ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01549.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01550.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01551.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractThis review synthesizes literature on how human and other mammalian young develop fear. After an early attachment period there is a rise and fall of certain fears in an ontogenetic sequence. Observation and experiment show how experiential, maturational and genetic factors interact in fears of heights, novelty, strangers and separation.

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01552.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractThe correlates of social and academic competence were investigated in 9–14 yr old children. Factor analysis of multiple measures of cognitive functioning, excluding IQ, identified three dimensions: (I) Social Comprehension; (2) Cognitive Efficiency and (3) Divergent Thinking. The social comprehension dimension was derived from measures of humor and social cognition. Although strongly related IO IQ, Social Comprehension still had a substantial unique relation to social competence in a school setting, as assessed by teachers and peers. While this dimension was the best predictor of social competence, IQ was by far the most powerful predictor of academic competenc

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01553.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractOne hundred and eighty‐three retarded children and their nearest‐in‐age siblings were investigated. Ninety‐five of the retarded children had Down's syndrome and 88 were retarded for other reasons. Interviews with the parents were carried out at home. Questionnaires on behaviour and educational attainment were completed for the retarded child, the sibling and a classroom control for the sibling. The retarded children had more behaviour problems than their siblings, as expected. The behaviour problems in the sibling were more often found if the retarded child had much‐disturbed behaviour, especially when the retarded child had Down's syndrome. The siblings in the non‐Down's group had more reading problems and more behaviour disturbance in school than either the controls or the siblings of Down's syn

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01554.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractFour cases of rapid cycling bipolar affective disorder are described; the diagnosis being made by DSM(III) criteria. All are children, aged between 11 and 12 at the onset of the illness and all arc of low intelligence. The follow‐up has ranged from three to five years. The clinical symptoms and their response to treatment are described and the implications of this unusual presentation are discusse

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01555.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractA multicriterion screen made up of the General Health Questionnaire, the Behaviour Checklist and a health visitor questionnaire was given in a community project. This paper describes the usefulness of the screen and compares it with others which might be used in similar situations.

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01556.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractCognitive therapy is often used in treating attention deficit‐disordered (ADD) children because of its purported ability t0 address that population's attentional deficitsand behavioral difficulties and to create durable therapeutic effects, Nonetheless, research findings on these treatments have been inconsistent. This study sought to explain these inconsistencies by examining the influence of cognitive development on children'sability to benefit from such treatment. The ability to conserve number and substance was shown to influence treatment outcome, as measured by laboratory tasks of cognitive style and impulsivity. No effects were found on standardized academic achievement measures or on behavioral ratings by teachers or parents. Further study of individual development willbe important in understanding the outcomes at cognitive therap

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01557.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0021-9630    

DOI:10.1111/j.1469-7610.1987.tb01558.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY