Notes

The effects associated with CPET-guided cardiac rehabilitation for the cardiopulmonary perform, your exercise strength, and also the NT-proBNP and hscTnT levels in CHF sufferers.
In particular, Virgos are stereotyped as having disagreeable personalities, likely because of Virgo's Chinese translation as "virgin" (Study 3). This translation-based stereotype led Chinese individuals to discriminate against Virgos in romantic dating (Study 4) and in simulated job recruitment (Studies 5 and 6). Studies 7 and 8 confirmed that astrological stereotypes are inaccurate and astrological discrimination is irrational Astrological sign predicted neither personality (N = 173,709) nor job performance (N = 32,878). Overall, our research disentangles stereotypes from social reality by providing a real-world demonstration that stereotypes can form without preexisting social reality, yet still produce discrimination that can then shape social reality. (PsycInfo Database Record (c) 2020 APA, all rights reserved).Elementary school multicultural reading curricula include characters with diverse proper names, which are often unfamiliar and differ phonetically from students' native language. These names could impact reading outcomes by increasing students' cognitive load and/or creating cognitive disfluency. In Study 1, students in grades 1 through 2 read a standard passage including common names and a matched passage including unfamiliar names of Russian origin. A paired samples t test indicated unfamiliar diverse names in grade-level passages significantly reduced students' reading comprehension. Study 2 was designed to determine if preteaching diverse names would mitigate their adverse effects on reading comprehension. Results indicated second-grade students who received preteaching comprehended significantly more of the passage than those who did not receive preteaching. Discussion focuses on the need for research clarifying the relationship between multicultural learning materials and academic outcomes and validating efficient methods for familiarizing students with difficult, phonetically unfamiliar words. (PsycINFO Database Record (c) 2020 APA, all rights reserved).The psychology of hope is used to conceptualize how college students successfully meet their personal and professional goals and ultimately persist to graduation. However, limited evidence has suggested that high levels of hope might have a paradoxical effect for Black college students when faced with experiences of discrimination. The present study examined the moderation effects of hope on the associations between experiences of discrimination and perceptions of stress and academic integration among a sample of 1st-year U.S. Piperlongumine Black college students (N = 203) partly derived from secondary data. link2 Structural equation modeling revealed inverse associations between hope and stress, as well as positive associations between hope and academic integration. However, latent variable moderation revealed that students with high levels of hope had the strongest positive associations between discrimination and stress, thus supporting a paradoxical effect. By contrast, the negative association between discrimination and academic integration emerged for only students with low levels of hope. Results suggest the psychological and academic benefits of hope are complex. Specifically, in the context of discrimination experiences, hope may have a paradoxical effect for Black students' mental health while still retaining a positive and buffering effect for their academic integration. (PsycINFO Database Record (c) 2020 APA, all rights reserved).Dropping out of psychotherapeutic treatment (i.e., the patient ending treatment unilaterally) poses a problem for patients, therapists, and the health care sector. Previous research showed that changes in symptom severity and general change mechanisms (GCMs), such as interpersonal experiences, intrapersonal experiences, and problem actuation, might be related to drop-out. We investigated the relationship of these predictors and drop-out in a sample of 724 patients (21.1% drop-out) receiving cognitive-behavioral therapy in routine care from a German outpatient clinic. Survival analysis was used to account for the longitudinal nature of the data created by routine outcome monitoring and to deal with the time varying predictors, GCMs, and changes in symptom severity. As outcome, we predicted the risk of dropping out. Results showed that patient- and therapist-rated interpersonal experiences, which include alliance, significantly predicted the risk for drop-out. Contrary to previous research, intrapersonal experiences and symptom severity change did not predict drop-out. Overall, GCMs and symptom severity change accounted for 3.8% of explained variance in the outcome. These results entail that it is important to monitor interpersonal experiences over the course of treatment to identify patients at risk for drop-out. (PsycINFO Database Record (c) 2020 APA, all rights reserved).The history of 20th-century American psychology is often depicted as a history of the rise and fall of behaviorism. Although historians disagree about the theoretical and social factors that have contributed to the development of experimental psychology, there is widespread consensus about the growing and (later) declining influence of behaviorism between approximately 1920 and 1970. Because such wide-scope claims about the development of American psychology are typically based on small and unrepresentative samples of historical data, however, the question arises to what extent the received view is justified. This article aims to answer this question in two ways. First, we use advanced scientometric tools (e.g., bibliometric mapping, cocitation analysis, and term co-occurrence analysis) to quantitatively analyze the metadata of 119,278 articles published in American journals