The IMPACT collaborative care model appears to be feasible and significantly more effective than usual care for depression in a wide range of primary care practices.
On the basis of an interdependence analysis, it is proposed that commitment to a close relationship is associated with cognitive interdependence-a mental state characterized by a pluralistic, collective representation of the self-in-relationship. A cross-sectional survey study and a 2-wave longitudinal study revealed that strong commitment to a romantic relationship is associated with greater spontaneous plural pronoun usage, greater perceived unity of self and partner, and greater reported relationship centrality. Commitment and cognitive interdependence operate in a cycle of mutual influence, such that earlier commitment predicts change over time in cognitive interdependence, and earlier cognitive interdependence predicts change over time in commitment. Links between commitment and cognitive interdependence were weak or nonsignificant for relationships among best friends, suggesting that this phenomenon may be unique to romantic relationships.
Applied will publish original empirical investigations in experimental psychology that bridge practically oriented problems and psychological theory. The journal also will publish research aimed at developing and testing of models of cognitive processing or behavior in applied situations, including laboratory and field settings. Review articles will be considered for publication if they contribute significantly to important topics within applied experimental psychology.Areas of interest include applications of perception, attention, decision making, reasoning, information processing, learning, and performance. Settings may be industrial (such as human-computer interface design), academic (such as intelligent computer-aided instruction), or consumer oriented (such as applications of text comprehension theory to the development or evaluation of product instructions).
The hospital-at-home care model is feasible, safe, and efficacious for certain older patients with selected acute medical illnesses who require acute hospital-level care.
This paper reports on data from a longitudinal study in which normative life tasks and individuals' personal versions of those tasks are investigated in the context of students making the transition from home and high school to college life. Analyses focus both on common patterns of life-task appraisal in interpersonal and achievement domains and on differences in the self-concepts and cognitive strategies that individual students bring to bear as they confront these normative pressures (Cantor & Kihlstrom, 1987). In particular, we investigate the impact of students' actual-ideal self-discrepancies (Higgins, Klein, & Strauman, 1985) on subjective stress and satisfaction in achievement and interpersonal life-task domains and suggest that self-concept discrepancy negatively affects adjustment in the achievement domain and positively affects social outcomes. Next, we show that students are able to confront their anxieties in the stressful achievement domain, but that they often do so in very different ways. Specifically, students using a defensive-pessimism strategy motivated themselves by confronting their anxieties in advance of stressful tasks, whereas those using an optimistic strategy assumed the best until proved otherwise-protecting self-esteem after the fact in the event of disappointment (Norem & Cantor, 1986a, 1986b. This analysis, thus, begins at the level of normative "readings" of life tasks in a shared transition period and gradually moves toward consideration of how individuals navigate those tasks in personally meaningful ways.
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