Developmental performance of 5-year-old Bulgarian children-An example of translational neuroscience in practice

2018 ◽  
Vol 24 (4) ◽  
pp. 851-858 ◽  
Author(s):  
Ralitsa Yordanova ◽  
Ivan Ivanov
ASHA Leader ◽  
2007 ◽  
Vol 12 (12) ◽  
pp. 3-3 ◽  
Author(s):  
Margaret Rogers

2019 ◽  
Author(s):  
Juyoen Hur ◽  
Melissa D. Stockbridge ◽  
Andrew S. Fox ◽  
Alexander J. Shackman

When extreme, anxiety can become debilitating. Anxiety disorders, which often first emerge early in development, are common and challenging to treat, yet the underlying mechanisms have only recently begun to come into focus. Here, we review new insights into the nature and biological bases of dispositional negativity, a fundamental dimension of childhood temperament and adult personality and a prominent risk factor for the development of pediatric and adult anxiety disorders. Converging lines of epidemiological, neurobiological, and mechanistic evidence suggest that dispositional negativity increases the likelihood of psychopathology via specific neurocognitive mechanisms, including attentional biases to threat and deficits in executive control. Collectively, these observations provide an integrative translational framework for understanding the development and maintenance of anxiety disorders in adults and youth and set the stage for developing improved intervention strategies.


2021 ◽  
Vol 5 (2) ◽  
pp. 11
Author(s):  
Claudio Lino Alberto Bassetti

The first issue of Clinical and Translational Neuroscience (CTN) (ISSN: 2514-183X) appeared in 2017 [...]


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alberto Bayo-Moriones ◽  
Jose Enrique Galdon-Sanchez ◽  
Sara Martinez-de-Morentin

PurposeThe purpose of this study is to analyze how the design of performance appraisal is influenced by the competitive strategy of the firm. Then, this paper examines if the alignment between appraisal and strategy impacts firm performance.Design/methodology/approachThe study sample includes 258 Spanish firms in the manufacturing and services sectors. This information was gathered through questionnaires addressed to the CEO and the senior human resources manager. Several econometric models are estimated, using robust regression analysis and including a set of relevant control variables.FindingsA positive relationship is found between an innovation strategy and developmental performance appraisal. A cost strategy has a negative impact on the adoption of developmental performance appraisal. The findings also confirm that firms with a quality strategy and developmental appraisal have higher performance. In addition, firms adopting an innovation strategy and administrative appraisal enjoy higher return of equity.Research limitations/implicationsFuture research should analyze the dynamics of the relationships between appraisal, strategy and performance to rule out the flaws of cross-sectional data. Another potential extension is the analysis of the interactions of the design of other human resources management practices with both competitive strategy and firm performance.Practical implicationsFirms can improve performance by aligning performance appraisal design with strategy. Those with an innovation strategy should choose administrative appraisal, and those competing on quality should focus on developmental appraisal.Originality/valueThis paper compares the theoretical recommendations on performance appraisal for different competitive strategies, what firms actually do, and the impact that the alignment between appraisal and strategy has on firm performance.


2007 ◽  
Vol 21 (2) ◽  
pp. 191-209 ◽  
Author(s):  
François Lemyre ◽  
Pierre Trudel ◽  
Natalie Durand-Bush

Researchers have investigated how elite or expert coaches learn to coach, but very few have investigated this process with coaches at the recreational or developmental-performance levels. Thirty-six youth-sport coaches (ice hockey, soccer, and baseball) were each interviewed twice to document their learning situations. Results indicate that (a) formal programs are only one of the many opportunities to learn how to coach; (b) coaches’ prior experiences as players, assistant coaches, or instructors provide them with some sport-specific knowledge and allow them to initiate socialization within the subculture of their respective sports; (c) coaches rarely interact with rival coaches; and (d) there are differences in coaches’ learning situations between sports. Reflections on who could help coaches get the most out of their learning situations are provided.


2016 ◽  
Vol 17 (2) ◽  
pp. 118-118 ◽  
Author(s):  
Allan V. Kalueff ◽  
Adam Michael Stewart ◽  
Cai Song ◽  
Kent C. Berridge ◽  
Ann M. Graybiel ◽  
...  

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