, and evolutionary biology (e.g.","downloadable_attachments":[{"id":68883813,"asset_id":51011920,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":113336923,"first_name":"Leda","last_name":"Cosmides","domain_name":"independent","page_name":"LCosmides","display_name":"Leda Cosmides","profile_url":"https://independent.academia.edu/LCosmides?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=221","nofollow":true},{"id":156,"name":"Genetics","url":"https://www.academia.edu/Documents/in/Genetics?f_ri=221","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=221"},{"id":522,"name":"Thermodynamics","url":"https://www.academia.edu/Documents/in/Thermodynamics?f_ri=221"},{"id":16113,"name":"Organization Design","url":"https://www.academia.edu/Documents/in/Organization_Design?f_ri=221"},{"id":40422,"name":"Natural Selection","url":"https://www.academia.edu/Documents/in/Natural_Selection?f_ri=221"},{"id":191815,"name":"Biological evolution","url":"https://www.academia.edu/Documents/in/Biological_evolution?f_ri=221"},{"id":782316,"name":"Second Law of Thermodynamics","url":"https://www.academia.edu/Documents/in/Second_Law_of_Thermodynamics?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65472713" data-work_id="65472713" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65472713/Head_injury_in_very_young_children_Mechanisms_injury_types_and_ophthalmologic_findings_in_100_hospitalized_patients_younger_than_2_years_of_age">Head injury in very young children: Mechanisms, injury types, and ophthalmologic findings in 100 hospitalized patients younger than 2 years of age</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65472713" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4a64eb56781176b64eacee04686295c2" rel="nofollow" data-download="{"attachment_id":77054045,"asset_id":65472713,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77054045/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35094454" href="https://independent.academia.edu/DBudenz">D. 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Budenz","profile_url":"https://independent.academia.edu/DBudenz?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":631,"name":"Pediatrics","url":"https://www.academia.edu/Documents/in/Pediatrics?f_ri=221","nofollow":true},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=221","nofollow":true},{"id":62112,"name":"Prospective studies","url":"https://www.academia.edu/Documents/in/Prospective_studies?f_ri=221","nofollow":true},{"id":91079,"name":"Child Abuse","url":"https://www.academia.edu/Documents/in/Child_Abuse?f_ri=221"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant?f_ri=221"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=221"},{"id":253560,"name":"Newborn Infant","url":"https://www.academia.edu/Documents/in/Newborn_Infant?f_ri=221"},{"id":368876,"name":"Head injury","url":"https://www.academia.edu/Documents/in/Head_injury?f_ri=221"},{"id":1159940,"name":"Cerebral Hemorrhage","url":"https://www.academia.edu/Documents/in/Cerebral_Hemorrhage?f_ri=221"},{"id":1902100,"name":"Biomechanical Phenomena","url":"https://www.academia.edu/Documents/in/Biomechanical_Phenomena?f_ri=221"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=221"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences?f_ri=221"},{"id":3761707,"name":"Accidental falls","url":"https://www.academia.edu/Documents/in/Accidental_falls?f_ri=221"},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences?f_ri=221"},{"id":4002452,"name":"Accidents Traffic","url":"https://www.academia.edu/Documents/in/Accidents_Traffic?f_ri=221"},{"id":4022567,"name":"Brain concussion","url":"https://www.academia.edu/Documents/in/Brain_concussion?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17370054" data-work_id="17370054" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17370054/An_interview_with_Bernard_Weiner">An interview with Bernard Weiner</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Without Abstract</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17370054" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="38f56e1fbed73ed3595d8dafec035de0" rel="nofollow" data-download="{"attachment_id":43731394,"asset_id":17370054,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43731394/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34438703" href="https://ucla.academia.edu/BernardWeiner">Bernard Weiner</a><script data-card-contents-for-user="34438703" type="text/json">{"id":34438703,"first_name":"Bernard","last_name":"Weiner","domain_name":"ucla","page_name":"BernardWeiner","display_name":"Bernard Weiner","profile_url":"https://ucla.academia.edu/BernardWeiner?f_ri=221","photo":"https://0.academia-photos.com/34438703/18241573/18216710/s65_bernard.weiner.jpg"}</script></span></span></li><li class="js-paper-rank-work_17370054 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17370054"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17370054, container: ".js-paper-rank-work_17370054", }); 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The sample consisted of 318 students (114 males, 203 females; 58% White, 16% African American, 9% Hispanic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68474723" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article describes the development of an instrument to measure the multiple dimensions of student-faculty interactions. The sample consisted of 318 students (114 males, 203 females; 58% White, 16% African American, 9% Hispanic Americans) who completed the Student-Professor Interaction Scale (SPIS). Eight dimensions were identified, with Cronbach alphas ranging from 51 to .92. Dimensions ofstudent-faculty interactions were related to academic motivation and academic self-conceptfor the majority White sample, but only academic self-concept for the ethnic minority sample. African American and Hispanic American students reported feeling less connected with professors, perceived their experiences with faculty as more negative, and perceived faculty as less respectful when compared to White students. Implications for student affairs research andpractice are discussed. The importance of student-faculty interactions in facilitating the intellectual and personal growth of college students cannot be overstated. Wlodkowski and Ginsberg (1995) make the following observation: "People who feel unsafe, unconnected, and disrespected are unlikely to be motivated to learn. This is as true in college as it is in elementary school" (p. 2). The most utilized assessment of student-faculty interactions, operationalized by 10 items on the College Student Experiences Questionnaire (CSEQ), focuses on the frequency of interactions with faculty in different situations. While frequency of interactions is certainly one important aspect of student-faculty interaction, it does not include other dimensions that we believe are central in fully conceptualizing and understanding the construct. Therefore, there is a need to develop an instrument that assesses different dimensions of student-faculty interactions. In their influential book Education and Identity, Chickering and Reisser (1993) state that next to peer relations, relationships with faculty are among</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68474723" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="88cc45f36d27ed2191f1344a7eff734c" rel="nofollow" data-download="{"attachment_id":78937016,"asset_id":68474723,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78937016/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="101072013" href="https://independent.academia.edu/RenzieRosales">Renzie Rosales</a><script data-card-contents-for-user="101072013" type="text/json">{"id":101072013,"first_name":"Renzie","last_name":"Rosales","domain_name":"independent","page_name":"RenzieRosales","display_name":"Renzie Rosales","profile_url":"https://independent.academia.edu/RenzieRosales?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_68474723 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68474723"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68474723, container: ".js-paper-rank-work_68474723", }); 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$(".js-view-count[data-work-id=68474723]").text(description); $(".js-view-count-work_68474723").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68474723").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68474723"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4269" rel="nofollow" href="https://www.academia.edu/Documents/in/Multidimensional_Scaling">Multidimensional Scaling</a>, <script data-card-contents-for-ri="4269" type="text/json">{"id":4269,"name":"Multidimensional Scaling","url":"https://www.academia.edu/Documents/in/Multidimensional_Scaling?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9032" rel="nofollow" href="https://www.academia.edu/Documents/in/Interaction">Interaction</a><script data-card-contents-for-ri="9032" type="text/json">{"id":9032,"name":"Interaction","url":"https://www.academia.edu/Documents/in/Interaction?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68474723]'), work: {"id":68474723,"title":"Construction and Initial Validation of the Student-Professor Interaction Scale","created_at":"2022-01-16T22:28:51.777-08:00","url":"https://www.academia.edu/68474723/Construction_and_Initial_Validation_of_the_Student_Professor_Interaction_Scale?f_ri=221","dom_id":"work_68474723","summary":"This article describes the development of an instrument to measure the multiple dimensions of student-faculty interactions. The sample consisted of 318 students (114 males, 203 females; 58% White, 16% African American, 9% Hispanic Americans) who completed the Student-Professor Interaction Scale (SPIS). Eight dimensions were identified, with Cronbach alphas ranging from 51 to .92. Dimensions ofstudent-faculty interactions were related to academic motivation and academic self-conceptfor the majority White sample, but only academic self-concept for the ethnic minority sample. African American and Hispanic American students reported feeling less connected with professors, perceived their experiences with faculty as more negative, and perceived faculty as less respectful when compared to White students. Implications for student affairs research andpractice are discussed. The importance of student-faculty interactions in facilitating the intellectual and personal growth of college students cannot be overstated. Wlodkowski and Ginsberg (1995) make the following observation: \"People who feel unsafe, unconnected, and disrespected are unlikely to be motivated to learn. This is as true in college as it is in elementary school\" (p. 2). The most utilized assessment of student-faculty interactions, operationalized by 10 items on the College Student Experiences Questionnaire (CSEQ), focuses on the frequency of interactions with faculty in different situations. While frequency of interactions is certainly one important aspect of student-faculty interaction, it does not include other dimensions that we believe are central in fully conceptualizing and understanding the construct. Therefore, there is a need to develop an instrument that assesses different dimensions of student-faculty interactions. In their influential book Education and Identity, Chickering and Reisser (1993) state that next to peer relations, relationships with faculty are among","downloadable_attachments":[{"id":78937016,"asset_id":68474723,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":101072013,"first_name":"Renzie","last_name":"Rosales","domain_name":"independent","page_name":"RenzieRosales","display_name":"Renzie Rosales","profile_url":"https://independent.academia.edu/RenzieRosales?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=221","nofollow":true},{"id":4269,"name":"Multidimensional Scaling","url":"https://www.academia.edu/Documents/in/Multidimensional_Scaling?f_ri=221","nofollow":true},{"id":9032,"name":"Interaction","url":"https://www.academia.edu/Documents/in/Interaction?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5793602" data-work_id="5793602" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5793602/Imitation_From_12_to_24_Months_in_Autism_and_Typical_Development_A_Longitudinal_Rasch_Analysis">Imitation From 12 to 24 Months in Autism and Typical Development: A Longitudinal Rasch Analysis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The development of imitation during the second year of life plays an important role in domains of socio-cognitive development such as language and social learning. Deficits in imitation ability in persons with autism spectrum disorder... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5793602" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The development of imitation during the second year of life plays an important role in domains of socio-cognitive development such as language and social learning. Deficits in imitation ability in persons with autism spectrum disorder (ASD) have also been repeatedly documented from toddlerhood into adulthood, raising the possibility that early disruptions in imitation contribute to the onset of ASD and the deficits in language and social interaction that define the disorder. This study prospectively examined the development of imitation between 12 and 24 months of age in 154 infants at familial risk for ASD and 78 typically developing infants who were all later assessed at 36 months for ASD or other developmental delays. The study established a developmental measure of imitation ability, and examined group differences over time, using an analytic Rasch measurement model. Results revealed a unidimensional latent construct of imitation and verified a reliable sequence of imitation skills that was invariant over time for all outcome groups. Results also showed that all groups displayed similar significant linear increases in imitation ability between 12 and 24 months and that these increases were related to individual growth in both expressive language and ratings of social engagement, but not fine motor development. The group of children who developed ASD by age 3 years exhibited delayed imitation development compared to the low-risk typical outcome group across all time-points, but were indistinguishable from other high-risk infants who showed other cognitive delays not related to ASD.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5793602" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0c77e4682922f7e68b6f990b3778ebce" rel="nofollow" data-download="{"attachment_id":49138131,"asset_id":5793602,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49138131/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8483419" href="https://independent.academia.edu/AgataRozga">Agata Rozga</a><script data-card-contents-for-user="8483419" type="text/json">{"id":8483419,"first_name":"Agata","last_name":"Rozga","domain_name":"independent","page_name":"AgataRozga","display_name":"Agata Rozga","profile_url":"https://independent.academia.edu/AgataRozga?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_5793602 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5793602"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5793602, container: ".js-paper-rank-work_5793602", }); 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$(".js-view-count[data-work-id=5793602]").text(description); $(".js-view-count-work_5793602").