scholarly journals MEDIATIONAL MODELS IN REVERSAL AND NONREVERSAL SHIFT LEARNING

1972 ◽  
Vol 14 (1) ◽  
pp. 1-7
Author(s):  
MASAMI KAJITA
Keyword(s):  
Nonreversal Shift ◽  
Mediational Models

scholarly journals Dampness and student-reported social climate: two multilevel mediation models

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Eerika Finell ◽  
Asko Tolvanen ◽  
Juha Pekkanen ◽  
Timo Ståhl ◽  
Pauliina Luopa
Keyword(s):  
Indoor Air ◽  
Social Climate ◽  
School Level ◽  
Data Sets ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Mediational Models ◽  
The Relationship ◽  
Perceptions Of School

Abstract Background Little previous research has analysed the relationship between schools’ indoor air problems and schools’ social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students’ perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship. Methods The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models. Results After the background variables were adjusted, schools’ observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools’ observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006). Conclusions Problems in a school’s indoor environment may impair the school’s social climate to the degree that such problems decrease the school’s perceived IAQ.

Dysfunctional Parenting and Psychological Symptomatology: An Examination of the Mediator Roles of Anger Representations in the Context of the Schema Therapy Model

2020 ◽  
pp. 003329412097176
Author(s):  
İ. Volkan Gülüm ◽  
Gonca Soygüt
Keyword(s):  
Parenting Styles ◽  
Psychological Symptoms ◽  
Self Report ◽  
Emotional Needs ◽  
Psychological Symptomatology ◽  
Schema Modes ◽  
Therapy Model ◽  
Mediational Models ◽  
Almost All ◽  
The Relationship

In this study, we investigated the mediator roles of anger-related schema modes in the relationship between dysfunctional parent modes and psychological symptoms. We focused on specific schema modes (i.e., punitive and demanding parent modes; vulnerable, angry, and enraged child modes; and the angry protector mode). The study included 297 college students (159 women), with the average age of the sample being 19.66 years (SD = 1.53, range = 18 to 29 years). All participants completed self-report questionnaires on schema modes and psychological symptoms, as well as a demographic form. We evaluated two different mediational models to understand two different dysfunctional parenting styles. The results suggest that all variables significantly correlated with each other and almost all the direct paths in the models were significant. However, the mediator analysis revealed that some of the anger-related modes had very low but significant mediator roles in the models (i.e., the angry child mode for both models and the enraged child mode for the demanding parenting model). The vulnerable child mode played a central and key role in the relationship between dysfunctional parenting and psychological symptoms. The study suggests that anger representations might be windows to understand and intervene in unmet core emotional needs.

scholarly journals Indices of association between anxiety and mindfulness: a guide for future mindfulness studies

2019 ◽  
Vol 2 ◽  
Author(s):  
Satish Jaiswal ◽  
Neil G. Muggleton ◽  
Chi-Hung Juan ◽  
Wei-Kuang Liang
Keyword(s):  
Hpa Axis ◽  
Empirical Studies ◽  
The Body ◽  
Self Report ◽  
Schematic Model ◽  
Triggered Reactions ◽  
Biological Studies ◽  
Mediational Models ◽  
Hpa Axis Activity ◽  
Parasympathetic Pathway

Abstract Mindfulness and anxiety are often linked as inversely related traits and there have been several theoretical and mediational models proposed suggesting such a relationship between these two traits. The current review report offers an account of self-report measures, behavioral, electrophysiological, hemodynamic, and biological studies, which provide converging evidence for an inverse relationship between mindfulness and anxiety. To our knowledge, there are no comprehensive accounts of empirical evidence that investigate this relationship. After reviewing several empirical studies, we propose a schematic model, where a stressor can trigger the activation of amygdala which activates the hypothalamic–pituitary–adrenal (HPA) pathway. This hyperactive HPA axis leads to a cascade of psychological, behavioral, electrophysiological, immunological, endocrine, and genetic reactions in the body, primarily mediated by a sympathetic pathway. Conversely, mindfulness protects from deleterious effects of these triggered reactions by downregulating the HPA axis activity via a parasympathetic pathway. Finally, we propose a model suggesting a comprehensive scheme through which mindfulness and anxiety may interact through emotion regulation. It is recommended that future mindfulness intervention studies should examine a broad spectrum of measurement indices where possible, keeping logistic feasibility in mind and look at mindfulness in conjunction with anxiety rather than independently.

