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Книги з теми "Individual Differences Approach"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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1

Personality: A cognitive approach. London: Routledge, 1998.

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2

Warren, David H. Blindness and children: An individual differences approach. Cambridge: Cambridge University Press, 1994.

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3

W, Eysenck Michael, ed. Personality and individual differences: A natural science approach. New York: Plenum Press, 1985.

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4

Jan, Strelau, ed. People under extreme stress: An individual differences approach. Hauppauge, NY: Nova Science Publishers, 2006.

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5

1937-, Ramirez Manuel, ed. Multicultural psychotherapy: An approach to individual and cultural differences. 2nd ed. Boston: Allyn and Bacon, 1999.

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6

Ramirez, Manuel. Psychotherapy and counselingwith minorities: A cognitive approach to individual and cultural differences. New York: Pergamon, 1991.

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7

Ramirez, Manuel. Psychotherapy and counseling with minorities: A cognitive approach to individual and cultural differences. Boston: Allyn and Bacon, 1994.

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8

Psychotherapy and counseling with minorities: A cognitive approach to individual and cultural differences. New York: Pergamon Press, 1991.

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9

Ramirez, Manuel. Psychotherapy and counseling with minorities: A cognitive approach to individual and cultural differences. New York: Pergamon Press, 1990.

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10

Cushner, Kenneth. Human diversity in education: An integrative approach. 4th ed. Boston: McGraw-Hill, 2003.

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11

Averil, McClelland, and Safford Philip L, eds. Human diversity in education: An integrative approach. 6th ed. New York, NY: McGraw-Hill, 2008.

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12

Averil, McClelland, and Safford Philip L, eds. Human diversity in education: An intercultural approach. 7th ed. New York, NY: McGraw-Hill, 2011.

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13

Cushner, Kenneth. Human diversity in education: An integrative approach. 3rd ed. Boston: McGraw-Hill, 2000.

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14

Cushner, Kenneth. Human diversity in education: An integrative approach. 2nd ed. New York: McGraw-Hill, 1996.

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15

Averil, McClelland, and Safford Philip L, eds. Human diversity in education: An integrative approach. New York: McGraw-Hill, 1992.

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16

Eaves, L. J. Genes, culture and personality: An empirical approach. London: Academic, 1989.

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17

Eaves, L. J. Genes, culture, and personality: An empirical approach. London: Academic Press, 1989.

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18

Gurzynski-Weiss, Laura, ed. Expanding Individual Difference Research in the Interaction Approach. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.16.

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19

Drenoyianni, Helen. Interactive multimedia encyclopaedias and learners' individual differences: A study of secondary pupils' views of performance, searching, processing, and reporting straegies in the use of Microsoft "Encarta", with particular emphasis on the effects of gender,cognitive style and approach to learning. Birmingham: University of Birmingham, 1999.

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20

(Editor), David G. Gilbert, and James J. Connolly (Editor), eds. Personality, Social Skills, and Psychopathology:: An Individual Differences Approach (Perspectives on Individual Differences). Springer, 1991.

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21

Warren, David H. Blindness and Children: An Individual Differences Approach. Cambridge University Press, 1994.

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22

Warren, David H. Blindness and Children: An Individual Differences Approach. Cambridge University Press, 2011.

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23

Warren, David H. Blindness and Children: An Individual Differences Approach. Cambridge University Press, 2009.

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24

Hans J. Eysenck P. D. T. A. Elliott. Personality and Individual Differences: A Natural Science Approach. Springer US, 2012.

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25

1947-, Gilbert David G., and Connolly James J. 1950-, eds. Personality, social skills, and psychopathology: An individual differences approach. New York: Plenum Press, 1991.

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26

Connolly, James J., and David G. Gilbert. Personality, Social Skills, and Psychopathology: An Individual Differences Approach. Springer, 2013.

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27

Connolly, James J., and David G. Gilbert. Personality, Social Skills, and Psychopathology: An Individual Differences Approach. Springer London, Limited, 2013.

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28

Psychological Perspectives on Religious Education: An Individual Differences Approach. BRILL, 2020.

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29

Quaglieri, Donna. Social perception and learning disabled children: An individual differences approach. 1987.