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5793602").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5793602"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">31</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="252" rel="nofollow" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a><script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5793602]'), work: {"id":5793602,"title":"Imitation From 12 to 24 Months in Autism and Typical Development: A Longitudinal Rasch Analysis","created_at":"2014-01-21T11:47:49.294-08:00","url":"https://www.academia.edu/5793602/Imitation_From_12_to_24_Months_in_Autism_and_Typical_Development_A_Longitudinal_Rasch_Analysis?f_ri=221","dom_id":"work_5793602","summary":"The development of imitation during the second year of life plays an important role in domains of socio-cognitive development such as language and social learning. Deficits in imitation ability in persons with autism spectrum disorder (ASD) have also been repeatedly documented from toddlerhood into adulthood, raising the possibility that early disruptions in imitation contribute to the onset of ASD and the deficits in language and social interaction that define the disorder. This study prospectively examined the development of imitation between 12 and 24 months of age in 154 infants at familial risk for ASD and 78 typically developing infants who were all later assessed at 36 months for ASD or other developmental delays. The study established a developmental measure of imitation ability, and examined group differences over time, using an analytic Rasch measurement model. Results revealed a unidimensional latent construct of imitation and verified a reliable sequence of imitation skills that was invariant over time for all outcome groups. Results also showed that all groups displayed similar significant linear increases in imitation ability between 12 and 24 months and that these increases were related to individual growth in both expressive language and ratings of social engagement, but not fine motor development. The group of children who developed ASD by age 3 years exhibited delayed imitation development compared to the low-risk typical outcome group across all time-points, but were indistinguishable from other high-risk infants who showed other cognitive delays not related to ASD.","downloadable_attachments":[{"id":49138131,"asset_id":5793602,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8483419,"first_name":"Agata","last_name":"Rozga","domain_name":"independent","page_name":"AgataRozga","display_name":"Agata Rozga","profile_url":"https://independent.academia.edu/AgataRozga?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=221","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=221","nofollow":true},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=221"},{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=221"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=221"},{"id":4715,"name":"Social Interaction","url":"https://www.academia.edu/Documents/in/Social_Interaction?f_ri=221"},{"id":5480,"name":"Rasch Analysis","url":"https://www.academia.edu/Documents/in/Rasch_Analysis?f_ri=221"},{"id":8031,"name":"Socialization","url":"https://www.academia.edu/Documents/in/Socialization?f_ri=221"},{"id":9032,"name":"Interaction","url":"https://www.academia.edu/Documents/in/Interaction?f_ri=221"},{"id":13845,"name":"Time Use","url":"https://www.academia.edu/Documents/in/Time_Use?f_ri=221"},{"id":18961,"name":"Social learning","url":"https://www.academia.edu/Documents/in/Social_learning?f_ri=221"},{"id":28850,"name":"Linear models","url":"https://www.academia.edu/Documents/in/Linear_models?f_ri=221"},{"id":31468,"name":"Interpersonal Relationship","url":"https://www.academia.edu/Documents/in/Interpersonal_Relationship?f_ri=221"},{"id":100936,"name":"Imitation","url":"https://www.academia.edu/Documents/in/Imitation?f_ri=221"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant?f_ri=221"},{"id":137145,"name":"Developmental disabilities","url":"https://www.academia.edu/Documents/in/Developmental_disabilities?f_ri=221"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=221"},{"id":169818,"name":"Second Year","url":"https://www.academia.edu/Documents/in/Second_Year?f_ri=221"},{"id":229238,"name":"Developmental","url":"https://www.academia.edu/Documents/in/Developmental?f_ri=221"},{"id":234882,"name":"Autism Spectrum Disorder","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorder?f_ri=221"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=221"},{"id":330953,"name":"Longitudinal Studies","url":"https://www.academia.edu/Documents/in/Longitudinal_Studies?f_ri=221"},{"id":413195,"name":"Time Factors","url":"https://www.academia.edu/Documents/in/Time_Factors?f_ri=221"},{"id":860345,"name":"Low Risk","url":"https://www.academia.edu/Documents/in/Low_Risk?f_ri=221"},{"id":879600,"name":"Developmental delay","url":"https://www.academia.edu/Documents/in/Developmental_delay?f_ri=221"},{"id":978643,"name":"Typical Development","url":"https://www.academia.edu/Documents/in/Typical_Development?f_ri=221"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=221"},{"id":2489699,"name":"Autistic disorder","url":"https://www.academia.edu/Documents/in/Autistic_disorder?f_ri=221"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71179315" data-work_id="71179315" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71179315/Seeing_odors_in_color_Cross_modal_associations_in_children_and_adults_from_two_cultural_environments">Seeing odors in color: Cross-modal associations in children and adults from two cultural environments</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We investigated the occurrence and underlying processes of odor-color associations in French and American 6- to 10-year-old children (n = 386) and adults (n = 137). Nine odorants were chosen according to their familiarity to either... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71179315" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We investigated the occurrence and underlying processes of odor-color associations in French and American 6- to 10-year-old children (n = 386) and adults (n = 137). Nine odorants were chosen according to their familiarity to either cultural group. Participants matched each odor with a color, gave hedonic and familiarity judgments, and identified each odor. By 6 years of age, children displayed culture-specific odor-color associations, but age differences were noted in the type of associations. Children and adults in both cultural groups shared common associations and formed associations that were unique to their environment, underscoring the importance of exposure learning in odor-color associations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71179315" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ff3b782fe05a6f0264cbe93c38bc1035" rel="nofollow" data-download="{"attachment_id":80638402,"asset_id":71179315,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80638402/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35246091" href="https://independent.academia.edu/BenoistSchaal">Benoist Schaal</a><script data-card-contents-for-user="35246091" type="text/json">{"id":35246091,"first_name":"Benoist","last_name":"Schaal","domain_name":"independent","page_name":"BenoistSchaal","display_name":"Benoist Schaal","profile_url":"https://independent.academia.edu/BenoistSchaal?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_71179315 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71179315"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71179315, container: ".js-paper-rank-work_71179315", }); });</script></li><li class="js-percentile-work_71179315 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71179315; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71179315"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71179315 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71179315"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71179315; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71179315]").text(description); $(".js-view-count-work_71179315").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71179315").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71179315"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17113" rel="nofollow" href="https://www.academia.edu/Documents/in/Face_recognition_Psychology_">Face recognition (Psychology)</a>, <script data-card-contents-for-ri="17113" type="text/json">{"id":17113,"name":"Face recognition (Psychology)","url":"https://www.academia.edu/Documents/in/Face_recognition_Psychology_?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26327" rel="nofollow" href="https://www.academia.edu/Documents/in/Medicine">Medicine</a><script data-card-contents-for-ri="26327" type="text/json">{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71179315]'), work: {"id":71179315,"title":"Seeing odors in color: Cross-modal associations in children and adults from two cultural environments","created_at":"2022-02-12T01:45:22.090-08:00","url":"https://www.academia.edu/71179315/Seeing_odors_in_color_Cross_modal_associations_in_children_and_adults_from_two_cultural_environments?f_ri=221","dom_id":"work_71179315","summary":"We investigated the occurrence and underlying processes of odor-color associations in French and American 6- to 10-year-old children (n = 386) and adults (n = 137). Nine odorants were chosen according to their familiarity to either cultural group. Participants matched each odor with a color, gave hedonic and familiarity judgments, and identified each odor. By 6 years of age, children displayed culture-specific odor-color associations, but age differences were noted in the type of associations. Children and adults in both cultural groups shared common associations and formed associations that were unique to their environment, underscoring the importance of exposure learning in odor-color associations.","downloadable_attachments":[{"id":80638402,"asset_id":71179315,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35246091,"first_name":"Benoist","last_name":"Schaal","domain_name":"independent","page_name":"BenoistSchaal","display_name":"Benoist Schaal","profile_url":"https://independent.academia.edu/BenoistSchaal?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":17113,"name":"Face recognition (Psychology)","url":"https://www.academia.edu/Documents/in/Face_recognition_Psychology_?f_ri=221","nofollow":true},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=221","nofollow":true},{"id":57511,"name":"Cross-Cultural Comparison","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Comparison?f_ri=221"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=221"},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment?f_ri=221"},{"id":76714,"name":"Color","url":"https://www.academia.edu/Documents/in/Color?f_ri=221"},{"id":102416,"name":"Smell","url":"https://www.academia.edu/Documents/in/Smell?f_ri=221"},{"id":2906949,"name":"Odorants","url":"https://www.academia.edu/Documents/in/Odorants?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_54357844" data-work_id="54357844" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/54357844/Continuing_Bonds_and_Psychosocial_Adjustment_in_Pet_Loss">Continuing Bonds and Psychosocial Adjustment in Pet Loss</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated continuing bonds (CB) expressions among bereaved pet owners and the relationship between CB expressions and psychosocial adjustment. The sample included thirty-three participants who had lost a dog or cat within... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_54357844" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated continuing bonds (CB) expressions among bereaved pet owners and the relationship between CB expressions and psychosocial adjustment. The sample included thirty-three participants who had lost a dog or cat within the past year. Participants who responded to a differentiated set of 12 CB expressions reported a tendency to experience CB as more comforting than distressing and the</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/54357844" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5cc48acfd70cade4713960c9b12f6ee2" rel="nofollow" data-download="{"attachment_id":76454811,"asset_id":54357844,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76454811/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24888969" href="https://independent.academia.edu/wendypackman">wendy packman</a><script data-card-contents-for-user="24888969" type="text/json">{"id":24888969,"first_name":"wendy","last_name":"packman","domain_name":"independent","page_name":"wendypackman","display_name":"wendy packman","profile_url":"https://independent.academia.edu/wendypackman?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_54357844 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="54357844"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 54357844, container: ".js-paper-rank-work_54357844", }); });</script></li><li class="js-percentile-work_54357844 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 54357844; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_54357844"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_54357844 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="54357844"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54357844; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=54357844]").text(description); $(".js-view-count-work_54357844").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_54357844").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="54357844"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="23747" rel="nofollow" href="https://www.academia.edu/Documents/in/Loss_and_Trauma">Loss and Trauma</a>, <script data-card-contents-for-ri="23747" type="text/json">{"id":23747,"name":"Loss and Trauma","url":"https://www.academia.edu/Documents/in/Loss_and_Trauma?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="707044" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychosocial_Adjustment">Psychosocial Adjustment</a><script data-card-contents-for-ri="707044" type="text/json">{"id":707044,"name":"Psychosocial Adjustment","url":"https://www.academia.edu/Documents/in/Psychosocial_Adjustment?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=54357844]'), work: {"id":54357844,"title":"Continuing Bonds and Psychosocial Adjustment in Pet Loss","created_at":"2021-09-30T08:55:53.767-07:00","url":"https://www.academia.edu/54357844/Continuing_Bonds_and_Psychosocial_Adjustment_in_Pet_Loss?f_ri=221","dom_id":"work_54357844","summary":"This study investigated continuing bonds (CB) expressions among bereaved pet owners and the relationship between CB expressions and psychosocial adjustment. The sample included thirty-three participants who had lost a dog or cat within the past year. Participants who responded to a differentiated set of 12 CB expressions reported a tendency to experience CB as more comforting than distressing and the","downloadable_attachments":[{"id":76454811,"asset_id":54357844,"asset_type":"Work","always_allow_download":false},{"id":76454814,"asset_id":54357844,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24888969,"first_name":"wendy","last_name":"packman","domain_name":"independent","page_name":"wendypackman","display_name":"wendy packman","profile_url":"https://independent.academia.edu/wendypackman?