Relevant bibliographies by topics / Guilford Young

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Academic literature on the topic 'Guilford Young'

Author: Grafiati
Published: 16 June 2023

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Journal articles on the topic "Guilford Young"

1

Harris, Deborah A. "Clinical Work with Traumatized Young Children: Joy D. Osofsky,Guilford Press, New York, 2011, 359 pp." Infant Mental Health Journal 34, no. 2 (January 18, 2013): 173–74. http://dx.doi.org/10.1002/imhj.21368.

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2

Dzulinksy, K., D. K. Cone, G. T. Faulkner, and R. Cusack. "Development of Myxobolus neurophilus (Guilford, 1963) (Myxosporea) in the brain of yellow perch (Perca flavescens) in Vinegar Lake, Nova Scotia." Canadian Journal of Zoology 72, no. 7 (July 1, 1994): 1180–85. http://dx.doi.org/10.1139/z94-158.

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The development of Myxobolus neurophilus (Guilford, 1963) in the optic tectum of yellow perch, Perca flavescens, inhabiting Vinegar Lake, Nova Scotia, is described. Young perch acquired infections during July when 2–3 months old. By early August, small plasmodia occurred in the cortex and consisted of an outer thin ectoplasm and inner endoplasm containing sporoblasts. By the end of August, plasmodia were found in the brain cortex and periventricular layers. They measured up to 310 μm in diameter and contained sporoblasts and fully developed spores. Some plasmodia had ruptured and released spores within the periventricular layer. It is estimated that in young-of-the-year fish the development of M. neurophilus requires 40–50 days. Prevalence was 100% in fish older than 1 year, with infections consisting of spore masses located in the periventricular layer. Spores were either free in tissue spaces or within unidentified mononuclear phagocytes. Spores were absent from other organs, and spores are probably released when the host dies or when it is eaten by a predator. Macroinvertebrates did not play a role in spore release from carcasses.
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3

Zhiyan, Tang, and Jerome L. Singer. "Daydreaming Styles, Emotionality and the Big Five Personality Dimensions." Imagination, Cognition and Personality 16, no. 4 (June 1997): 399–414. http://dx.doi.org/10.2190/ateh-96ev-exyx-2adb.

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This study examined the relationships between measures of personality (the NEO-FFI), Emotionality (Positive and Negative), and Daydreaming (the Short Imaginal Processes Inventory) to assess hypotheses about private experience, behavioral and affective tendencies. A sample of 103 young adults completed questionnaires and results were analyzed by correlations and principle components factor analysis. As predicted Positive-Constructive Daydreaming was positively correlated with the NEO “Big Five” dimension of Openness, Guilty-Dysphoric Daydreaming loaded with both the NEO Neuroticism scale and the Negative Emotionality measure. Poor Attentional Control of the SIPI was linked negatively with Conscientiousness and Positive Emotionality. Our results further suggest that Extraversion may be primarily social as measured in the NEO while a separate Thinking Introversion-Extraversion dimension in the sense used by Jung and Guilford may be reflected by the personality-daydreaming results we obtained.
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4

Farmer, Janet E. "Expanding the Paradigm of Rehabilitation Sciences." Journal of the International Neuropsychological Society 11, no. 4 (July 2005): 501–2. http://dx.doi.org/10.1017/s1355617705230497.

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Cognitive and Behavioral Rehabilitation: From Neurobiology to Clinical Practice. Jennie Ponsford (Ed.). 2004. New York: Guilford Press. 366 pp., $50.00 (HB).The World Health Organization estimates that approximately 90 million people, or 1.5% of the world population, are in need of rehabilitation services at any given point in time (WHO, 2003). Many of these individuals are at risk for long-term disability due to brain injury and disease. They range from the young, who increasingly survive early brain insults, to older adults, whose independence and every day functioning may be threatened by the onset of neurologic impairments. As medical advances improve survival rates and longevity, the number of those in need of cognitive and behavioral rehabilitation services to enhance functioning is likely to grow. This situation raises pressing questions, such as, who will get better with what rehabilitation treatment, and why?
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5

Kravchuk, S. "Social Intelligence as A Condition of Partnership Between Young Men as Participants of The Reformation Process." Herald of Kiev Institute of Business and Technology 39, no. 1 (March 28, 2019): 61–66. http://dx.doi.org/10.37203/kibit.2019.39.12.