between 1920 and 1970. We reconstruct the development and structure of American psychology using cocitation and co-occurrence networks and argue that the standard story needs reappraising. Second, we argue that the question whether behaviorism was the "dominant" school of American psychology is historically misleading to begin with. Using the results of our bibliometric analyses, we argue that questions about the development of American psychology deserve more fine-grained answers. (PsycINFO Database Record (c) 2020 APA, all rights reserved)."Critical thinking" is widely regarded as important, but difficult to define. This article provides an historical perspective by describing how "critical thinking" emerged as an object of psychological study, how the forms it took were shaped by practical and social concerns, and how these related to "critical thinking" as something that results in certain conclusions, rather than as a process of coming to conclusions. "Critical thinking" became a scientific object when psychologists attempted to measure it. The original measurement treated "critical thinking" as both an ability and an attitude. It measured logical abilities, and consistency and extremity of views, but it avoided making assumptions about the correctness of specific real-world beliefs. The correctness of such beliefs was, as problems with other related tests showed, open to dispute. Subsequent tests increasingly focused on logical abilities, and attempted to minimize further the relevance of what people believed about the real world, though they continued to depend on there being correct answers to test items, which privileged the outcome over the process. While "critical thinking" was primarily the domain of philosophers, there was renewed psychological interest in the topic in the 1980s, which increasingly presented "critical thinking" as incompatible with certain real-world ("unscientific") beliefs. Such a view more explicitly privileged the outcome over the process. It is argued that a more reflective approach, though it may be more difficult to measure, is essential if we wish to understand not only what critical thinking has been, but also what it is now. (PsycINFO Database Record (c) 2020 APA, all rights reserved).As individuals age, they experience increased difficulties producing speech, especially with infrequent words. Older adults report that word retrieval difficulties frequently occur and are highly frustrating. However, little is known about how age affects the neural basis of language production. Moreover, age-related increases in brain activation are often observed, yet there is disagreement about whether such increases represent a form of neural compensation or dedifferentiation. We used functional magnetic resonance imaging (fMRI) to determine if there are age-related differences in functional activation during picture naming and whether such differences are consistent with a compensatory, dedifferentiation, or hybrid account that factors in difficulty. Healthy younger and older adults performed a picture-naming task with stimuli that varied in lexical frequency-our proxy for difficulty. Both younger and older adults were sensitive to lexical frequency behaviorally and neurally. link3 However, younger adults performed more accurately overall and engaged both language (bilateral insula and temporal pole) and cognitive control (bilateral superior frontal gyri and left cingulate) regions to a greater extent than older adults when processing lower frequency items. In both groups, poorer performance was associated with increases in functional activation consistent with dedifferentiation. Moreover, there were age-related differences in the strength of these correlations, with better performing younger adults modulating the bilateral insula and temporal pole and better performing older adults modulating bilateral frontal pole and precuneus. Overall, these findings highlight the influence of task difficulty on fMRI activation in older adults and suggest that as task difficulty increases, older and younger adults rely on different neural resources. (PsycINFO Database Record (c) 2020 APA, all rights reserved).Following theoretical models on wishful thinking, we investigated (a) whether personal aging ideals are discordant from self-perceptions of aging, (b) how such aging discordances evolve across adulthood, (c) whether current aging discordances are related to anticipated future aging discordances, and (d) whether aging discordances are related to a lower psychological well-being. We captured subjective age discordance (SAD) as the discrepancy between current perceived age and ideal age, and we captured subjective life-expectancy discordance (SLED) as the discrepancy between perceived life expectancy and ideal life expectancy. For the analyses, we used cross-sectional data from 1,015 individuals (M = 40.0 years, SD = 17.9 years; 52.1% women) and 2-year longitudinal data from 258 individuals (M = 55.3 years, SD = 17.3 years; 70.5% women). Both aging discordances were clearly present across the adult life span; that is, ideal ages were lower than perceived ages, and ideal life expectancies were higher than perceived life expectancies. A stronger SLED was associated with a stronger SAD, both cross-sectionally and longitudinally. Both discordances were also associated with lower psychological well-being in the cross-sectional analyses. Over time, lower life satisfaction predicted increases in SAD, and SLED predicted increases in negative affect. The results indicate that SAD and SLED are both highly prevalent and potentially functional because they seem to be related to psychological well-being. The discussion focuses on SAD and SLED as constructs for future research, their antecedents, and potential consequences. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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