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51.
52.
Balleine BW Espinet A González F 《Journal of experimental psychology. Animal behavior processes》2005,31(3):341-350
Forward and backward blocking of taste preference learning was compared in rats. In the forward condition, thirsty rats were exposed to a flavor (A) in sucrose solution (+) or in water (-), after which they were exposed to A in compound with another flavor (B) in sucrose solution (i.e., AB+). In the backward condition, these phases were reversed. Consumption of B alone was assessed when rats were food deprived. In the forward condition, rats given A+ consumed less B than rats given A-, providing evidence of forward blocking, whereas in the backward condition, rats given A+ drank more of B than those given A-. Subsequent experiments found that alternating but not blocked preexposure to A and B, when given prior to training, produced blocking of B whether A+ was given before or after AB+, suggesting that prior failures to observe backward blocking reflect failures of discrimination. 相似文献
53.
Ardila A 《Neuropsychology review》2005,15(4):185-195
It is proposed that culture (values, beliefs, styles of behavior) can affect neuropsychological testing.Cognitive testing
represents a social situation that-as any social situation, it is one governed by implicit cultural rules. At least eight
different culture-dependent values underlie cognitive testing: (1)One-to-one relationship, (2) Background authority, (3) Best
performance, (4)Isolated environment (5) Special type of communication, (6) Speed, (7) Internal or subjective issues, and
(8) The use of specific testing elements and strategies. In addition, it is proposed that“the distance” (e.g., gender, age,
ethnicity) between the examiner and the examinee may potentiallyimpact the testing situation. A special analysis regarding
the function of instruction in cognitive tests is also presented emphasizing that test instruction interpretation is also
culture-dependent. Some potential avenues of research are finally proposed. 相似文献
54.
Ami?RokachEmail author Tricia?Orzeck Felix?Neto 《Current psychology (New Brunswick, N.J.)》2004,23(2):124-137
The present study is an examination of the influence of cultural background on the ways in which the aged cope with loneliness.
Thirty-six participants from Canada and 105 from Portugal (60-83 years old) answered an 86-item questionnaire which examined
thebeneficial strategies which they used to cope with loneliness. The strategies which were examined included Acceptance and Reflection,
Self-Development and Understanding, Social Support Network, Distancing and Denial, Religion and Faith, and Increased Activity.
Results indicated that the elderly of the two cultures differ on three subscales. Gender differences between and within cultures
were also examined. 相似文献
55.
The impact of culture and education on non-verbal neuropsychological measurements: a critical review
Clinical neuropsychology has frequently considered visuospatial and non-verbal tests to be culturally and educationally fair or at least fairer than verbal tests. This paper reviews the cross-cultural differences in performance on visuoperceptual and visuoconstructional ability tasks and analyzes the impact of education and culture on non-verbal neuropsychological measurements. This paper compares: (1) non-verbal test performance among groups with different educational levels, and the same cultural background (inter-education intra-culture comparison); (2) the test performance among groups with the same educational level and different cultural backgrounds (intra-education inter-culture comparisons). Several studies have demonstrated a strong association between educational level and performance on common non-verbal neuropsychological tests. When neuropsychological test performance in different cultural groups is compared, significant differences are evident. Performance on non-verbal tests such as copying figures, drawing maps or listening to tones can be significantly influenced by the individual's culture. Arguments against the use of some current neuropsychological non-verbal instruments, procedures, and norms in the assessment of diverse educational and cultural groups are discussed and possible solutions to this problem are presented. 相似文献
56.