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Student youth are potential future parents, which is why the problem of the conditions of partnership interaction among adolescents as participants in the process of educational reform is becoming more relevant and practical. Defining the conditions for partnerships, establishing partnerships with young people as participants in the reform process will lead to effective implementation of educational innovations. Social intelligence is an essential intellectual ability that acts as the cognitive basis of communicative competence and determines social adaptation, communication effectiveness, ability to understand and adequately evaluate other people and themselves and their actions, actions towards others, ability to predict different behaviours, intentions, feelings and emotional states of a person by verbal and non-verbal expression. In order to study the psychological features of social intelligence of the individual, attitude to reform in the field of general secondary education, we used the following psychodiagnostic methods: 1) the technique of research of social intelligence of J. Guilford (in the adaptation of A.S. Mikhailova); 2) a special variant of the semantic differential technique for studying the psychological elasticity of the individual (S.L. Kravchuk); 3) the test of the viability of S. Maddy (in an adaptation by D.O. Leontiev and O.I. Rasskazova); 4) author's research questionnaire aimed at the study of subjective attitudes towards educational innovations; 5) general self-efficacy scale (Schwartz Ralph, Matthias Jerusalem). In our empirical study, 106 adolescents participated. It has been found that young people with a strong and active attitude towards educational innovations are more likely to believe in the effectiveness of their actions; think optimistically about their achievements; create optimistic scenarios, compared to adolescents, who are characterized by an active negative attitude to educational innovation.
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6

Malcolm, Margaret R. "Female Authority Empowering Women through Psychotherapy. By Polly Young-Eisendrath and Florence Wiedemann. New York: The Guilford Press. 1991. 242 pp. £24.95." British Journal of Psychiatry 161, no. 1 (July 1992): 141–42. http://dx.doi.org/10.1192/s0007125000124985.

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7

Sadova, Myroslava. "Self-determination about the future profession of young children with different kinds of gifted gift." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 54–59. http://dx.doi.org/10.33310/2078-2128-2020-20-1-54-59.

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The article analyzes the problem of self-determination regarding the future profession of young children with different types of talents (academic, creative, intellectual). Self-determination regarding the future profession is the main prerogative of student development. If we consider the category of gifted students, their self-determination may not be easy, because teachers, psychologists, social workers will deal with "special" children who belong to the group "at risk". We call gifted children "special" because their psychological qualities can be extremely unstable to external stimuli. Such children have difficulty adapting, are often hated by others, do not understand peers because they are gifted. Theoretical and methodological analysis of self-determination regarding the future profession of young children with different types of talents (academic, intellectual, creative) allows to record several theories and approaches, namely: the concept of "productive" thinking M. Galchenko, typology of professional self-determination E. Klimov, the concept of psychology B. Tsukanov, the concept of professional development of future psychologists J. Verna, the theory of intelligence A. Binet, the concept of gifted famous dynasties F. Galton, the concept of self-realization A. Maslow, the theory of intelligence J. Guilford, the concept of emotional intelligence O. Chebykin, the concept of intelligence D Wexler, J. Holland's concept of professional self-determination and no. The definition of physical, social and emotional intelligence is given. Physical intelligence - innate, from the standpoint of inclinations is argued as generally introduced into science. Emotional intelligence, from our point of view, is a type of intellectual ability that allows a person to control their emotions, where to restrain them, to tolerate them in verbal color in order to interest the interlocutor. Social intelligence is due to the fact that a person in social contacts with people finds different ways out of difficult situations. Differential differences between the following concepts are given: abilities, inclinations, intellect, convergent and divergent thinking, giftedness, genius.
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8

Morton, Hugh. "Depression in Young People-Developmental and Clinical Perspectives. By Michael Rutter and Carroll E. Izard. New York: Guilford Press. 1986. Pp 550. £34.50." British Journal of Psychiatry 149, no. 6 (December 1986): 801–2. http://dx.doi.org/10.1192/s0007125000122275.

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9

Vostanis, Panos. "Clinical Work with Traumatized Young Children J.Osofsky (Ed.) New York: Guilford Press, 2011. pp. 388, £30.50 (hb). ISBN: 978-1-60918-206-9." Child and Adolescent Mental Health 17, no. 4 (October 17, 2012): 256. http://dx.doi.org/10.1111/camh.12008.

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10

Nozawa, Izuru, Hisayo Nakayama, Kaori Hasimoto, Shun-ichi Imamura, Ken-ichi Hisamatu, and Yoshihiko Murakami. "Orthosatic Dysregulation (OD) in Normal Young Females. Results of the Yatabe-Guilford Personality Test and Cornell Medical Index-Health Questionnaire in Subjects with OD." Equilibrium Research 53, no. 3 (1994): 354–60. http://dx.doi.org/10.3757/jser.53.354.

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