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30

III, Manuel Ramirez. Multicultural Psychotherapy: An Approach to Individual and Cultural Differences (2nd Edition). Allyn & Bacon, 1998.

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31

Laricchiuta, Daniela, ed. Individual Differences: From Neurobiological Bases to New Insight on Approach and Avoidance Behavior. Frontiers Media SA, 2016. http://dx.doi.org/10.3389/978-2-88919-715-6.

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32

Jordan, Julie-Ann, Judith Wylie, and Gerry Mulhern. Individual Differences in Children’s Paths to Arithmetical Development. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.015.

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Анотація:

Cross-sectional and longitudinal data consistently indicate that mathematical difficulties are more prevalent in older than in younger children (e.g. Department of Education, 2011). Children’s trajectories can take a variety of shapes such as linear, flat, curvilinear, and uneven, and shape has been found to vary within children and across tasks (J Jordan, Mulhern, and Wylie, 2009). There has been an increase in the use of statistical methods which are specifically designed to study development, and this has greatly improved our understanding of children’s mathematical development. However, the effects of many cognitive and social variables (e.g. working memory and verbal ability) on mathematical development are unclear. It is likely that greater consistency between studies will be achieved by adopting a componential approach to study mathematics, rather than treating mathematics as a unitary concept.

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33

Gurzynski-Weiss, Laura. Expanding Individual Difference Research in the Interaction Approach: Investigating Learners, Instructors, and Other Interlocutors. Benjamins Publishing Company, John, 2017.

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34

Hyde, Luke W., Ryan Bogdan, and Ahmad Hariri. Neurogenetics of Individual Differences in Brain, Behavior, and Risk for Psychopathology. Edited by Turhan Canli. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199753888.013.007.

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Neurogenetics research is advancing understanding of how genetic variation gives rise to individual differences in brain function, which, in turn, shapes behavior and risk for psychopathology. Despite these advancements, neurogenetics research is currently confronted by three major challenges: 1) conducting research on individual variables with small effects, 2) absence of detailed mechanisms, and 3) a need to translate findings towards greater clinical relevance. This essay showcases techniques and developments that address these challenges and highlights the benefits of a neurogenetics approach to understanding brain, behavior, and risk for psychopathology. To address the challenge of small effects, we explore approaches including incorporating the environment, modeling epistatic relationships, and using multilocus profiles. To address the challenge of mechanism, we explore how nonhuman animal research, epigenetics research, and GWAS can inform our mechanistic understanding of behaviorally relevant brain function. Finally, to address the challenge of clinical relevance, the essay examines how neurogenetics research can identify novel therapeutic targets and identify for whom treatments work best. By addressing these challenges neurogenetics research is poised to exponentially increase our understanding of how genetic variation interacts with the environment to shape the brain, behavior and risk for psychopathology.

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35

Human Diversity in Education: An Integrative Approach. McGraw-Hill Companies, 2006.

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36

Cushner, Kenneth, Kenneth H. Cushner, Philip Safford, and Averil McClelland. Human Diversity in Education: An Integrative Approach. McGraw-Hill Humanities/Social Sciences/Languages, 2002.

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37

Cushner, Kenneth, Philip L. Safford, and Averil McClelland. Human Diversity in Education: An Integrative Approach. Mcgraw-Hill College, 1991.

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38

Cushner, Kenneth, Philip L. Safford, and Averil McClelland. Human Diversity in Education: An Integrative Approach. Mcgraw-Hill College, 1991.

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39

Cushner, Kenneth, Kenneth H. Cushner, Philip Safford, and Averil McClelland. Human Diversity in Education: An Integrative Approach. 4th ed. McGraw-Hill Humanities/Social Sciences/Languages, 2002.

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40

Cushner, Kenneth, Philip L. Safford, Averil McClelland, and Hyla Cushner. Human Diversity in Education: An Intercultural Approach. McGraw-Hill Education, 2021.

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41

Burns, Tom, and Mike Firn. Key working versus the whole-team approach. Edited by Tom Burns and Mike Firn. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198754237.003.0005.