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":23747,"name":"Loss and Trauma","url":"https://www.academia.edu/Documents/in/Loss_and_Trauma?f_ri=221","nofollow":true},{"id":707044,"name":"Psychosocial Adjustment","url":"https://www.academia.edu/Documents/in/Psychosocial_Adjustment?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10312024" data-work_id="10312024" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10312024/How_might_we_understand_mens_health_better_Integrating_explanations_from_critical_studies_on_men_and_inequalities_in_health">How might we understand men's health better? Integrating explanations from critical studies on men and inequalities in health</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">For researchers interested in understanding men's health, there are two main literatures to harvest. The first is research on men's health arising from the study of men and masculinities. The second is the broader study of inequalities in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10312024" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">For researchers interested in understanding men's health, there are two main literatures to harvest. The first is research on men's health arising from the study of men and masculinities. The second is the broader study of inequalities in health, including gender inequalities in health. However, these literatures have remained distinct. This paper seeks to develop a model of understanding men's health from both of these literatures. In order to achieve this integration, this paper argues that studies of men's health should be based on 'critical studies on men' which emerges from feminist theory. Critical studies on men's health is then integrated into the broader explanatory options identified in the health inequality literature in order to provide a more fulsome account of variance within men's health and between the health status of men and women. Given the amenability of men's health issues to interrogation within this resulting framework, it is argued that the inequalities literature should start to include men's health issues in its work. r</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10312024" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ab95796b89ca260c45d51be93723256e" rel="nofollow" data-download="{"attachment_id":47443015,"asset_id":10312024,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47443015/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25273651" href="https://independent.academia.edu/MariaLohan">Maria Lohan</a><script data-card-contents-for-user="25273651" type="text/json">{"id":25273651,"first_name":"Maria","last_name":"Lohan","domain_name":"independent","page_name":"MariaLohan","display_name":"Maria Lohan","profile_url":"https://independent.academia.edu/MariaLohan?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10312024 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10312024"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10312024, container: ".js-paper-rank-work_10312024", }); });</script></li><li class="js-percentile-work_10312024 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10312024; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10312024"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10312024 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10312024"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10312024; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10312024]").text(description); $(".js-view-count-work_10312024").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10312024").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10312024"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="767" rel="nofollow" href="https://www.academia.edu/Documents/in/Anthropology">Anthropology</a>, <script data-card-contents-for-ri="767" type="text/json">{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1192" rel="nofollow" href="https://www.academia.edu/Documents/in/Feminist_Theory">Feminist Theory</a><script data-card-contents-for-ri="1192" type="text/json">{"id":1192,"name":"Feminist Theory","url":"https://www.academia.edu/Documents/in/Feminist_Theory?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10312024]'), work: {"id":10312024,"title":"How might we understand men's health better? Integrating explanations from critical studies on men and inequalities in health","created_at":"2015-01-24T08:30:05.157-08:00","url":"https://www.academia.edu/10312024/How_might_we_understand_mens_health_better_Integrating_explanations_from_critical_studies_on_men_and_inequalities_in_health?f_ri=221","dom_id":"work_10312024","summary":"For researchers interested in understanding men's health, there are two main literatures to harvest. The first is research on men's health arising from the study of men and masculinities. The second is the broader study of inequalities in health, including gender inequalities in health. However, these literatures have remained distinct. This paper seeks to develop a model of understanding men's health from both of these literatures. In order to achieve this integration, this paper argues that studies of men's health should be based on 'critical studies on men' which emerges from feminist theory. Critical studies on men's health is then integrated into the broader explanatory options identified in the health inequality literature in order to provide a more fulsome account of variance within men's health and between the health status of men and women. Given the amenability of men's health issues to interrogation within this resulting framework, it is argued that the inequalities literature should start to include men's health issues in its work. r","downloadable_attachments":[{"id":47443015,"asset_id":10312024,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25273651,"first_name":"Maria","last_name":"Lohan","domain_name":"independent","page_name":"MariaLohan","display_name":"Maria Lohan","profile_url":"https://independent.academia.edu/MariaLohan?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=221","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=221","nofollow":true},{"id":1192,"name":"Feminist Theory","url":"https://www.academia.edu/Documents/in/Feminist_Theory?f_ri=221","nofollow":true},{"id":4225,"name":"Health inequality","url":"https://www.academia.edu/Documents/in/Health_inequality?f_ri=221"},{"id":16288,"name":"Public Health","url":"https://www.academia.edu/Documents/in/Public_Health?f_ri=221"},{"id":30181,"name":"Gender Identity","url":"https://www.academia.edu/Documents/in/Gender_Identity?f_ri=221"},{"id":48423,"name":"Social Science \u0026 Medicine","url":"https://www.academia.edu/Documents/in/Social_Science_and_Medicine?f_ri=221"},{"id":73697,"name":"Social Medicine","url":"https://www.academia.edu/Documents/in/Social_Medicine?f_ri=221"},{"id":91070,"name":"Inequality","url":"https://www.academia.edu/Documents/in/Inequality?f_ri=221"},{"id":101820,"name":"Social Inequalities in Health","url":"https://www.academia.edu/Documents/in/Social_Inequalities_in_Health?f_ri=221"},{"id":106149,"name":"Gender inequality","url":"https://www.academia.edu/Documents/in/Gender_inequality?f_ri=221"},{"id":232534,"name":"Health Status","url":"https://www.academia.edu/Documents/in/Health_Status?f_ri=221"},{"id":250812,"name":"IS research","url":"https://www.academia.edu/Documents/in/IS_research?f_ri=221"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=221"},{"id":413192,"name":"Sex Factors","url":"https://www.academia.edu/Documents/in/Sex_Factors?f_ri=221"},{"id":2345130,"name":"Socioeconomic Factors","url":"https://www.academia.edu/Documents/in/Socioeconomic_Factors?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1251656" data-work_id="1251656" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1251656/A_group_music_intervention_using_percussion_instruments_with_familiar_music_to_reduce_anxiety_and_agitation_of_institutionalized_older_adults_with_dementia">A group music intervention using percussion instruments with familiar music to reduce anxiety and agitation of institutionalized older adults with dementia</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1251656" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0bb6f57409c8e1bb42980c3e21356b6a" rel="nofollow" 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type="text/json">{"id":295568,"first_name":"Roger","last_name":"Watson","domain_name":"hull","page_name":"RogerWatson","display_name":"Roger Watson","profile_url":"https://hull.academia.edu/RogerWatson?f_ri=221","photo":"https://0.academia-photos.com/295568/59889/62816/s65_roger.watson.jpg"}</script></span></span></li><li class="js-paper-rank-work_1251656 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1251656"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1251656, container: ".js-paper-rank-work_1251656", }); });</script></li><li class="js-percentile-work_1251656 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1251656; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1251656"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1251656 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1251656"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1251656; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1251656]").text(description); $(".js-view-count-work_1251656").attr('title', description).tooltip(); }); });</script></span><script>$(function() { 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Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3662" rel="nofollow" href="https://www.academia.edu/Documents/in/Dementia">Dementia</a>, <script data-card-contents-for-ri="3662" type="text/json">{"id":3662,"name":"Dementia","url":"https://www.academia.edu/Documents/in/Dementia?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19947" rel="nofollow" href="https://www.academia.edu/Documents/in/Music_Therapy">Music Therapy</a><script data-card-contents-for-ri="19947" type="text/json">{"id":19947,"name":"Music Therapy","url":"https://www.academia.edu/Documents/in/Music_Therapy?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1251656]'), work: {"id":1251656,"title":"A group music intervention using percussion instruments with familiar music to reduce anxiety and agitation of institutionalized older adults with dementia","created_at":"2012-06-23T19:32:03.977-07:00","url":"https://www.academia.edu/1251656/A_group_music_intervention_using_percussion_instruments_with_familiar_music_to_reduce_anxiety_and_agitation_of_institutionalized_older_adults_with_dementia?f_ri=221","dom_id":"work_1251656","summary":null,"downloadable_attachments":[{"id":51051148,"asset_id":1251656,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":295568,"first_name":"Roger","last_name":"Watson","domain_name":"hull","page_name":"RogerWatson","display_name":"Roger Watson","profile_url":"https://hull.academia.edu/RogerWatson?f_ri=221","photo":"https://0.academia-photos.com/295568/59889/62816/s65_roger.watson.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":3662,"name":"Dementia","url":"https://www.academia.edu/Documents/in/Dementia?f_ri=221","nofollow":true},{"id":19947,"name":"Music Therapy","url":"https://www.academia.edu/Documents/in/Music_Therapy?f_ri=221","nofollow":true},{"id":25187,"name":"Group Psychotherapy","url":"https://www.academia.edu/Documents/in/Group_Psychotherapy?f_ri=221"},{"id":38676,"name":"Anxiety","url":"https://www.academia.edu/Documents/in/Anxiety?f_ri=221"},{"id":94451,"name":"Taiwan","url":"https://www.academia.edu/Documents/in/Taiwan?f_ri=221"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=221"},{"id":274285,"name":"Geriatric Psychiatry","url":"https://www.academia.edu/Documents/in/Geriatric_Psychiatry?f_ri=221"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=221"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance?f_ri=221"},{"id":623821,"name":"ANXIETY","url":"https://www.academia.edu/Documents/in/ANXIETY-1?f_ri=221"},{"id":2467529,"name":"Psychiatric Status Rating Scales","url":"https://www.academia.edu/Documents/in/Psychiatric_Status_Rating_Scales?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71880196" data-work_id="71880196" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71880196/Basic_Issues_in_the_Application_of_Virtual_Reality_for_the_Assessment_and_Rehabilitation_of_Cognitive_Impairments_and_Functional_Disabilities">Basic Issues in the Application of Virtual Reality for the Assessment and Rehabilitation of Cognitive Impairments and Functional Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">... complex, dynamic stimulus presentations and the capacity to record and measure all responses precisely within the virtual environ-ment. ... presented, followed by a description of our ongoing work developing a VR mental rotation and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71880196" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">... complex, dynamic stimulus presentations and the capacity to record and measure all responses precisely within the virtual environ-ment. ... presented, followed by a description of our ongoing work developing a VR mental rotation and spatial skills cognitive assessment and ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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href="https://www.academia.edu/Documents/in/Information_Systems">Information Systems</a>, <script data-card-contents-for-ri="37" type="text/json">{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a><script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71880196]'), work: {"id":71880196,"title":"Basic Issues in the Application of Virtual Reality for the Assessment and Rehabilitation of Cognitive Impairments and Functional Disabilities","created_at":"2022-02-19T14:35:34.986-08:00","url":"https://www.academia.edu/71880196/Basic_Issues_in_the_Application_of_Virtual_Reality_for_the_Assessment_and_Rehabilitation_of_Cognitive_Impairments_and_Functional_Disabilities?f_ri=221","dom_id":"work_71880196","summary":"... complex, dynamic stimulus presentations and the capacity to record and measure all responses precisely within the virtual environ-ment. ... presented, followed by a description of our ongoing work developing a VR mental rotation and spatial skills cognitive assessment and ...","downloadable_attachments":[{"id":92449132,"asset_id":71880196,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":674319,"first_name":"Skip","last_name":"Rizzo","domain_name":"usc","page_name":"SkipRizzo","display_name":"Skip Rizzo","profile_url":"https://usc.academia.edu/SkipRizzo?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":37,"name":"Information Systems","url":"https://www.academia.edu/Documents/in/Information_Systems?f_ri=221","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=221","nofollow":true},{"id":1580,"name":"Cyberpsychology","url":"https://www.academia.edu/Documents/in/Cyberpsychology?f_ri=221"},{"id":50642,"name":"Virtual Reality","url":"https://www.academia.edu/Documents/in/Virtual_Reality?f_ri=221"},{"id":341121,"name":"Cognitive impairment","url":"https://www.academia.edu/Documents/in/Cognitive_impairment?f_ri=221"},{"id":855798,"name":"Cyberpsychology \u0026 Behavior","url":"https://www.academia.edu/Documents/in/Cyberpsychology_and_Behavior?f_ri=221"},{"id":1826000,"name":"Functional Disability","url":"https://www.academia.edu/Documents/in/Functional_Disability?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17519044" data-work_id="17519044" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17519044/Individualized_Theory_of_Mind_iToM_When_Memory_Modulates_Empathy">Individualized Theory of Mind (iToM): When Memory Modulates Empathy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Functional neuroimaging studies have noted that brain regions supporting theory of mind (ToM) overlap remarkably with those underlying episodic memory, suggesting a link between the two processes.The present study shows that memory for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17519044" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Functional neuroimaging studies have noted that brain regions supporting theory of mind (ToM) overlap remarkably with those underlying episodic memory, suggesting a link between the two processes.The present study shows that memory for others' past experiences modulates significantly our appraisal of, and reaction to, what is happening to them currently. Participants read the life story of two characters; one had experienced a long series of love-related failures, the other a long series of work-related failures. In a later faux pas recognition task, participants reported more empathy for the character unlucky in love in love-related faux pas scenarios, and for the character unlucky at work in work-related faux pas scenarios.The memory-based modulation of empathy correlated with the number of details remembered from the characters' life story. These results suggest that individuals use memory for other people's past experiences to simulate how they feel in similar situations they are currently facing. The integration of ToM and memory processes allows adjusting mental state inferences to fit unique social targets, constructing an individualized ToM.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17519044" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="513885284f826609becc1e5ba7885447" rel="nofollow" data-download="{"attachment_id":39554807,"asset_id":17519044,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39554807/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37287244" href="https://independent.academia.edu/ElisaCiaramelli">Elisa Ciaramelli</a><script data-card-contents-for-user="37287244" type="text/json">{"id":37287244,"first_name":"Elisa","last_name":"Ciaramelli","domain_name":"independent","page_name":"ElisaCiaramelli","display_name":"Elisa Ciaramelli","profile_url":"https://independent.academia.edu/ElisaCiaramelli?f_ri=221","photo":"https://0.academia-photos.com/37287244/170089376/160069533/s65_elisa.ciaramelli.jpeg"}</script></span></span></li><li class="js-paper-rank-work_17519044 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17519044"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17519044, container: ".js-paper-rank-work_17519044", }); });</script></li><li class="js-percentile-work_17519044 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17519044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_17519044"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_17519044 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="17519044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17519044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17519044]").text(description); $(".js-view-count-work_17519044").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17519044").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17519044"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a><script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17519044]'), work: {"id":17519044,"title":"Individualized Theory of Mind (iToM): When Memory Modulates Empathy","created_at":"2015-10-30T08:11:32.650-07:00","url":"https://www.academia.edu/17519044/Individualized_Theory_of_Mind_iToM_When_Memory_Modulates_Empathy?f_ri=221","dom_id":"work_17519044","summary":"Functional neuroimaging studies have noted that brain regions supporting theory of mind (ToM) overlap remarkably with those underlying episodic memory, suggesting a link between the two processes.The present study shows that memory for others' past experiences modulates significantly our appraisal of, and reaction to, what is happening to them currently. Participants read the life story of two characters; one had experienced a long series of love-related failures, the other a long series of work-related failures. In a later faux pas recognition task, participants reported more empathy for the character unlucky in love in love-related faux pas scenarios, and for the character unlucky at work in work-related faux pas scenarios.The memory-based modulation of empathy correlated with the number of details remembered from the characters' life story. These results suggest that individuals use memory for other people's past experiences to simulate how they feel in similar situations they are currently facing. The integration of ToM and memory processes allows adjusting mental state inferences to fit unique social targets, constructing an individualized ToM.","downloadable_attachments":[{"id":39554807,"asset_id":17519044,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37287244,"first_name":"Elisa","last_name":"Ciaramelli","domain_name":"independent","page_name":"ElisaCiaramelli","display_name":"Elisa Ciaramelli","profile_url":"https://independent.academia.edu/ElisaCiaramelli?f_ri=221","photo":"https://0.academia-photos.com/37287244/170089376/160069533/s65_elisa.ciaramelli.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65283019" data-work_id="65283019" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65283019/Organizational_Culture_and_Individuals_Experience_of_Workplace_Bullying">Organizational Culture and Individuals' Experience of Workplace Bullying</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Organizational Culture and Individuals’ Experience of Workplace Bullying by Luan Zeka, MCJ MA, Columbia College, 2012 BS, Columbia College, 2010 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65283019" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Organizational Culture and Individuals’ Experience of Workplace Bullying by Luan Zeka, MCJ MA, Columbia College, 2012 BS, Columbia College, 2010 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management: Human Resources Specialization</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65283019" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ceb55a7b00abb3b88cb8f981322d1e47" rel="nofollow" data-download="{"attachment_id":76951163,"asset_id":65283019,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76951163/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43056609" href="https://independent.academia.edu/LuanZeka">Luan Zeka</a><script data-card-contents-for-user="43056609" type="text/json">{"id":43056609,"first_name":"Luan","last_name":"Zeka","domain_name":"independent","page_name":"LuanZeka","display_name":"Luan Zeka","profile_url":"https://independent.academia.edu/LuanZeka?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_65283019 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65283019"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65283019, container: ".js-paper-rank-work_65283019", }); });</script></li><li class="js-percentile-work_65283019 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65283019; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_65283019"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_65283019 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="65283019"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65283019; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65283019]").text(description); $(".js-view-count-work_65283019").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65283019").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65283019"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a><script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65283019]'), work: {"id":65283019,"title":"Organizational Culture and Individuals' Experience of Workplace Bullying","created_at":"2021-12-21T03:55:33.039-08:00","url":"https://www.academia.edu/65283019/Organizational_Culture_and_Individuals_Experience_of_Workplace_Bullying?f_ri=221","dom_id":"work_65283019","summary":"Organizational Culture and Individuals’ Experience of Workplace Bullying by Luan Zeka, MCJ MA, Columbia College, 2012 BS, Columbia College, 2010 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management: Human Resources Specialization","downloadable_attachments":[{"id":76951163,"asset_id":65283019,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43056609,"first_name":"Luan","last_name":"Zeka","domain_name":"independent","page_name":"LuanZeka","display_name":"Luan Zeka","profile_url":"https://independent.academia.edu/LuanZeka?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69929492" data-work_id="69929492" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69929492/Informal_Caregiver_Identity_Voluntary_Job_Fit_Teamwork_and_Tools">Informal Caregiver Identity: Voluntary Job Fit, Teamwork, and Tools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">According to the Family Caregiver Alliance, an informal or family caregiver is "an unpaid individual. .. involved in assisting others with activities of daily living and/or medical tasks." As informal caregiving in the United States has... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69929492" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">According to the Family Caregiver Alliance, an informal or family caregiver is "an unpaid individual. .. involved in assisting others with activities of daily living and/or medical tasks." As informal caregiving in the United States has increased, research on the topic has been published in a myriad of disciplines (e.g., sociology, nursing, social work, and medicine). The literature has defined informal caregivers (ICGs), described their role and its impacts, detailed the costs and benefits of informal caregiving, and evaluated interventions to assist ICGs. Scholars have also investigated more natural, less experimental use of informational and support resources for ICGs than, for example, interventions via informational websites or support groups, but they have not thoroughly explored their effects. This study used semistructured interviews with ICGs catering to care recipients (CRs) with various conditions and characteristics (e.g., ages) to explore ICGs' authentic use of caregiving-related resources for providing care and for coping with the often complex and fluctuating demands of their role. Using a theoretical sample of 25 ICGs, this grounded theory study yielded a number of findings. Study participants' comments revealed that they conceived of informal caregiving as more akin to a volunteer job than xii to a career. Because the study sample contained primary, secondary, and other nonprimary caregivers, I observed that the participant's position in the caregiving project team, in conjunction with overall team functioning, influenced their caregiving experience. The proportion of helpful resources relative to unhelpful resources, however, was not related to whether or not ICGs identified positive aspects of the job. The quality of relationships with other members of the formal and informal caregiving team proved to have more influence on whether or not ICGs identified any positive aspects of the job. In addition, the Internet proved to be a largely beneficial caregiving tool for those who used it. Although the Internet was most often used to seek information, it helped ICGs cope by enabling them to build personal coping resources and by offering social support by connecting users to similar others. These findings suggest the need for early identification of prospective caregiving team members to (1) optimize the calibration of caregiver abilities and (2) establish a division of labor to diminish the caregiving workload while building greater appreciation among team members for the contributions and capacities of the others.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69929492" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="178a2091ff2637a5b40e90786ceace54" rel="nofollow" data-download="{"attachment_id":79839407,"asset_id":69929492,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79839407/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1857645" href="https://granite.academia.edu/EJablonski">Erica Jablonski</a><script data-card-contents-for-user="1857645" type="text/json">{"id":1857645,"first_name":"Erica","last_name":"Jablonski","domain_name":"granite","page_name":"EJablonski","display_name":"Erica Jablonski","profile_url":"https://granite.academia.edu/EJablonski?f_ri=221","photo":"https://0.academia-photos.com/1857645/630881/782643/s65_erica.jablonski.jpg"}</script></span></span></li><li class="js-paper-rank-work_69929492 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69929492"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69929492, container: ".js-paper-rank-work_69929492", }); });</script></li><li class="js-percentile-work_69929492 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69929492; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69929492"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69929492 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69929492"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69929492; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69929492]").text(description); $(".js-view-count-work_69929492").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69929492").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69929492"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a><script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69929492]'), work: {"id":69929492,"title":"Informal Caregiver Identity: Voluntary Job Fit, Teamwork, and Tools","created_at":"2022-01-29T08:20:00.008-08:00","url":"https://www.academia.edu/69929492/Informal_Caregiver_Identity_Voluntary_Job_Fit_Teamwork_and_Tools?f_ri=221","dom_id":"work_69929492","summary":"According to the Family Caregiver Alliance, an informal or family caregiver is \"an unpaid individual. .. involved in assisting others with activities of daily living and/or medical tasks.