Prevalence of Attention-Deficit/Hyperactivity Disorder Symptoms in 4- to 17-Year-Old Children in the General Population 总被引:7,自引:0,他引:7
Pineda D Ardila A Rosselli M Arias BE Henao GC Gomez LF Mejia SE Miranda ML 《Journal of abnormal child psychology》1999,27(6):455-462
The purposes of this study were (a) to estimate the prevalence of Attention-Deficit/Hyperactivity Disorder (AD/HD) symptoms in the general preschool and school population; and (b) to analyze the influence of gender, age, and socioeconomic status (SES) variables on AD/HD symptoms. Out of the 80,000 preschool and schoolchildren living in Manizales, Colombia, a random sample of 540 children was selected. Two gender, three age (4- to 5-year olds, 6- to 11 -year olds, and 12- to 17-year olds), and three SES (low, middle, and high) groups were used. The 18 DSM-IV symptoms corresponding to AD/HD Criterion A were assessed on a scale of 0 (never) to 3 (almost always). All three demographic variables established statistically significant differences: AD/HD symptoms were more frequent in 6-to 11-year-old, low-SES, male participants. DSM-IV Criterion A for AD/HD was fulfilled by 19.8% of the boys and 12.3% of the girls. However, this difference was marginally significant only in the AD/HD Subtype I: Combined. It was concluded that demographic variables are significant correlates of the AD/HD diagnosis. The prevalence found in this study was higher than usually reported, even though only the symptomatic DSM-IV AD/HD criterion was analyzed. We failed to confirm the assumed AD/HD gender ratio. 相似文献
57.
Ardila A 《Neuropsychology review》2002,12(3):127-130
Two training models in neuropsychology have been recently proposed (Guidelines of the INS-Division 40 Task Force on Education, Accreditation, and Credentialing, Clin. Neuropsychol.
1: 29–34, 1987; Hannay, H. J. et al., Arch. Clin. Neuropsychol.
13: 157–250, 1998). When comparing both educational models, similarities but also differences are found. According to the Houston Conference model—but not to the former model—neuropsychology represents a specialty of psychology. In the Houston Conference training model, applied knowledge is overtly emphasized, whereas fundamental or basic knowledge in neuropsychology appears weak. The proposed program does not seem to provide sufficient emphasis and background knowledge in (1) History of neuropsychology, (2) Neuropsychological syndromes, and (3) Neuropsychology theory. 相似文献
58.
We examined the factor structure and internal consistency reliability of the Spanish version of the Vividness of Visual Imagery Questionnaire which was applied to a sample of 850 secondary school students. Factor structure investigated by principal components analysis, followed by varimax orthogonal rotation, indicated that a single factor explained 37% of the variance. The internal consistency of the questionnaire was good (Cronbach alpha=.88). We conclude that the Spanish version of the questionnaire, like the English version, has a single factor and high internal consistency reliability. 相似文献
59.
Acalculia and Dyscalculia 总被引:5,自引:0,他引:5
Even though it is generally recognized that calculation ability represents a most important type of cognition, there is a significant paucity in the study of acalculia. In this paper the historical evolution of calculation abilities in humankind and the appearance of numerical concepts in child development are reviewed. Developmental calculation disturbances (developmental dyscalculia) are analyzed. It is proposed that calculation ability represents a multifactor skill, including verbal, spatial, memory, body knowledge, and executive function abilities. A general distinction between primary and secondary acalculias is presented, and different types of acquired calculation disturbances are analyzed. The association between acalculia and aphasia, apraxia and dementia is further considered, and special mention to the so-called Gerstmann syndrome is made. A model for the neuropsychological assessment of numerical abilities is proposed, and some general guidelines for the rehabilitation of calculation disturbances are presented. 相似文献
60.
Muñoz Adánez A 《The Spanish journal of psychology》2005,8(2):215-220
The purpose of this work is to test the chief principle of brainstorming, formulated as "quantity generates quality." The study is included within a broad program whose goal is to detect the strong and weak points of creative techniques. In a sample of 69 groups, containing between 3 and 8 members, the concurrence of two commonly accepted criteria was established as a quality rule: originality and utility or value. The results fully support the quantity-quality relation (r = .893): the more ideas produced to solve a problem, the better quality of the ideas. The importance of this finding, which supports Osborn's theory, is discussed, and the use of brainstorming is recommended to solve the many open problems faced by our society. 相似文献