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Анотація:

In ACT, it was originally proposed that every patient should be looked after by the whole team and not have an individual case manager or key worker. Its originator, Len Stein, was convinced that key working fostered pathological dependence, and the idea has gained considerable prominence. We reject this proposal and explore the practical differences between the whole-team approach and more usual forms of multidisciplinary care. There is clearly a range of practice that can be adapted for different teams depending on the specific needs of their group of patients.

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42

Maltzman, Sara. A Multidisciplinary, Biopsychosocial Approach to Treatment. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.43.

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Анотація:

This concluding chapter of theOxford Handbook of Treatment Processes and Outcomes in Psychologydescribes the importance of breaking down research and practice silos in favor of a multidisciplinary and biopsychosocial approach regarding human physical and mental health. The chapter summarizes why we can have more confidence in treatments and interventions that “fit” within the context of converging lines of evidence across these multilevel systems. What multidisciplinary research tells us is that treatmentdoesmatter, as evidenced by multiple lines of research in animal models, particularly in fear-based and anxiety disorders. This research affirms that psychological/behavioral treatments are active and not reducible to nonspecific placebo effects. However, data indicate that placebo may prove valuable as a deliberately applied adjunct to psychological/behavioral and pharmacological treatments. Individual differences in self-regulation and temperament; genetic and epigenetic factors that influence resilience or maladaptive responses to adverse conditions; the buffering effects of social support; and how these factors may influence treatment process and outcomes are reviewed. Research evaluating pharmacological adjuncts to psychological/behavioral treatment underscores the complexity of delivering optimal treatment. Newer methodologies, such as neuroimaging, will assist in explicating the above complex interrelationships. This chapter also calls attention to research evaluating treatment outcomes, including dose response relationships and the importance of evaluating the therapist’s unique contribution to outcomes.

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43

Slim, Hugo. Saving Individuals from the Scourge of War. Edited by Alex J. Bellamy and Tim Dunne. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198753841.013.29.

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This chapter examines the central place of the protection of the individual in international relations and compares the approach of two areas of international practice that seek to protect the individual in armed conflict: the responsibility to protect (R2P) and humanitarian action. The chapter explores three main aspects of the relationship between humanitarian action and R2P. First, it examines the individualization of armed conflict that is essential to the premise of both these international practices of protection. Second, it sets out briefly the respective histories, ethical goals, and key tenets of each approach. Finally, the main part of the chapter identifies areas of complementarity and conflict between these two approaches to the protection of the individual in times of extreme violence. It notes significant overlap and differences between the essentially apolitical emergency approach of humanitarian action and the more constructivist political and state-building approach of R2P.

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44

Cohrs, J. Christopher, and Emma O'Dwyer. “In the Minds of Men . . .”: Social Representations of War and Military Intervention. Edited by Phillip L. Hammack. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.29.

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Анотація:

This chapter reviews research on representations of war and military intervention, primarily situated in two different social psychological research traditions: individual attitudes and social representations. The former has approached the object of investigation by studying the cognitive and affective correlates, more general predictors, and behavioral consequences of individuals’ support (vs. rejection) of war or military intervention. The latter focuses to a greater extent on contextual and historical processes that influence the social meanings attached to war and military intervention; in this approach attitudes are just one (evaluative) component of social representations—and differences between individuals and groups may be attributed to the various functions social representations fulfill. We thus adopt the broader social representations approach. Based on this, the chapter closes by drawing implications for strategies to change individual attitudes, as well as representations of war and military interventions, and by offering questions for future research.

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45

Nugent, J. Kevin, Barry M. Lester, and T. Berry Brazelton. Cultural Context of Infancy: Volume 2: Multicultural and Interdisciplinary Approaches to Parent-Infant Relations (Cultural Context of Infancy). Ablex Publishing, 1991.

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46

Beaman, Lori G. The Difference ‘Difference’ Makes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803485.003.0002.