\" As informal caregiving in the United States has increased, research on the topic has been published in a myriad of disciplines (e.g., sociology, nursing, social work, and medicine). The literature has defined informal caregivers (ICGs), described their role and its impacts, detailed the costs and benefits of informal caregiving, and evaluated interventions to assist ICGs. Scholars have also investigated more natural, less experimental use of informational and support resources for ICGs than, for example, interventions via informational websites or support groups, but they have not thoroughly explored their effects. This study used semistructured interviews with ICGs catering to care recipients (CRs) with various conditions and characteristics (e.g., ages) to explore ICGs' authentic use of caregiving-related resources for providing care and for coping with the often complex and fluctuating demands of their role. Using a theoretical sample of 25 ICGs, this grounded theory study yielded a number of findings. Study participants' comments revealed that they conceived of informal caregiving as more akin to a volunteer job than xii to a career. Because the study sample contained primary, secondary, and other nonprimary caregivers, I observed that the participant's position in the caregiving project team, in conjunction with overall team functioning, influenced their caregiving experience. The proportion of helpful resources relative to unhelpful resources, however, was not related to whether or not ICGs identified positive aspects of the job. The quality of relationships with other members of the formal and informal caregiving team proved to have more influence on whether or not ICGs identified any positive aspects of the job. In addition, the Internet proved to be a largely beneficial caregiving tool for those who used it. Although the Internet was most often used to seek information, it helped ICGs cope by enabling them to build personal coping resources and by offering social support by connecting users to similar others. These findings suggest the need for early identification of prospective caregiving team members to (1) optimize the calibration of caregiver abilities and (2) establish a division of labor to diminish the caregiving workload while building greater appreciation among team members for the contributions and capacities of the others.","downloadable_attachments":[{"id":79839407,"asset_id":69929492,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1857645,"first_name":"Erica","last_name":"Jablonski","domain_name":"granite","page_name":"EJablonski","display_name":"Erica Jablonski","profile_url":"https://granite.academia.edu/EJablonski?f_ri=221","photo":"https://0.academia-photos.com/1857645/630881/782643/s65_erica.jablonski.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7686958 coauthored" data-work_id="7686958" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7686958/The_internal_suicide_debate_hypothesis_exploring_the_life_versus_death_struggle">The internal suicide debate hypothesis: exploring the life versus death struggle</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">hyothesized that suicidal people engage in an internal debate, or struggle, over whether to live or die, but few studies have tested its tenability. This study introduces direct assessment of a suicidal debate, revealing new aspects of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7686958" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">hyothesized that suicidal people engage in an internal debate, or struggle, over whether to live or die, but few studies have tested its tenability. This study introduces direct assessment of a suicidal debate, revealing new aspects of suicidal ideation. Results, from an online survey (N = 1,016), showed nearly all suicide-risk respondents engaged in the debate. In addition, debate frequency accounted for 54% of the variance in suicidality scores, and showed significant associations with other indicators of suicide risk. Likely factors of the debate, reasons for living and dying, showed significant differences by suicidality, and most suicide-risk participants reported going online for such purposes, demonstrating a behavioral component of the debate. Keith Harris is Lecutrer of Psychology at Neuringer and Lettieri (1971) further pro-James Cook University; John McLean is Associposed that while suicidal individuals were ate Professor of Psychology at The University of more death than life oriented, they still re-</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7686958" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b98578280408f61b970f8d51e488b75c" rel="nofollow" data-download="{"attachment_id":34902830,"asset_id":7686958,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34902830/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13873836" href="https://uq.academia.edu/KeithHarris">Keith M Harris</a><script data-card-contents-for-user="13873836" type="text/json">{"id":13873836,"first_name":"Keith","last_name":"Harris","domain_name":"uq","page_name":"KeithHarris","display_name":"Keith M Harris","profile_url":"https://uq.academia.edu/KeithHarris?f_ri=221","photo":"https://0.academia-photos.com/13873836/14011273/31145270/s65_keith.harris.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-7686958">+2</span><div class="hidden js-additional-users-7686958"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DJobes">David Jobes</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JeanieSheffield">Jeanie Sheffield</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-7686958'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-7686958').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_7686958 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7686958"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7686958, container: ".js-paper-rank-work_7686958", }); });</script></li><li class="js-percentile-work_7686958 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7686958; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7686958"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7686958 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7686958"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7686958; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7686958]").text(description); $(".js-view-count-work_7686958").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7686958").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7686958"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" rel="nofollow" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8981" rel="nofollow" href="https://www.academia.edu/Documents/in/Suicide">Suicide</a>, <script data-card-contents-for-ri="8981" type="text/json">{"id":8981,"name":"Suicide","url":"https://www.academia.edu/Documents/in/Suicide?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1191356" rel="nofollow" href="https://www.academia.edu/Documents/in/Internet">Internet</a><script data-card-contents-for-ri="1191356" type="text/json">{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7686958]'), work: {"id":7686958,"title":"The internal suicide debate hypothesis: exploring the life versus death struggle","created_at":"2014-07-16T11:13:35.329-07:00","url":"https://www.academia.edu/7686958/The_internal_suicide_debate_hypothesis_exploring_the_life_versus_death_struggle?f_ri=221","dom_id":"work_7686958","summary":"hyothesized that suicidal people engage in an internal debate, or struggle, over whether to live or die, but few studies have tested its tenability. This study introduces direct assessment of a suicidal debate, revealing new aspects of suicidal ideation. Results, from an online survey (N = 1,016), showed nearly all suicide-risk respondents engaged in the debate. In addition, debate frequency accounted for 54% of the variance in suicidality scores, and showed significant associations with other indicators of suicide risk. Likely factors of the debate, reasons for living and dying, showed significant differences by suicidality, and most suicide-risk participants reported going online for such purposes, demonstrating a behavioral component of the debate. Keith Harris is Lecutrer of Psychology at Neuringer and Lettieri (1971) further pro-James Cook University; John McLean is Associposed that while suicidal individuals were ate Professor of Psychology at The University of more death than life oriented, they still re-","downloadable_attachments":[{"id":34902830,"asset_id":7686958,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13873836,"first_name":"Keith","last_name":"Harris","domain_name":"uq","page_name":"KeithHarris","display_name":"Keith M Harris","profile_url":"https://uq.academia.edu/KeithHarris?f_ri=221","photo":"https://0.academia-photos.com/13873836/14011273/31145270/s65_keith.harris.jpeg"},{"id":32480432,"first_name":"David","last_name":"Jobes","domain_name":"independent","page_name":"DJobes","display_name":"David Jobes","profile_url":"https://independent.academia.edu/DJobes?f_ri=221","photo":"/images/s65_no_pic.png"},{"id":51936410,"first_name":"Jeanie","last_name":"Sheffield","domain_name":"independent","page_name":"JeanieSheffield","display_name":"Jeanie Sheffield","profile_url":"https://independent.academia.edu/JeanieSheffield?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=221","nofollow":true},{"id":8981,"name":"Suicide","url":"https://www.academia.edu/Documents/in/Suicide?f_ri=221","nofollow":true},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16028874 coauthored" data-work_id="16028874" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16028874/Age_related_neural_activity_during_allocentric_spatial_memory">Age-related neural activity during allocentric spatial memory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Age-related decline in allocentric (viewer-independent) spatial memory is seen across species. We employed a virtual reality analogue of the Morris Water Maze to study the effect of healthy ageing on neural activity during allocentric... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16028874" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Age-related decline in allocentric (viewer-independent) spatial memory is seen across species. We employed a virtual reality analogue of the Morris Water Maze to study the effect of healthy ageing on neural activity during allocentric spatial memory using functional magnetic resonance imaging. Voxelbased morphometry was used to ascertain hippocampal volumetric integrity. A widespread neural network comprising frontal, parietal, occipital, thalamic, and cerebellar regions was activated in young and older adults, but only young adults significantly activated bilateral hippocampus and left parahippocampus, as well as right frontal pole and dorso-lateral prefrontal cortex (DLPFC) during encoding and right DLPC during retrieval. Hippocampal grey matter volume was unchanged in older adults; however, prefrontal and parahippocampal functional attenuation was accompanied by volumetric reduction. We conclude that the decline in allocentric spatial memory with age is associated with attenuated hippocampal function, as well as compromised function and structure of prefrontal and parahippocampal regions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16028874" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a2ab5545b374b9c8703b3bf077625f57" rel="nofollow" data-download="{"attachment_id":42779626,"asset_id":16028874,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42779626/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35169112" href="https://independent.academia.edu/AntonovaE">Elena Antonova</a><script data-card-contents-for-user="35169112" type="text/json">{"id":35169112,"first_name":"Elena","last_name":"Antonova","domain_name":"independent","page_name":"AntonovaE","display_name":"Elena Antonova","profile_url":"https://independent.academia.edu/AntonovaE?f_ri=221","photo":"https://0.academia-photos.com/35169112/11366284/12679209/s65_elena.antonova.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-16028874">+1</span><div class="hidden js-additional-users-16028874"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DParslow">D. Parslow</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-16028874'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-16028874').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_16028874 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16028874"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16028874, container: ".js-paper-rank-work_16028874", }); });</script></li><li class="js-percentile-work_16028874 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16028874; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16028874"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16028874 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16028874"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16028874; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16028874]").text(description); $(".js-view-count-work_16028874").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16028874").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16028874"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4163" rel="nofollow" href="https://www.academia.edu/Documents/in/Spatial_Memory">Spatial Memory</a>, <script data-card-contents-for-ri="4163" type="text/json">{"id":4163,"name":"Spatial Memory","url":"https://www.academia.edu/Documents/in/Spatial_Memory?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6200" rel="nofollow" href="https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging">Magnetic Resonance Imaging</a><script data-card-contents-for-ri="6200" type="text/json">{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16028874]'), work: {"id":16028874,"title":"Age-related neural activity during allocentric spatial memory","created_at":"2015-09-22T07:44:10.829-07:00","url":"https://www.academia.edu/16028874/Age_related_neural_activity_during_allocentric_spatial_memory?f_ri=221","dom_id":"work_16028874","summary":"Age-related decline in allocentric (viewer-independent) spatial memory is seen across species. We employed a virtual reality analogue of the Morris Water Maze to study the effect of healthy ageing on neural activity during allocentric spatial memory using functional magnetic resonance imaging. Voxelbased morphometry was used to ascertain hippocampal volumetric integrity. A widespread neural network comprising frontal, parietal, occipital, thalamic, and cerebellar regions was activated in young and older adults, but only young adults significantly activated bilateral hippocampus and left parahippocampus, as well as right frontal pole and dorso-lateral prefrontal cortex (DLPFC) during encoding and right DLPC during retrieval. Hippocampal grey matter volume was unchanged in older adults; however, prefrontal and parahippocampal functional attenuation was accompanied by volumetric reduction. We conclude that the decline in allocentric spatial memory with age is associated with attenuated hippocampal function, as well as compromised function and structure of prefrontal and parahippocampal regions.","downloadable_attachments":[{"id":42779626,"asset_id":16028874,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35169112,"first_name":"Elena","last_name":"Antonova","domain_name":"independent","page_name":"AntonovaE","display_name":"Elena Antonova","profile_url":"https://independent.academia.edu/AntonovaE?f_ri=221","photo":"https://0.academia-photos.com/35169112/11366284/12679209/s65_elena.antonova.jpg"},{"id":35238931,"first_name":"D.","last_name":"Parslow","domain_name":"independent","page_name":"DParslow","display_name":"D. Parslow","profile_url":"https://independent.academia.edu/DParslow?