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231.
The purpose of this quasi-experimental study was to investigate what appears to be a grounding assumption in some adult developmental and educational research: persons of differing epistemologies who are grouped together will understand one another less well than persons who are grouped homogeneously. A robust effect is discussed within the context of adult development theory, research on collaborative learning groups, and Bruffee's social constructionist challenge (K. A. Bruffee, 1993) to Perry and to cognitive development theory. Collateral research questions relating to covariates of developmental position (according to the Perry scheme) are entertained; confirmatory qualitative data are presented. 相似文献
232.
Clark L Dombrovski AY Siegle GJ Butters MA Shollenberger CL Sahakian BJ Szanto K 《Psychology and aging》2011,26(2):321-330
Suicidal behavior is a potentially lethal complication of late-life depression. In younger adults, suicide has been linked to abnormal decision-making ability. Given that there are substantial age-related decreases in decision-making ability, and that older adults experience environmental stressors that require effective decision-making, we reasoned that impaired decision-making may be particularly relevant to suicidal behavior in the elderly. We thus compared performance on a probabilistic decision-making task that does not involve working memory ("Cambridge Gamble Task") in four groups of older adults: (1) individuals with major depression and a history of suicide attempt (n = 25), (2) individuals with major depression with active suicidal ideation but no suicide attempt (n = 13), (3) individuals with major depression without suicidality (n = 35), and (4) nondepressed control subjects (n = 22). There was a significant effect of group on quality of decision-making, whereby the suicide attempters exhibited poorer ability to choose the likely outcome, compared with the nonsuicidal depressed and nondepressed comparison subjects. There were no group differences in betting behavior. The suicide attempters differed in several aspects of social problem-solving on a self-report scale. Quality of decision-making was negatively correlated with the score on the impulsive/careless problem-solving subscale. These data suggest that older suicide attempters have a deficit in risk-sensitive decision-making, extending observations in younger adults. More specifically, older suicide attempters seem to neglect outcome probability and make poor choices. These impairments may precipitate and perpetuate suicidal crisis in depressed elders. Identification of decision-making impairment in suicidal elders may help with designing effective interventions. 相似文献
233.
Matzel LD Light KR Wass C Colas-Zelin D Denman-Brice A Waddel AC Kolata S 《Learning & memory (Cold Spring Harbor, N.Y.)》2011,18(5):345-356
Learning, attentional, and perseverative deficits are characteristic of cognitive aging. In this study, genetically diverse CD-1 mice underwent longitudinal training in a task asserted to tax working memory capacity and its dependence on selective attention. Beginning at 3 mo of age, animals were trained for 12 d to perform in a dual radial-arm maze task that required the mice to remember and operate on two sets of overlapping guidance (spatial) cues. As previously reported, this training resulted in an immediate (at 4 mo of age) improvement in the animals' aggregate performance across a battery of five learning tasks. Subsequently, these animals received an additional 3 d of working memory training at 3-wk intervals for 15 mo (totaling 66 training sessions), and at 18 mo of age were assessed on a selective attention task, a second set of learning tasks, and variations of those tasks that required the animals to modify the previously learned response. Both attentional and learning abilities (on passive avoidance, active avoidance, and reinforced alternation tasks) were impaired in aged animals that had not received working memory training. Likewise, these aged animals exhibited consistent deficits when required to modify a previously instantiated learned response (in reinforced alternation, active avoidance, and spatial water maze). In contrast, these attentional, learning, and perseverative deficits were attenuated in aged animals that had undergone lifelong working memory exercise. These results suggest that general impairments of learning, attention, and cognitive flexibility may be mitigated by a cognitive exercise regimen that requires chronic attentional engagement. 相似文献
234.
235.
