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201.
Advance preparation reduces RT task-switching cost, which is thought to be evidence of preparatory control in the cuing task-switching paradigm. In the present study, we emphasize errors in relation to response speed. In two experiments, we show that (1) task switching increased the rate at which the currently irrelevant task was erroneously executed ("task errors") and (2) advance task preparation reduced the task error rate to that seen in nonswitch trials. The implications of the results to the hypothesis concerning task-specific preparation are discussed. 相似文献
202.
203.
Auditory trace fear conditioning is a hippocampus-dependent learning task that requires animals to associate an auditory conditioned stimulus (CS) and a fear-producing shock-unconditioned stimulus (US) that are separated by an empty 20-s trace interval. Previous studies have shown that aging impairs learning performance on hippocampus-dependent tasks. This study measured heart rate (HR) and freezing fear responses to determine if aging impairs hippocampus-dependent auditory trace fear conditioning in freely moving rats. Aging and Young rats received one long-trace fear conditioning session (10 trials). Each trial consisted of a tone-CS (5 s) and a shock-US separated by an empty 20-s trace interval. The next day rats received CS-alone retention trials. Young rats showed significantly larger HR and freezing responses on the initial CS-alone retention trials compared to the Aging rats. A control group of aging rats received fear conditioning trials with a short 1-s trace interval separating the CS and US. The Aging Short-Trace Group showed HR and freezing responses on the initial CS alone retention trials that were similar to the Young Long-Trace Group, but greater than the Aging Long-Trace Group. A second aging control group received unpaired CSs and USs, and showed no HR or freezing responses on CS-alone retention trials. These data show that HR and freezing are effective measures for detecting aging-related deficits in trace fear conditioning. 相似文献
204.
Studies have shown that task sets could be configured endogenously (i.e., on the basis of memory) according to an explicit
sequence or exogenously according to a task cue. In two experiments, we examined whether an implicitly learned sequence could
facilitate task set configuration without participants’ intention. These experiments led to opposite conclusions regarding
this question, but their methodology made it impossible to distinguish between the interpretations. We altered the task-switching
paradigm by embedding a hidden task sequence, while randomizing all other aspects, including perceptual (i.e., task cues)
and motor elements. We found that a sequence of tasks, proper, was learned implicitly and that the memory of that sequence
endogenously facilitated task decision processes without the participants’ explicit knowledge. 相似文献
205.
Measures of icon designs rely heavily on surveys of the perceptions of population samples. Thus, measuring the extent to which
changes in the structure of an icon will alter its perceived complexity can be costly and slow. An automated system capable
of producing reliable estimates of perceived complexity could reduce development costs and time. Measures of icon complexity
developed by Garcia, Badre, and Stasko (1994) and McDougall, Curry, and de Bruijn (1999) were correlated with six icon properties
measured using Matlab (MathWorks, 2001) software, which uses image-processing techniques to measure icon properties. The six
icon properties measured were icon foreground, the number of objects in an icon, the number of holes in those objects, and
two calculations of icon edges and homogeneity in icon structure. The strongest correlates with human judgments of perceived
icon complexity (McDougall et al., 1999) were structural variability (r
s = .65) and edge information (r
s = .64). 相似文献
206.
207.
Alex Howard 《British Journal of Guidance & Counselling》1998,26(2):303-309
Counselling has taken on the trappings of a profession, via registration, accreditation, supervision and codes of ethics, but how far has it achieved the reality? What about content, outcomes, quality? Are we achieving more than amateurs? Is there a ‘high’ road and a low’ road to professionalisation? Which one shall we travel? 相似文献
208.
The school placement of 122 aggressive, 150 withdrawn, 182 aggressive-withdrawn, and 299 control children was determined 3 years following their original selection. Children identified by peers as aggressive-withdrawn or aggressive were more likely to have failed a grade or to be in a special class than were withdrawn children or controls. Older aggressive-withdrawn subjects and controls, but not aggressive subjects or withdrawn subjects, had higher rates of school failure and special class placement. Fewer boys than girls were in a regular class at the expected grade level. The results underline the importance of childhood aggression as a predictor of later academic adjustment. Implications of these findings for the interpretation of measures of behavioral stability are discussed.The research reported here was supported by Quebec Ministry of Social Affairs Grant RS 281 to Jane Ledingham and Alex Schwartzman. The authors would like to thank the Commission des Ecoles Catholiques de Montréal for their continuing cooperation in this project, and Debbie Moskowitz and Alastair Younger for their constructive comments on an earlier draft. 相似文献
209.
210.
The training and maintenance of imitative responding has become an important therapeutic process with language-handicapped children, as indicated by Garcia and DeHaven (American Journal of Mental Deficiency, 1974, 79 , 169–178). Typically a training “package” is used, that might entail the use of operant shaping, fading, reinforcement, and punishment techniques designed to increase correct imitation and decrease incorrect responding. Only recently have studies begun to concentrate on the components of these training “packages”. Steinman (Journal of Applied Behavior Analysis, 1970, 3 , 159–167) highlighted the roles played by less conspicuous but functionally important components of these packages. The present study attempted to provide a systematic extension of this work within an applied context. Using subjects who were responding at high levels during an imitation-maintenance procedure, experimenter facial orientation (experimenter's eyes and head oriented towards the subject's face and head), was systematically manipulated for experimentally determined “types” of imitative behavior. Differential responding within these parameters provided an evaluation of facial orientation as a functional component within this training package. Three retarded children participated in the study. Two types of topographically different imitative responses were defined for experimental purposes (“standing” and “sitting”). Each subject progressed through four conditions of the study, which called for the reinforcement of all imitative responses. But during preselected conditions, experimenter facial orientation was removed from the therapeutic package for one of the two topographical types of imitation. Results indicated that imitation of the two topographical types of models was dependent on the presence of experimenter facial orientation within the experimental procedure. 相似文献