19,864 research outputs found
Discovering statistics using R / Andy Field, Jeremy Miles, Zoë Field.
No full texteconomic&political bookfair2016Includes bibliographical references (p. 941-947) and index.xxxiv, 957 p. :The R version of Andy Field's hugely popular Discovering Statistics Using SPSS takes students on a journey of statistical discovery using the freeware R. Like its sister textbook, Discovering Statistics Using R is written in an irreverent style and follows the same ground-breaking structure and pedagogical approach. The core material is enhanced by a cast of characters to help the reader on their way, hundreds of examples, self-assessment tests to consolidate knowledge, and additional website material for those wanting to learn more
The mediating effect of cognitive development on children's worry elaboration
No full textThe present study investigated how developmentally determined cognitive mechanisms, holding theoretical links to the worry process, mediate the relationship between Age and Worry Elaboration in children. Sixty-four children aged 3-7 (M = 5.58, SD = 1.28) were presented with a Conservation of Liquid task assessing their Cognitive Development (specifically Concrete Operational Skills), a false-belief task to measure possession of Belief-Desire Theory of Mind, and a task measuring the ability to acknowledge multiple possibilities. The ability to elaborate on potential negative outcomes was assessed using a Worry Elaboration task. Mediation analysis revealed that all three variables significantly mediated the relationship between Age and Worry Elaboration. A multiple mediation model is presented in which Concrete Operational Skills, Belief-Desire Theory of Mind and Multiple Possibilities understanding mediate the relationship between Age and Worry Elaboration
The role of learning in the etiology of child and adolescent fear and anxiety
No full textHush little baby, don't say a word; And never mind that noise you heard. It's just the beast under your bed. In the closet, in your head. (Metallica, 1991, track 1) Children are so prone to fear that it has been seen as a normal part of childhood development (see Muris & Field, Chapter 4, this volume). These normal fears are likely to be the precursors of more persistent and severe anxiety (Field & Davey, 2001) because the age of onset of anxiety disorders broadly follows the developmental pattern of non-clinical fears. As reviewed by Muris and Field, infants tend to fear novel stimuli within their immediate environment such as loud noise, objects, and separation from a caretaker (Campbell, 1986), in mid-childhood (6–8 years old) fears are focused towards ghosts and animals, then self-injury in late childhood (Bauer, 1976), and social evaluation in pre-adolescence and adolescence (Westenberg, Drewes, Goedhart, Siebelink, & Treffers, 2004). Similarly, phobias concerning environmental threats (e.g., heights, water) typically originate in infancy (Menzies & Clarke, 1993a, 1993b), then specific phobias emerge in middle childhood (5–6 years) followed by generalized anxiety in late childhood and social anxiety in pre-adolescence (Costello, Egger, Copeland, Erkanli, & Angold, Chapter 3, this volume). This broad correspondence between normal fears and the onset of anxiety disorders raises three questions pertinent to explaining the etiology of anxiety disorders: (1) are these normal fears innate or learnt? (2) What process underlies whether a fear develops into an anxiety disorder? And (3) what variables moderate this process? This chapter attempts to explore these questions by evaluating the contribution of learning processes in the development of both normal fears and anxiety disorders. What are fear and anxiety? Lang, Davis, and Öhman (2000) characterize fear as a reaction to a specific threat, with increasing proximity resulting in escape or avoidance; anxiety, however, is characterized by a more diffuse state with less explicit, more generalized cues and involves increased physiological arousal but without necessarily leading to organized functional behavior. Throughout this chapter, we talk primarily about models of “fear” because it is convenient to describe the mechanisms of acquisition as operating at an individual stimulus level. The difference between whether a child acquires “fear” or “anxiety” lies in the extent to which they have learning experiences about a specific group of related stimuli (fear) or a diffuse array of situations (anxiety). However, the underlying mechanisms are similar. There is also a distinction to be made between the intensity of “normal” fear and anxiety responses and those that characterize anxiety disorders
An introduction to the study of information processing biases in childhood anxiety: theoretical and methodological issues
No full textData from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset)
No full textThis large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Note that the pre-registration can be found here: https://osf.io/xs5wf</span
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A systematic review of psychological factors as predictors of chronic/disability in prospective cohorts of low back pain
No full textStudy Design. A systematic review of prospective cohort studies in low back pain.
Objectives. To evaluate the evidence implicating psychological factors in the development of chronicity in low back pain.
Summary of Background Data. The biopsychosocial model is gaining acceptance in low back pain, and has provided a basis for screening measurements, guidelines and interventions; however, to date, the unique contribution of psychological factors in the transition from an acute presentation to chronicity has not been rigorously assessed.
Methods. A systematic literature search was followed by the application of three sets of criteria to each study: methodologic quality, quality of measurement of psychological factors, and quality of statistical analysis. Two reviewers blindly coded each study, followed by independent assessment by a statistician. Studies were divided into three environments: primary care settings, pain clinics, and workplace.
Results. Twenty-five publications (18 cohorts) included psychological factors at baseline. Six of these met acceptability criteria for methodology, psychological measurement, and statistical analysis. Increased risk of chronicity (persisting symptoms and/or disability) from psychological distress/depressive mood and, to a lesser extent, somatization emerged as the main findings. Acceptable evidence generally was not found for other psychological factors, although weak support emerged for the role of catastrophizing as a coping strategy.
Conclusion. Psychological factors (notably distress, depressive mood, and somatization) are implicated in the transition to chronic low back pain. The development and testing of clinical interventions specifically targeting these factors is indicated. In view of the importance attributed to other psychological factors (particularly coping strategies and fear avoidance) there is a need to clarify their role in back-related disability through rigorous prospective studie
sj-docx-1-cpx-10.1177_21677026241240456 – Supplemental material for Meta-Analysis Shows Trauma Memories in Posttraumatic Stress Disorder Lack Coherence: A Response to Taylor et al. (2022)
No full textSupplemental material, sj-docx-1-cpx-10.1177_21677026241240456 for Meta-Analysis Shows Trauma Memories in Posttraumatic Stress Disorder Lack Coherence: A Response to Taylor et al. (2022) by Chris R. Brewin and Andy P. Field in Clinical Psychological Science</p
Methods - Giving your data the bootstrap
No full textDaniel B. Wright first explains how to compare means with a bootstrap, and then Andy P. Field puts the method into use in regression analysis
Recommended from our members
Methods - Giving your data the bootstrap
No full textDaniel B. Wright first explains how to compare means with a bootstrap, and then Andy P. Field puts the method into use in regression analysis
- …