Tool use is of great interest for cognitive research, largely because it can be particularly revealing about the underlying
information processing mechanisms. Tool use that is inflexible or requires extensive experience to change, and that is only
addressed towards specific targets such as food, is not likely to reflect unusual or particularly complex cognition. On the
contrary, if tools are employed flexibly and for a variety of innovative purposes, then conventional combinations of inherited
predispositions and associative learning are challenged and interesting questions emerge. Since New Caledonian crows (Corvus moneduloides) are especially adept at using and making tools for food extraction, we decided to examine their ability to generalise this
to other contexts. We recorded how five pairs of New Caledonian crows interacted with novel objects that were not associated
with food. We observed eight occasions in which the first contact with the novel object was mediated by a tool, suggesting
that the function of the tool was for exploration. This is the first report of non-foraging tool use in New Caledonian crows,
and it implies that the cognitive operations controlling tool-oriented behaviour in this species are more general than previously
thought. 相似文献
236.
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238.
Simon P.Liversedge Katie L.Meadmore David Corck-Adelman Shui-I Shih Alexander Pollatsek 《心理与行为研究》2011,9(1):8-15
In this paper we briefly describe preliminary data from two experiments that we have carried out to investigate the relationship between visual encoding and memory for objects and their locations within scenes. In these experiments, we recorded participants′ eye movements as they viewed a photograph of a cubicle with 12 objects positioned pseudo-randomly on a desk and shelves. After viewing the photograph, participants were taken to the actual cubicle where they undertook two memory tests. Participants were asked to identify the 12 target objects(from the photograph)presented amongst 12 distractors. They were then required to place each of the objects in the location that they occupied in the photograph. These tests assessed participants′ memory for identity of the objects and their locations. In Experiment 1, we assessed the influence of the encoding period and the test delay on object identity and location memory. In Experiment 2 we manipulated scanning behaviour during encoding by "boxing"some of the objects in the photo. We showed that using boxes to change eye movement behaviour during encoding directly affected the nature of memory for the scene. The results of these studies indicate a fundamental relationship between visual encoding and memory for objects and their locations. We explain our findings in terms of the Visual Memory Model(Hollingworth & Henderson, 2002). 相似文献
239.
Contrary to the implication of the term "lightness constancy", asymmetric lightness matching has never been found to be perfect unless the scene is highly articulated (i.e., contains a number of different reflectances). Also, lightness constancy has been found to vary for different observers, and an effect of instruction (lightness vs. brightness) has been reported. The elusiveness of lightness constancy presents a great challenge to visual science; we revisit these issues in the following experiment, which involved 44 observers in total. The stimuli consisted of a large sheet of black paper with a rectangular spotlight projected onto the lower half and 40 squares of various shades of grey printed on the upper half. The luminance ratio at the edge of the spotlight was 25, while that of the squares varied from 2 to 16. Three different instructions were given to observers: They were asked to find a square in the upper half that (i) looked as if it was made of the same paper as that on which the spotlight fell (lightness match), (ii) had the same luminance contrast as the spotlight edge (contrast match), or (iii) had the same brightness as the spotlight (brightness match). Observers made 10 matches of each of the three types. Great interindividual variability was found for all three types of matches. In particular, the individual Brunswik ratios were found to vary over a broad range (from .47 to .85). That is, lightness matches were found to be far from veridical. Contrast matches were also found to be inaccurate, being on average, underestimated by a factor of 3.4. Articulation was found to essentially affect not only lightness, but contrast and brightness matches as well. No difference was found between the lightness and luminance contrast matches. While the brightness matches significantly differed from the other matches, the difference was small. Furthermore, the brightness matches were found to be subject to the same interindividual variability and the same effect of articulation. This leads to the conclusion that inexperienced observers are unable to estimate both the brightness and the luminance contrast of the light reflected from real objects lit by real lights. None of our observers perceived illumination edges purely as illumination edges: A partial Gelb effect ("partial illumination discounting") always took place. The lightness inconstancy in our experiment resulted from this partial illumination discounting. We propose an account of our results based on the two-dimensionality of achromatic colour. We argue that large interindividual variations and the effect of articulation are caused by the large ambiguity of luminance ratios in the stimulus displays used in laboratory conditions. 相似文献
240.