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":4163,"name":"Spatial Memory","url":"https://www.academia.edu/Documents/in/Spatial_Memory?f_ri=221","nofollow":true},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=221","nofollow":true},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging?f_ri=221"},{"id":26066,"name":"Neural Network","url":"https://www.academia.edu/Documents/in/Neural_Network?f_ri=221"},{"id":28576,"name":"Prefrontal Cortex","url":"https://www.academia.edu/Documents/in/Prefrontal_Cortex?f_ri=221"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=221"},{"id":50642,"name":"Virtual Reality","url":"https://www.academia.edu/Documents/in/Virtual_Reality?f_ri=221"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping?f_ri=221"},{"id":57556,"name":"Hippocampus","url":"https://www.academia.edu/Documents/in/Hippocampus?f_ri=221"},{"id":103265,"name":"Voxel Based Morphometry","url":"https://www.academia.edu/Documents/in/Voxel_Based_Morphometry?f_ri=221"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=221"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=221"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance?f_ri=221"},{"id":806178,"name":"Older Adult","url":"https://www.academia.edu/Documents/in/Older_Adult?f_ri=221"},{"id":974411,"name":"Memory Disorders","url":"https://www.academia.edu/Documents/in/Memory_Disorders?f_ri=221"},{"id":1144102,"name":"Task Performance and Analysis","url":"https://www.academia.edu/Documents/in/Task_Performance_and_Analysis?f_ri=221"},{"id":1959639,"name":"Morris water maze","url":"https://www.academia.edu/Documents/in/Morris_water_maze?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42714872" data-work_id="42714872" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42714872/A_New_Field_in_Mind_A_History_of_Interdisciplinarity_in_the_Early_Brain_Sciences">A New Field in Mind - A History of Interdisciplinarity in the Early Brain Sciences</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In recent decades, developments in research technologies and therapeutic advances have generated immense public recognition for neuroscience. However, its origins as a field, often linked to partnerships and projects at various... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42714872" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In recent decades, developments in research technologies and therapeutic advances have generated immense public recognition for neuroscience. However, its origins as a field, often linked to partnerships and projects at various brain-focused research centres in the United States during the 1960s, can be traced much further back in time.<br /><br />In A New Field in Mind Frank Stahnisch documents and analyzes the antecedents of the modern neurosciences as an interdisciplinary field. Although postwar American research centres, such as Francis O. Schmitt's Neuroscience Research Program at MIT, brought the modern field to prominence, Stahnisch reveals the pioneering collaborations in the early brain sciences at centres in Germany, Austria, and Switzerland in the first half of the twentieth century. One of these, Heinrich Obersteiner's institute in Vienna, began its work in the 1880s. Through case studies and collective biographies, Stahnisch investigates the evolving relationships between disciplines - anatomy, neurology, psychiatry, physiology, serology, and neurosurgery - which created new epistemological and social contexts for brain research. He also shows how changing political conditions in Central Europe affected the development of the neurosciences, ultimately leading to the expulsion of many physicians and researchers under the Nazi regime and their migration to North America. <br /><br />An in-depth and innovative study, A New Field in Mind tracks the emergence and evolution of neuroscientific research from the late nineteenth century to the postwar period.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42714872" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0c8cc73a800bc6b82934ebd10d4e6dfb" rel="nofollow" data-download="{"attachment_id":62929286,"asset_id":42714872,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62929286/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="189148" href="https://ucalgary.academia.edu/FrankStahnisch">Frank Stahnisch</a><script data-card-contents-for-user="189148" type="text/json">{"id":189148,"first_name":"Frank","last_name":"Stahnisch","domain_name":"ucalgary","page_name":"FrankStahnisch","display_name":"Frank Stahnisch","profile_url":"https://ucalgary.academia.edu/FrankStahnisch?f_ri=221","photo":"https://0.academia-photos.com/189148/32248510/29240686/s65_frank.stahnisch.jpg"}</script></span></span></li><li class="js-paper-rank-work_42714872 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42714872"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42714872, container: ".js-paper-rank-work_42714872", }); 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$(".js-view-count[data-work-id=42714872]").text(description); $(".js-view-count-work_42714872").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42714872").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42714872"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="128" rel="nofollow" href="https://www.academia.edu/Documents/in/History">History</a>, <script data-card-contents-for-ri="128" type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="161" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a><script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42714872]'), work: {"id":42714872,"title":"A New Field in Mind - A History of Interdisciplinarity in the Early Brain Sciences","created_at":"2020-04-12T12:27:19.943-07:00","url":"https://www.academia.edu/42714872/A_New_Field_in_Mind_A_History_of_Interdisciplinarity_in_the_Early_Brain_Sciences?f_ri=221","dom_id":"work_42714872","summary":"In recent decades, developments in research technologies and therapeutic advances have generated immense public recognition for neuroscience. However, its origins as a field, often linked to partnerships and projects at various brain-focused research centres in the United States during the 1960s, can be traced much further back in time.\n\nIn A New Field in Mind Frank Stahnisch documents and analyzes the antecedents of the modern neurosciences as an interdisciplinary field. Although postwar American research centres, such as Francis O. Schmitt's Neuroscience Research Program at MIT, brought the modern field to prominence, Stahnisch reveals the pioneering collaborations in the early brain sciences at centres in Germany, Austria, and Switzerland in the first half of the twentieth century. One of these, Heinrich Obersteiner's institute in Vienna, began its work in the 1880s. Through case studies and collective biographies, Stahnisch investigates the evolving relationships between disciplines - anatomy, neurology, psychiatry, physiology, serology, and neurosurgery - which created new epistemological and social contexts for brain research. He also shows how changing political conditions in Central Europe affected the development of the neurosciences, ultimately leading to the expulsion of many physicians and researchers under the Nazi regime and their migration to North America. \n\nAn in-depth and innovative study, A New Field in Mind tracks the emergence and evolution of neuroscientific research from the late nineteenth century to the postwar period.","downloadable_attachments":[{"id":62929286,"asset_id":42714872,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":189148,"first_name":"Frank","last_name":"Stahnisch","domain_name":"ucalgary","page_name":"FrankStahnisch","display_name":"Frank Stahnisch","profile_url":"https://ucalgary.academia.edu/FrankStahnisch?f_ri=221","photo":"https://0.academia-photos.com/189148/32248510/29240686/s65_frank.stahnisch.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=221","nofollow":true},{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=221","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=221","nofollow":true},{"id":3723,"name":"History of Science","url":"https://www.academia.edu/Documents/in/History_of_Science?f_ri=221"},{"id":14730,"name":"Migration Studies","url":"https://www.academia.edu/Documents/in/Migration_Studies?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24403955 coauthored" data-work_id="24403955" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24403955/Anal_findings_in_children_with_and_without_probable_anal_penetration_A_retrospective_study_of_1115_children_referred_for_suspected_sexual_abuse">Anal findings in children with and without probable anal penetration: A retrospective study of 1115 children referred for suspected sexual abuse</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Interpreting the significance of anal findings in child sexual abuse can be difficult. The aim of this study is to compare the frequency of anal features between children with and without anal penetration. This is a retrospective blinded... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24403955" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Interpreting the significance of anal findings in child sexual abuse can be difficult. The aim of this study is to compare the frequency of anal features between children with and without anal penetration. This is a retrospective blinded review of consecutive charts of children seen for suspected sexual abuse at a regional referral center from January 1. 2005 to December 31. 2009 Based on predetermined criteria, children were classified into two groups: low or high probability of anal penetration. The charts of 1115 children were included, 84% girls and 16% boys with an age range from 0.17 to 18.83 years (mean 9.20 year). 198 children (17.8%) were classified as belonging to the anal penetration group. Bivariate analysis showed a significant positive association between the following features and anal penetration: Anal soiling (p = 0.046), fissure (p = 0.000), laceration (p = 0.000) and total anal dilatation (p = 0.000). Logistic regression analysis and stratification analysis confirmed a positive association of soiling, anal lacerations and anal fissures with anal penetration. Total anal dilation was significantly correlated with a history of anal penetration in girls, in children examined in the prone knee chest position and in children without anal symptoms. Several variables were found to be significantly associated with anal penetration, including the controversial finding of total anal dilatation. Due to limitations in the study design, this finding should still be interpreted with caution in the absence of a clear disclosure from the child.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24403955" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e29c24bec743cd3f5d26953681a675f1" rel="nofollow" data-download="{"attachment_id":44735311,"asset_id":24403955,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44735311/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47051165" href="https://independent.academia.edu/CynthiaKuelbs">Cynthia Kuelbs</a><script data-card-contents-for-user="47051165" type="text/json">{"id":47051165,"first_name":"Cynthia","last_name":"Kuelbs","domain_name":"independent","page_name":"CynthiaKuelbs","display_name":"Cynthia Kuelbs","profile_url":"https://independent.academia.edu/CynthiaKuelbs?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-24403955">+1</span><div class="hidden js-additional-users-24403955"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ucsd.academia.edu/JoyceAdams">Joyce A Adams</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-24403955'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-24403955').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24403955 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24403955"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24403955; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24403955]").text(description); $(".js-view-count-work_24403955").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24403955").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24403955"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="940" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Work">Social Work</a>, <script data-card-contents-for-ri="940" type="text/json">{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2566" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_abuse_and_neglect">Child abuse and neglect</a>, <script data-card-contents-for-ri="2566" type="text/json">{"id":2566,"name":"Child abuse and neglect","url":"https://www.academia.edu/Documents/in/Child_abuse_and_neglect?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a><script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24403955]'), work: {"id":24403955,"title":"Anal findings in children with and without probable anal penetration: A retrospective study of 1115 children referred for suspected sexual abuse","created_at":"2016-04-14T11:10:36.294-07:00","url":"https://www.academia.edu/24403955/Anal_findings_in_children_with_and_without_probable_anal_penetration_A_retrospective_study_of_1115_children_referred_for_suspected_sexual_abuse?f_ri=221","dom_id":"work_24403955","summary":"Interpreting the significance of anal findings in child sexual abuse can be difficult. The aim of this study is to compare the frequency of anal features between children with and without anal penetration. This is a retrospective blinded review of consecutive charts of children seen for suspected sexual abuse at a regional referral center from January 1. 2005 to December 31. 2009 Based on predetermined criteria, children were classified into two groups: low or high probability of anal penetration. The charts of 1115 children were included, 84% girls and 16% boys with an age range from 0.17 to 18.83 years (mean 9.20 year). 198 children (17.8%) were classified as belonging to the anal penetration group. Bivariate analysis showed a significant positive association between the following features and anal penetration: Anal soiling (p = 0.046), fissure (p = 0.000), laceration (p = 0.000) and total anal dilatation (p = 0.000). Logistic regression analysis and stratification analysis confirmed a positive association of soiling, anal lacerations and anal fissures with anal penetration. Total anal dilation was significantly correlated with a history of anal penetration in girls, in children examined in the prone knee chest position and in children without anal symptoms. Several variables were found to be significantly associated with anal penetration, including the controversial finding of total anal dilatation. Due to limitations in the study design, this finding should still be interpreted with caution in the absence of a clear disclosure from the child.","downloadable_attachments":[{"id":44735311,"asset_id":24403955,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47051165,"first_name":"Cynthia","last_name":"Kuelbs","domain_name":"independent","page_name":"CynthiaKuelbs","display_name":"Cynthia Kuelbs","profile_url":"https://independent.academia.edu/CynthiaKuelbs?f_ri=221","photo":"/images/s65_no_pic.png"},{"id":35589762,"first_name":"Joyce","last_name":"Adams","domain_name":"ucsd","page_name":"JoyceAdams","display_name":"Joyce A Adams","profile_url":"https://ucsd.academia.edu/JoyceAdams?f_ri=221","photo":"https://0.academia-photos.com/35589762/17056983/17233215/s65_joyce.adams.