Cognitive Behaviour Modification: Mediating with Mahoney

1976 ◽  
Vol 4 (2) ◽  
pp. 25-27 ◽  
Author(s):  
John S. Marzillier
Keyword(s):  
Clinical Practice ◽  
Experimental Work ◽  
Current Trend ◽  
Behaviour Therapy ◽  
Behaviour Modification ◽  
Theoretical Position ◽  
Cognitive Behaviour ◽  
Mediational Models ◽  
Developing Area

Cullen and Gathercole's review (B.A.B.P. Bull., 1976, Vol.4) of Mahoney's book, Cognition & Behaviour Modification, Ballinger, 1974, prompts me to take up my pen in defense of Mahoney and attack what I believe to be the unfortunate position that some radical behaviourists find themselves in. My reaction to Mahoney's book was very different from that of Cullen and Gathercole's. Fair enough, perhaps, as we each have our own standpoint on how cognitive behaviour modification is or should be. Nevertheless I feel some necessity to present my own views as I do not believe that Cullen and Gathercole's review did justice to the book as a whole. I found Mahoney's book to be an exciting and welcome departure from the current trend of books on behaviour therapy. It is not a review of existing behavioural techniques; nor an idiosyncratic view about what clinical practice should be. Mahoney has focussed carefully on one important and developing area in behaviour modification and provided a lucid, well-informed, thoughtful and at times amusing analysis of the clinical and experimental work pertinent to that area. Regardless of whether one accepts his conclusions or supports his theoretical position, I think the quality of the book should be recognised. Cullen and Gathercole spend most of their review discussing and rejecting Mahoney's theoretical views about mediational models. This is fair enough as their concern is primarily to demonstrate that such models are of little or no use in experimental or clinical psychology.

The Effect of Overtraining on a Nonreversal Shift in Octopus

1964 ◽  
Vol 105 (2) ◽  
pp. 373-377 ◽  
Author(s):  
N. J. Mackintosh ◽  
J. Mackintosh
Keyword(s):  
Nonreversal Shift

Sex Differences in Reversal and Nonreversal Shift Acquisition

1977 ◽  
Vol 40 (3) ◽  
pp. 955-961
Author(s):  
Phillip M. Massad ◽  
John M. Knight
Keyword(s):  
Verbal Ability ◽  
Nonreversal Shift ◽  
General Observation ◽  
Shift Performance ◽  
Shift Behavior ◽  
Shift Analysis ◽  
Discrimination Procedure ◽  
Significant Performance ◽  
Males And Females ◽  
Main Effects

The mediational hypothesis of reversal and nonreversal shift acquisition suggests that mediational behavior is equivalent to covert verbalization and thus related to verbal ability. This coupled with the general observation that males and females manifest significant performance differences in measures of verbal fluency leads to the prediction of an interaction between sex and type of shift. 48 male and female undergraduates were tested using a simultaneous discrimination procedure with the shift manipulation occurring during the first task. A 2 × 2 factorial analysis of variance yielded significant F ratios for sex, type of shift, and the interaction of sex × shift. Analysis of simple main effects showed significant comparisons between males and females on the nonreversal shift and between the reversal and nonreversal shift performance of females. These data were interpreted as supporting a mediational hypothesis of concept-shift behavior.

Parent emotion representations and the socialization of emotion regulation in the family

2014 ◽  
Vol 38 (2) ◽  
pp. 164-173 ◽  
Author(s):  
Sara Meyer ◽  
H. Abigail Raikes ◽  
Elita A. Virmani ◽  
Sara Waters ◽  
Ross A. Thompson
Keyword(s):  
Emotion Regulation ◽  
Self Regulation ◽  
Ethnically Diverse ◽  
Emotional Reactions ◽  
Parental Socialization ◽  
Parental Representations ◽  
Socialization Of Emotion ◽  
Beliefs And Values ◽  
Children's Emotion ◽  
Mediational Models

There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children’s emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents’ socialization approaches. This study examined multiple aspects of parents’ self-reported emotion representations and their associations with parents’ strategies for managing children’s negative emotions and children’s emotion self-regulatory behaviors. The sample consisted of 73 mothers of 4–5-year-old children; the sample was ethnically diverse. Two aspects of parents’ beliefs about emotion – the importance of attention to/acceptance of emotional reactions, and the value of emotion self-regulation – were associated with both socialization strategies and children’s self-regulation. Furthermore, in mediational models, the association of parental representations with children’s emotion regulation was mediated by constructive socialization strategies. These findings are among the first to highlight the specific kinds of emotion representations that are associated with parents’ emotion socialization, and their importance to family processes shaping children’s emotional development.

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