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This chapter argues that the idea of difference and diversity rely to some extent on fixed identity categories, and that they in fact often reify those categories in socially harmful ways. It delves into the possibility of a more subtle approach, first by examining the idea of identity rigidity from a number of angles, and second by reflecting on the ways in which religion can be recognized as a lived phenomenon within which individuals are flexible, sometimes acting in contradictory ways that defy an easy categorization of their religious identities. The chapter posits that focusing on the social construction of diversity and the conditions under which the language of diversity emerges (particularly its demarcation as a problem to be solved) is a useful enterprise. By recovering the non-events of the everyday wherein so-called ordinary people employ strategies to successfully navigate difference, an alternative narrative of religious diversity can be constructed.

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47

Kruschke, John K., and Wolf Vanpaemel. Bayesian Estimation in Hierarchical Models. Edited by Jerome R. Busemeyer, Zheng Wang, James T. Townsend, and Ami Eidels. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.013.13.

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Bayesian data analysis involves describing data by meaningful mathematical models, and allocating credibility to parameter values that are consistent with the data and with prior knowledge. The Bayesian approach is ideally suited for constructing hierarchical models, which are useful for data structures with multiple levels, such as data from individuals who are members of groups which in turn are in higher-level organizations. Hierarchical models have parameters that meaningfully describe the data at their multiple levels and connect information within and across levels. Bayesian methods are very flexible and straightforward for estimating parameters of complex hierarchical models (and simpler models too). We provide an introduction to the ideas of hierarchical models and to the Bayesian estimation of their parameters, illustrated with two extended examples. One example considers baseball batting averages of individual players grouped by fielding position. A second example uses a hierarchical extension of a cognitive process model to examine individual differences in attention allocation of people who have eating disorders. We conclude by discussing Bayesian model comparison as a case of hierarchical modeling.

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48

Adler, Matthew D. Extended Preferences. Edited by Matthew D. Adler and Marc Fleurbaey. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199325818.013.16.

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This chapter presents a methodology for constructing an interpersonally comparable measure of individual well-being, the “extended preferences” approach. It builds upon John Harsanyi’s work. The key idea is that an ethical deliberator makes (or at least is capable of making) judgments concerning the well-being levels of histories and well-being differences between histories—where a history is a hybrid bundle consisting of possible attributes an individual might have, plus possible preference (“tastes”) regarding such attributes. These judgments are represented by a well-being measure. If the deliberator adopts a preference-based conception of well-being, the functional form of that well-being measure can be partly inferred from the utility functions representing the tastes incorporated in histories. That is: the deliberator partly infers what the well-being numbers she assigns to histories must be, given her deference to individual tastes. The chapter also compares the extended-preferences approach to competing methodologies for measuring well-being, in particular the equivalent-income concept.

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49

Medforth, Janet, Linda Ball, Angela Walker, Sue Battersby, and Sarah Stables. The need for social support. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198754787.003.0008.

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Анотація:

Social support is an important aspect of maternity care. It comprises three components—emotional, informal, and practical support. Social support should be provided for all women, but some women will also present with complex social needs. These may include substance abuse, domestic and/or sexual abuse, women of ethnic minorities or who have limited understanding of English, young women aged 20 years or under, physical and/or sensory disabilities, learning disabilities or perinatal health issues, and sexuality issues. These groups of women need to receive the same standard of care as everyone else whilst also having their individual differences and needs recognized and appreciated. A sensitive woman-centred approach which adheres to evidence-based practice guidelines is the best way to ensure their individual needs are met.

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50

Taber-Thomas, Bradley, and Koraly Pérez-Edgar. Emerging Adulthood Brain Development. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.15.

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Emerging adulthood (EA) is marked by a prolonged developmental transition to adulthood, dynamic personal and environmental circumstances, and unique patterns of vulnerability to psychological dysfunction. Neurodevelopment in childhood and adolescence has been studied extensively, but EA has not yet received its due attention from developmental cognitive neuroscience. The existing evidence shows that neurodevelopment continues throughout EA in support of emerging adult roles. The data suggest a frontolimbic fine-tuning model of brain development in EA that holds that adult functions are promoted through the strengthening of prefrontal regulation of limbic function and a newly emerging balance between prefrontal subregions involved in modulating approach and avoidance. Considering the overlap between these neurodevelopmental processes and the peak incidence of numerous psychological disorders in EA, it seems that individual differences in the dynamics of emerging adulthood neurodevelopment may not only underlie differences in functioning, but also risk for psychological disorder.

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