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=221","nofollow":true},{"id":2566,"name":"Child abuse and neglect","url":"https://www.academia.edu/Documents/in/Child_abuse_and_neglect?f_ri=221","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221","nofollow":true},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=221"},{"id":73740,"name":"Child Sexual Abuse","url":"https://www.academia.edu/Documents/in/Child_Sexual_Abuse?f_ri=221"},{"id":134346,"name":"Infant","url":"https://www.academia.edu/Documents/in/Infant?f_ri=221"},{"id":469105,"name":"Retrospective Studies","url":"https://www.academia.edu/Documents/in/Retrospective_Studies?f_ri=221"},{"id":1273584,"name":"Medical Audit","url":"https://www.academia.edu/Documents/in/Medical_Audit?f_ri=221"},{"id":1294607,"name":"Logistic Models","url":"https://www.academia.edu/Documents/in/Logistic_Models?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16274026" data-work_id="16274026" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16274026/Impaired_probabilistic_reversal_learning_in_youths_with_mood_and_anxiety_disorders">Impaired probabilistic reversal learning in youths with mood and anxiety disorders</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background-From an affective neuroscience perspective, our understanding of psychiatric illness may be advanced by neuropsychological test paradigms probing emotional processes. Reversal learning is one such process, whereby subjects must... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16274026" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background-From an affective neuroscience perspective, our understanding of psychiatric illness may be advanced by neuropsychological test paradigms probing emotional processes. Reversal learning is one such process, whereby subjects must first acquire stimulus/reward and stimulus/punishment associations through trial and error and then reverse them. We sought to determine the specificity of previously demonstrated reversal learning impairments in youths with bipolar disorder (BD) by now comparing BD youths to those with severe mood dysregulation (SMD), major depressive disorder (MDD), anxiety (ANX), and healthy controls.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16274026" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="078bc528e12fc5af0111f786fe66cb09" rel="nofollow" data-download="{"attachment_id":42589204,"asset_id":16274026,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42589204/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35368007" href="https://cua.academia.edu/BrendanRich">Brendan Rich</a><script data-card-contents-for-user="35368007" type="text/json">{"id":35368007,"first_name":"Brendan","last_name":"Rich","domain_name":"cua","page_name":"BrendanRich","display_name":"Brendan Rich","profile_url":"https://cua.academia.edu/BrendanRich?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_16274026 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16274026"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16274026, container: ".js-paper-rank-work_16274026", }); });</script></li><li class="js-percentile-work_16274026 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16274026; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16274026"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16274026 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16274026"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16274026; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16274026]").text(description); $(".js-view-count-work_16274026").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16274026").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16274026"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1314" rel="nofollow" href="https://www.academia.edu/Documents/in/Anxiety_Disorders">Anxiety Disorders</a>, <script data-card-contents-for-ri="1314" type="text/json">{"id":1314,"name":"Anxiety Disorders","url":"https://www.academia.edu/Documents/in/Anxiety_Disorders?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a>, <script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a><script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16274026]'), work: {"id":16274026,"title":"Impaired probabilistic reversal learning in youths with mood and anxiety disorders","created_at":"2015-09-28T12:55:18.969-07:00","url":"https://www.academia.edu/16274026/Impaired_probabilistic_reversal_learning_in_youths_with_mood_and_anxiety_disorders?f_ri=221","dom_id":"work_16274026","summary":"Background-From an affective neuroscience perspective, our understanding of psychiatric illness may be advanced by neuropsychological test paradigms probing emotional processes. Reversal learning is one such process, whereby subjects must first acquire stimulus/reward and stimulus/punishment associations through trial and error and then reverse them. We sought to determine the specificity of previously demonstrated reversal learning impairments in youths with bipolar disorder (BD) by now comparing BD youths to those with severe mood dysregulation (SMD), major depressive disorder (MDD), anxiety (ANX), and healthy controls.","downloadable_attachments":[{"id":42589204,"asset_id":16274026,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35368007,"first_name":"Brendan","last_name":"Rich","domain_name":"cua","page_name":"BrendanRich","display_name":"Brendan Rich","profile_url":"https://cua.academia.edu/BrendanRich?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":1314,"name":"Anxiety Disorders","url":"https://www.academia.edu/Documents/in/Anxiety_Disorders?f_ri=221","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=221","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=221","nofollow":true},{"id":33069,"name":"Probability","url":"https://www.academia.edu/Documents/in/Probability?f_ri=221"},{"id":42137,"name":"Psychological Medicine","url":"https://www.academia.edu/Documents/in/Psychological_Medicine?f_ri=221"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=221"},{"id":87626,"name":"Psychological","url":"https://www.academia.edu/Documents/in/Psychological?f_ri=221"},{"id":178403,"name":"Probabilistic reasoning","url":"https://www.academia.edu/Documents/in/Probabilistic_reasoning?f_ri=221"},{"id":284201,"name":"Mood Disorders","url":"https://www.academia.edu/Documents/in/Mood_Disorders?f_ri=221"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=221"},{"id":452593,"name":"Learning Disorders","url":"https://www.academia.edu/Documents/in/Learning_Disorders?f_ri=221"},{"id":522475,"name":"Reversal Learning","url":"https://www.academia.edu/Documents/in/Reversal_Learning?f_ri=221"},{"id":836997,"name":"Anxiety Disorder","url":"https://www.academia.edu/Documents/in/Anxiety_Disorder?f_ri=221"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=221"},{"id":1929419,"name":"Nino","url":"https://www.academia.edu/Documents/in/Nino?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27715217" data-work_id="27715217" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27715217/Unpacking_intuition_A_process_and_outcome_framework">Unpacking intuition: A process and outcome framework</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In recent years the topic of intuition has become an important focus of attention in psychology. It is often assumed to be a unitary construct however recent research suggests that intuition is multi-faceted. This paper disaggregates... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27715217" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In recent years the topic of intuition has become an important focus of attention in psychology. It is often assumed to be a unitary construct however recent research suggests that intuition is multi-faceted. This paper disaggregates intuition by: discriminating between domain-general mechanisms and domain-specific processes of intuiting, and primary types of intuition and secondary types of intuition.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27715217" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3feca6c1c71c3b8fbc280b0a9e024457" rel="nofollow" data-download="{"attachment_id":47982607,"asset_id":27715217,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47982607/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26838340" href="https://independent.academia.edu/JulieGore">Julie Gore</a><script data-card-contents-for-user="26838340" type="text/json">{"id":26838340,"first_name":"Julie","last_name":"Gore","domain_name":"independent","page_name":"JulieGore","display_name":"Julie Gore","profile_url":"https://independent.academia.edu/JulieGore?f_ri=221","photo":"https://0.academia-photos.com/26838340/13330666/56949750/s65_julie.gore.jpg"}</script></span></span></li><li class="js-paper-rank-work_27715217 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27715217"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27715217, container: ".js-paper-rank-work_27715217", }); 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$(".js-view-count[data-work-id=27715217]").text(description); $(".js-view-count-work_27715217").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27715217").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27715217"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="498" rel="nofollow" href="https://www.academia.edu/Documents/in/Physics">Physics</a>, <script data-card-contents-for-ri="498" type="text/json">{"id":498,"name":"Physics","url":"https://www.academia.edu/Documents/in/Physics?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a><script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27715217]'), work: {"id":27715217,"title":"Unpacking intuition: A process and outcome framework","created_at":"2016-08-11T14:00:29.824-07:00","url":"https://www.academia.edu/27715217/Unpacking_intuition_A_process_and_outcome_framework?f_ri=221","dom_id":"work_27715217","summary":"In recent years the topic of intuition has become an important focus of attention in psychology. It is often assumed to be a unitary construct however recent research suggests that intuition is multi-faceted. This paper disaggregates intuition by: discriminating between domain-general mechanisms and domain-specific processes of intuiting, and primary types of intuition and secondary types of intuition.","downloadable_attachments":[{"id":47982607,"asset_id":27715217,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26838340,"first_name":"Julie","last_name":"Gore","domain_name":"independent","page_name":"JulieGore","display_name":"Julie Gore","profile_url":"https://independent.academia.edu/JulieGore?f_ri=221","photo":"https://0.academia-photos.com/26838340/13330666/56949750/s65_julie.gore.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74706737/Grundschulpadagogik_als_Empirische_Forschungsdisziplin_The_Pedagogics_of_the_Primary_School_as_Empirical_Research_">Grundschulpadagogik als Empirische Forschungsdisziplin (The Pedagogics of the Primary School as Empirical Research)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The author enquires mto the question in how far the pedagogics of primary education may be considered a discipline of empincal research To this end, she first studies wntings on the theoreti¬ cal self-understandmg of the pedagogics of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74706737" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The author enquires mto the question in how far the pedagogics of primary education may be considered a discipline of empincal research To this end, she first studies wntings on the theoreti¬ cal self-understandmg of the pedagogics of primary educationfmding deficits in this respect, she then goes on to examme educational-psychological research claiming to be relevant to the field of primary education The results, however, show that this claim seems not to be supported Finally, the author points to possible alternative approaches, refernng to the expectations, linked to action-onented empincal research on primary education, its tasks and its problems,-research that can be legitimated both methodologically and theoretically Anschrift der Autorin</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue 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deficits in this respect, she then goes on to examme educational-psychological research claiming to be relevant to the field of primary education The results, however, show that this claim seems not to be supported Finally, the author points to possible alternative approaches, refernng to the expectations, linked to action-onented empincal research on primary education, its tasks and its problems,-research that can be legitimated both methodologically and theoretically Anschrift der Autorin","downloadable_attachments":[{"id":82761036,"asset_id":74706737,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":137632225,"first_name":"renate","last_name":"Valtin","domain_name":"independent","page_name":"renateValtin","display_name":"renate 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10.3389/fpsyg.2011.00256 Costa, AJ, Chagas, PP, Krinzinger, H., Lonneman,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17900684" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">... counting and numerical cognition.” We wish to thank all authors and reviewers, as well as the publisher&#x27;s support team around Meghan Hodge, for ... doi: 10.3389/fpsyg.2011.00256 Costa, AJ, Chagas, PP, Krinzinger, H., Lonneman, J., Willmes, K., Wood, G., and Haase, VG (2011 ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17900684" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" 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}) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12570329" data-work_id="12570329" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12570329/Poor_performance_of_right_brain_damaged_patients_on_Ravens_coloured_matrices_derangement_of_general_intelligence_or_of_specific_abilities">Poor performance of right brain-damaged patients on Raven's coloured matrices: derangement of general intelligence or of specific abilities?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Two groups of 170 left and 173 right brain-damaged patients were given the Raven's Coloured Matrices, in order to study the influence of the hemispheric side of the lesion on this test of visual-spatial intelligence. A significant... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12570329" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Two groups of 170 left and 173 right brain-damaged patients were given the Raven's Coloured Matrices, in order to study the influence of the hemispheric side of the lesion on this test of visual-spatial intelligence. A significant difference was found between the two hemispheric groups, the right brain-damaged patients scoring worse than the left hemisphere-damaged subjects. Furthermore, patients with right hemispheric lesions showed a striking tendency to neglect the responses lying on the left side of the page, whereas subjects with left hemispheric damage showed only a mild tendency to neglect the alternatives lying on the right half of the sheet. The worse performances obtained on the Coloured Matrices by right brain-damaged patients seemed due for the most part to unilateral spatial neglect. These findings suggest that the bad performances of patients affected by retro-rolandic right hemispheric lesions are not due to a general intellectual impairment, but rather to the detrimental effect of unilateral spatial neglect and of a general disorder in visual-spatial analysis.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12570329" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="62125fbadf979e917c0fbd8f32ff5e27" rel="nofollow" data-download="{"attachment_id":46081318,"asset_id":12570329,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46081318/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31495490" href="https://independent.academia.edu/CarloCaltagirone">Carlo Caltagirone</a><script data-card-contents-for-user="31495490" type="text/json">{"id":31495490,"first_name":"Carlo","last_name":"Caltagirone","domain_name":"independent","page_name":"CarloCaltagirone","display_name":"Carlo Caltagirone","profile_url":"https://independent.academia.edu/CarloCaltagirone?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12570329 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12570329"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12570329, container: ".js-paper-rank-work_12570329", }); 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A significant difference was found between the two hemispheric groups, the right brain-damaged patients scoring worse than the left hemisphere-damaged subjects. Furthermore, patients with right hemispheric lesions showed a striking tendency to neglect the responses lying on the left side of the page, whereas subjects with left hemispheric damage showed only a mild tendency to neglect the alternatives lying on the right half of the sheet. The worse performances obtained on the Coloured Matrices by right brain-damaged patients seemed due for the most part to unilateral spatial neglect. These findings suggest that the bad performances of patients affected by retro-rolandic right hemispheric lesions are not due to a general intellectual impairment, but rather to the detrimental effect of unilateral spatial neglect and of a general disorder in visual-spatial analysis.","downloadable_attachments":[{"id":46081318,"asset_id":12570329,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31495490,"first_name":"Carlo","last_name":"Caltagirone","domain_name":"independent","page_name":"CarloCaltagirone","display_name":"Carlo Caltagirone","profile_url":"https://independent.academia.edu/CarloCaltagirone?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":2674,"name":"Intelligence","url":"https://www.academia.edu/Documents/in/Intelligence?f_ri=221","nofollow":true},{"id":452621,"name":"Neuropsychologia","url":"https://www.academia.edu/Documents/in/Neuropsychologia?f_ri=221","nofollow":true},{"id":644084,"name":"Intelligence tests","url":"https://www.academia.edu/Documents/in/Intelligence_tests?f_ri=221"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22286369" data-work_id="22286369" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22286369/Childrens_mental_health_The_gap_between_what_we_know_and_what_we_do">Children's mental health: The gap between what we know and what we do</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">... This gap between what we know should be provided and what is provided is the result of a poorly structured health care financing system ... applied in a host of other settings where children are served, including schools, health... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22286369" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">... This gap between what we know should be provided and what is provided is the result of a poorly structured health care financing system ... applied in a host of other settings where children are served, including schools, health clin-ics, child welfare agencies, and juvenile courts. ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22286369" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ecd8bf23dbba7d39b92862d0316cd188" rel="nofollow" data-download="{"attachment_id":54621870,"asset_id":22286369,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54621870/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30113118" href="https://independent.academia.edu/LeonardSaxe">Leonard Saxe</a><script data-card-contents-for-user="30113118" type="text/json">{"id":30113118,"first_name":"Leonard","last_name":"Saxe","domain_name":"independent","page_name":"LeonardSaxe","display_name":"Leonard Saxe","profile_url":"https://independent.academia.edu/LeonardSaxe?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22286369 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22286369"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22286369, container: ".js-paper-rank-work_22286369", }); 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$(".js-view-count[data-work-id=22286369]").text(description); $(".js-view-count-work_22286369").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22286369").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22286369"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a>, <script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="64933" rel="nofollow" href="https://www.academia.edu/Documents/in/Child">Child</a><script data-card-contents-for-ri="64933" type="text/json">{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22286369]'), work: {"id":22286369,"title":"Children's mental health: The gap between what we know and what we do","created_at":"2016-02-22T03:51:01.433-08:00","url":"https://www.academia.edu/22286369/Childrens_mental_health_The_gap_between_what_we_know_and_what_we_do?f_ri=221","dom_id":"work_22286369","summary":"... This gap between what we know should be provided and what is provided is the result of a poorly structured health care financing system ... applied in a host of other settings where children are served, including schools, health clin-ics, child welfare agencies, and juvenile courts. ...","downloadable_attachments":[{"id":54621870,"asset_id":22286369,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30113118,"first_name":"Leonard","last_name":"Saxe","domain_name":"independent","page_name":"LeonardSaxe","display_name":"Leonard Saxe","profile_url":"https://independent.academia.edu/LeonardSaxe?f_ri=221","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=221","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=221","nofollow":true},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=221","nofollow":true},{"id":95411,"name":"Personality Development","url":"https://www.academia.edu/Documents/in/Personality_Development?f_ri=221"},{"id":102554,"name":"Health Care Financing","url":"https://www.academia.edu/Documents/in/Health_Care_Financing?f_ri=221"},{"id":165565,"name":"Cost effectiveness","url":"https://www.academia.edu/Documents/in/Cost_effectiveness?f_ri=221"},{"id":171144,"name":"Mental Disorders","url":"https://www.academia.edu/Documents/in/Mental_Disorders?f_ri=221"},{"id":174464,"name":"Social Environment","url":"https://www.academia.edu/Documents/in/Social_Environment?f_ri=221"},{"id":192721,"name":"Risk factors","url":"https://www.academia.edu/Documents/in/Risk_factors?f_ri=221"},{"id":387102,"name":"Environmental Conditions","url":"https://www.academia.edu/Documents/in/Environmental_Conditions?f_ri=221"},{"id":620049,"name":"Risk Factors","url":"https://www.academia.edu/Documents/in/Risk_Factors-1?f_ri=221"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy?f_ri=221"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69656218" data-work_id="69656218" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69656218/Biological_determinants_of_health_Genes_microbes_and_metabolism_exemplars_of_nursing_science">Biological determinants of health: Genes, microbes, and metabolism exemplars of nursing science</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Increasingly, nurse scientists are incorporating &quot;omics&quot; measures (e.g., genomics, transcriptomics, proteomics, and metabolomics) in studies of biologic determinants of health and behavior. The role of omics in nursing science... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69656218" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Increasingly, nurse scientists are incorporating &quot;omics&quot; measures (e.g., genomics, transcriptomics, proteomics, and metabolomics) in studies of biologic determinants of health and behavior. The role of omics in nursing science can be conceptualized in several ways: (a) as a portfolio of biological measures (biomarkers) to monitor individual risk, (b) as a set of combined data elements that can generate new knowledge based on large and complex patient data sets, (c) as baseline information that promotes health education and potentially personalized interventions, and (d) as a platform to understand how environmental parameters (e.g., diet) interact with the individual&#39;s physiology. In this article, we provide exemplars of nursing scientists who use omics to better understand specific health conditions. We highlight various ongoing nursing research investigations incorporating omics technologies to study chronic pain vulnerability, risk for a pain-related condition, card...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69656218" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9130a919de24548199a7eb072b9a9552" rel="nofollow" data-download="{"attachment_id":79667280,"asset_id":69656218,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79667280/download_file?st=MTc0MDA3OTEzMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59840752" href="https://uconn.academia.edu/AngelaStarkweather">Angela Starkweather</a><script data-card-contents-for-user="59840752" type="text/json">{"id":59840752,"first_name":"Angela","last_name":"Starkweather","domain_name":"uconn","page_name":"AngelaStarkweather","display_name":"Angela Starkweather","profile_url":"https://uconn.academia.edu/AngelaStarkweather?f_ri=221","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_69656218 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69656218"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69656218, container: ".js-paper-rank-work_69656218", }); 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$(".js-view-count[data-work-id=69656218]").text(description); $(".js-view-count-work_69656218").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69656218").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69656218"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="588" rel="nofollow" href="https://www.academia.edu/Documents/in/Nursing">Nursing</a>, <script data-card-contents-for-ri="588" type="text/json">{"id":588,"name":"Nursing","url":"https://www.academia.edu/Documents/in/Nursing?f_ri=221","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26327" rel="nofollow" href="https://www.academia.edu/Documents/in/Medicine">Medicine</a><script data-card-contents-for-ri="26327" type="text/json">{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=221","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69656218]'), work: {"id":69656218,"title":"Biological determinants of health: Genes, microbes, and metabolism exemplars of nursing science","created_at":"2022-01-27T09:17:15.397-08:00","url":"https://www.academia.edu/69656218/Biological_determinants_of_health_Genes_microbes_and_metabolism_exemplars_of_nursing_science?f_ri=221","dom_id":"work_69656218","summary":"Increasingly, nurse scientists are incorporating \u0026quot;omics\u0026quot; measures (e.g., genomics, transcriptomics, proteomics, and metabolomics) in studies of biologic determinants of health and behavior. The role of omics in nursing science can be conceptualized in several ways: (a) as a portfolio of biological measures (biomarkers) to monitor individual risk, (b) as a set of combined data elements that can generate new knowledge based on large and complex patient data sets, (c) as baseline information that promotes health education and potentially personalized interventions, and (d) as a platform to understand how environmental parameters (e.g., diet) interact with the individual\u0026#39;s physiology. In this article, we provide exemplars of nursing scientists who use omics to better understand specific health conditions. 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Evidence-based practice (EBP) integration remains at 10% to 20%, despite recommendations requiring EBPguided decisions. Up to 30% decreases in health care system spending, improved quality outcomes, and increased staff satisfaction result from EBP integration. Nurse leaders, who rate quality and safety as the highest priority but EBP as the lowest, are accountable for EBP enculturation; a desire to support bedside registered nurses in EBP exists, yet this EBP use knowledge gap supersedes this goal. The purpose of this project was to provide an EBP education program introducing the use of evidence to guide nursing practice. 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Evidence-based practice (EBP) integration remains at 10% to 20%, despite recommendations requiring EBPguided decisions. Up to 30% decreases in health care system spending, improved quality outcomes, and increased staff satisfaction result from EBP integration. Nurse leaders, who rate quality and safety as the highest priority but EBP as the lowest, are accountable for EBP enculturation; a desire to support bedside registered nurses in EBP exists, yet this EBP use knowledge gap supersedes this goal. The purpose of this project was to provide an EBP education program introducing the use of evidence to guide nursing practice. The project question...","downloadable_attachments":[{"id":76309341,"asset_id":64136436,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27769337,"first_name":"Tina","last_name":"Theriaque","domain_name":"waldenu","page_name":"TinaTheriaque","display_name":"Tina Theriaque","profile_url":"https://waldenu.academia.edu/TinaTheriaque?f_ri=221","photo":"https://0.academia-photos.com/27769337/29810271/69914495/s65_tina.theriaque.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=221","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div></div><div class="u-taCenter Pagination"><ul class="pagination"><li class="next_page"><a href="/Documents/in/Psychology?after=50%2C64136436" rel="next">Next</a></li><li class="last next"><a href="/Documents/in/Psychology?page=last">Last »</a></li></ul></div></div><div class="hidden-xs hidden-sm"><div class="u-pl6x"><div style="width: 300px;"><div 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