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Journal of Cognitive Education and Psychology最新文献

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Associations Between Interoceptive Cognition and Age in Autism Spectrum Disorder and Typical Development. 自闭症谱系障碍与典型发育的内感受性认知与年龄的关系。
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2017-01-01 Epub Date: 2017-02-01 DOI: 10.1891/1945-8959.16.1.23
Lisa E Mash, Kimberly B Schauder, Channing Cochran, Sohee Park, Carissa J Cascio

Interoceptive awareness is linked to emotional and social cognition, which are impaired in individuals with autism spectrum disorder (ASD). It is unknown how this ability is associated with age in either typical or atypical development. We used a standard test of interoceptive accuracy (IA) to investigate these questions in children and adults with and without ASD. Perceived number of heartbeats over 4 time intervals was compared with actual heart rate to determine IA. Effects of group, age, IQ, heart rate, and mental counting ability on accuracy were assessed using multiple regression. Post hoc correlations were performed to clarify significant interactions. Age was unrelated to IA in both groups when IQ ≥115. When IQ <115, this relationship was positive in typical development and negative in ASD. These results suggest that cognitive ability moderates the effect of age on IA differently in autism and typical development.

内感受性意识与情感和社会认知有关，而自闭症谱系障碍(ASD)患者的情感和社会认知受损。目前尚不清楚这种能力在典型或非典型发育中是如何与年龄相关联的。我们使用标准的内感受准确性测试(IA)来调查这些问题在患有和不患有ASD的儿童和成人中。将4个时间间隔内的感知心跳次数与实际心率进行比较，以确定IA。采用多元回归法评估各组、年龄、智商、心率、心算能力对准确率的影响。进行事后相关性以澄清重要的相互作用。两组IQ≥115时，年龄与IA无关。当智商
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引用次数: 32
Participation Versus Individual Support: Individual Goals and Curricular Access in Inclusive Special Needs Education 参与与个人支持:全纳特殊需要教育中的个人目标与课程获取
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2017-01-01 DOI: 10.1891/1945-8959.16.2.205
Ariane Paccaud, Reto Luder
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引用次数: 10
Need for Cognition and Motivation Differentially Contribute to Student Performance 认知需要和动机对学生成绩的影响是不同的
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2017-01-01 DOI: 10.1891/1945-8959.16.2.144
Alexis R. Neigel, Saif Behairy, J. Szalma
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引用次数: 12
Shared Book Reading Interactions Within Families From Low Socioeconomic Backgrounds and Children’s Social Understanding and Prosocial Behavior 低社会经济背景家庭共享阅读互动与儿童社会理解和亲社会行为
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2017-01-01 DOI: 10.1891/1945-8959.16.2.157
Dorit Aram, Deborah Bergman Deitcher, Tami Sabag Shoshan, M. Ziv
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引用次数: 26
Training Problem Solving and Organizational Skills in Adolescents With Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial 青少年注意缺陷/多动障碍的问题解决和组织能力训练:一项随机对照试验
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2016-10-01 DOI: 10.1891/1945-8959.15.3.391
S. A. Schramm, T. Hennig, Friedrich Linderkamp
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引用次数: 13
Mediation and Moderation of Outcome in a Training Intervention for Adolescents With Attention-Deficit/Hyperactivity Disorder 青少年注意缺陷/多动障碍训练干预结果的中介与调节作用
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2016-10-01 DOI: 10.1891/1945-8959.15.3.412
T. Hennig, S. A. Schramm, Friedrich Linderkamp, Ute Koglin
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引用次数: 4
Gifted and Average-Ability Children’s Progression in Analogical Reasoning in a Dynamic Testing Setting 动态测试环境下天才儿童和一般能力儿童类比推理能力的发展
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2016-10-01 DOI: 10.1891/1945-8959.15.3.349
B. Vogelaar, W. Resing
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引用次数: 9
The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems 情境模型的模拟有助于代数问题之间的类比转移
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2016-10-01 DOI: 10.1891/1945-8959.15.3.428
Ricardo A. Minervino, Máximo Trench
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引用次数: 0
Do Personality Traits Matter in Chinese Academics’ Teaching Approaches? 人格特质在中国学者的教学方法中重要吗?
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2016-10-01 DOI: 10.1891/1945-8959.15.3.464
Li‐fang Zhang
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引用次数: 1
Executive Functions Differentially Contribute to Fourth Graders’ Mathematics, Reading, and Spelling Skills 执行功能对四年级学生数学、阅读和拼写技能的不同影响
IF 0.3 Q4 Social Sciences
Journal of Cognitive Education and Psychology
Pub Date : 2016-10-01 DOI: 10.1891/1945-8959.15.3.444
A. Lubin, Emmanuelle Regrin, Laetitia Boulc'H, S. Pacton, C. Lanoë
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引用次数: 16
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