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J S Girgus

Publications and source records attributed to J S Girgus.

18 recordsLinked to original sources
PubMed1992

Predictors and consequences of childhood depressive symptoms: a 5-year longitudinal study.

A 5-year longitudinal study investigated the interrelationships among children's experiences of depressive symptoms, negative life events, explanatory style, and helplessness behaviors in social and achievement situations. The results revealed that early in childhood, negative events, but not explanatory style, predicted depressive symptoms; later in childhood, a pessimistic explanatory style emerged as a significant predictor of depressive symptoms, alone and in conjunction with negative events. When children suffered periods of depression, their explanatory styles not only deteriorated but remained pessimistic even after their depression subsided, presumably putting them at risk for future episodes of depression. Some children seem repeatedly prone to depressive symptoms over periods of at least 2 years. Depressed children consistently showed helpless behaviors in social and achievement settings.

Achievement↗
PubMed1986

Learned helplessness in children: a longitudinal study of depression, achievement, and explanatory style.

In this longitudinal study, the depressive symptoms, life events, and explanatory styles of 168 school children were measured five times during the course of 1 year. Measures of school achievement were obtained once during the year. Depressive symptoms and explanatory styles were found to be quite stable over the year. As predicted by the reformulated learned helplessness theory, explanatory style both correlated with concurrent levels of depression and school achievement and predicted later changes in depression during the year. Depression also predicted later explanatory styles. The implications of these results for intervention with children with depressive symptoms or school achievement problems are discussed.

Achievement↗
PubMed1985

Developmental changes in selective and integrative visual attention.

School-aged children and adults performed two speeded classification tasks designed to examine the relation between selective and integrative aspects of visual attention. Stimuli consisted of two parentheses (Experiment 1) or two arrows (Experiment 2) separated by 0.5 to 16 degrees visual angle. In a selective attention task, observers classified stimuli on the basis of one of the two elements. Younger children experienced more interference when the elements were closely spaced than older children and adults. In an integrative attention task, stimuli were classified on the basis of both of the elements. Here age differences were most pronounced when elements were separated by large visual angles. These findings suggest that the ability to contract and expand the size of the attentional "spotlight" improves with age in the school years.

Adolescent↗
PubMed1979

Visual-geometric illusions: unisex phenomena.

The possibility of sex differences in responses to visual-geometric illusions was investigated with the use of forty-five illusion variants and a sample of 221 observers. No difference in illusion magnitude as a function of sex was found. A second experiment measured illusion decrement and transfer of decrement to other illusion configurations. Again there were no significant differences between male and female observers.

Female↗
PubMed1977

The case for misapplied constancy scaling: depth associations elicited by illusion configurations.

It has been suggested that many visual-geometric illusions arise from inappropriate evocation of size-constancy by depth cues implicit in illusion configurations. Observers gave free association responses while viewing illusion figures. Analysis of these responses provides weak but consistent evidence for the elicitation of depth in the Sander parallelogram, Mueller-Lyer, Zoellner, and Ehrenfels variant of the Ponzo illusion. No evidence for depth is found in the normal form of the Ponzo, Poggendorff, and horizontal-vertical illusions, and the evidence is ambiguous in the Orbison configurations. These results indicate that depth processing may be evoked by some, but not all, classical illusion forms.

Cues↗