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The ability of rats to reevaluate previously presented information in light of subsequently provided information was evaluated using a CER (conditioned emotional response) procedure. In Experiment 1, rats suppressed responding to a compound light + tone stimulus that was repeatedly paired with shock. Groups of rats were then presented with only one element of the compound (the tone), either presented alone or paired with shock, for 15 days. During this 15-day period, two control groups received trials with the shock alone or neither stimulus nor shock. All of the rats were then tested with the other element of the compound (the light). Rats that had received the tone paired with shock during the intervening training continued to suppress to the light, whereas rats that had received the tone alone showed rapid extinction of the CER to light. The control groups showed that this effect was not due to the number of shock presentations received. A subsequent experiment also demonstrated that these results were not due to nonspecific stimulus effects. Apparently, a subsequent change in the associative strength of one element results in a similar change to the other element of a previously established compound stimulus. 相似文献
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Previous research has demonstrated that self-involvement enhances the memorability of information (i.e., self>other) encountered in the past. The emergence of this effect, however, is dependent on guided evaluative processing and the explicit association of items with self. It remains to be seen, therefore, whether self-memory effects would emerge in task contexts characterized by incidental-encoding and minimal self-involvement. Integrating insights from work on source monitoring and action recognition, we hypothesized that the effects of self-involvement on memory function may be moderated by the extent to which encoding experiences entail volitional (i.e., choice-based) processing. The results of three experiments supported this prediction. Despite the adoption of an incidental task context and stimulus materials that were inconsequential to participants, the act of selection enhanced the memorability and accessibility of information. The implications of these findings for contemporary treatments of self are considered. 相似文献
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W H Gantt 《Journal of the experimental analysis of behavior》1973,20(1):131-136
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Laurie Cohen 《Journal of Vocational Behavior》2006,69(2):189-201
Stories can be a valuable tool for the career researcher. Questions arise, though, about how best to approach stories analytically such that their insights can be fully realised. In this paper I apply cultural theorist Raymond Williams’ analysis of cultural processes as dominant, residual and emergent (1977) to the narratives generated in a recent study into the careers of research scientists. I examine how these overlapping meaning systems are elucidated in individuals’ career narratives and consider implications for developing understanding. 相似文献
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Jürgen Streeck 《Human Studies》1996,19(4):365-384
J.L. Austin has demonstrated that people can do things—bring about social facts — with words. Here we describe how some people do things with things. This is a study of the symbolic use and situated history of material objects during a business negotiation between two German entrepreneurs: of the practical transformation of things-at-hand from objects of use into exemplars, or into forms-at-hand that can be used for the construction of transitory symbolic artifacts. Arranging boxes in a particular fashion can be the equivalent of an illocutionary act, but unlike words things remain on the scene as indexical monuments to prior interactional arrangements.
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Marie Skodak Crissey 《Journal of School Psychology》1983,21(3):163-177
This article is an account of the variety of early vocational experiences which contributed to a career in school psychology. It provides a practitioner's view of activities and responsibilities and their implications for training and the future. 相似文献
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R Heberle 《Journal of the history of the behavioral sciences》1977,13(2):131-140
The author tells of his drift from law and economics into sociology at a time when this field was not yet institutionalized in his native Germany. He describes his research experiences in European countries and in America. He shows how working on a variety of seemingly disconnected subjects contributed to his education as a sociologist. He also discusses his experiences as teacher and author during the first years of the Hitler regime. 相似文献
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