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61.
Analysis of the elements of attention: A neuropsychological approach 总被引:15,自引:0,他引:15
Allan F. Mirsky Bruno J. Anthony Connie C. Duncan Mary Beth Ahearn Sheppard G. Kellam 《Neuropsychology review》1991,2(2):109-145
A model for conceptualizing the components or elements of attention is presented. The model substitutes for the diffuse and global concept of attention a group of four processes and links them to a putative system of cerebral structures. Data in support of the model are presented; they are derived from neuropsychological test scores obtained from two samples, the first consisting of 203 adult neuropsychiatric patients and normal control subjects, and the second, an epidemiologically-based sample of 435 elementary school children. Principal components analyses of test scores from these two populations yielded similar results: a set of independent elements of attention that are assayed by different tests. This work presents a heuristic for clinical research in which the measurement of attention is essential. 相似文献
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In study 1, 52 male and 52 female undergraduates allocated rewards to pairs of children for their performances in team and competitive situations. Males allocated rewards more equitably, especially when allocating to boys in competition, while females allocated rewards more equally. Boys, but not girls, who did more work received more rewards than their partner; and children with greater work inputs under competitive conditions received more rewards than children in team conditions. In study 2, the sex-role orientation of 60 college students was found to be related to their reward allocations. Males and females with a masculine sex-role orientation allocated rewards equitably, while individuals with a feminine sex-role orientation allocated rewards equally. Results indicated that sex and situational differences in reward allocations are affected by sex-role orientation and differential socialization practices by adults.Portions of study 1 were presented at the Midwestern Psychological Association Meeting, Chicago, May 1978. 相似文献
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Two strategies used to test prerequisite relationships among intellectual skills were employed to examine the sequence of three types of subtraction tasks. A psychometric validation strategy yielded results similar to an instructional validation strategy. This finding provides support for the use of the more efficient psychometric approach for validating large numbers of learning hierarchies in relatively short periods of time. 相似文献
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Fazio, Zanna, and Cooper (Dissonance and self-perception: An integrative view on each theory's proper domain of application. Journal of Experimental Social Psychology, 1977, 13, 464–479) specified mutually exclusive domains of application for dissonance and self-perception theory and used a misattribution-of-arousal procedure to distinguish between dissonance reduction and self-perception processes. Because their proposed limitations of the domains of the two theories and their use of the misattribution procedure are not directly derivable from earlier statements of either theory, it may be best to regard their analysis as a new theory, rather than as a conciliation of the parent theories. New analyses based on the Fazio et al. results indicate that their data provide an insufficient basis for preferring their theory to earlier versions of dissonance and self-perception theories. Dissonance and self-perception: An integrative view of each theory's proper domain of application. Journal of Experimental Social Psychology, 1977, 13, 464–479. 相似文献
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Michael W. Trace Anthony J. Cuvo Judith L. Criswell 《Journal of applied behavior analysis》1977,10(1):85-92
A program was designed to teach coin equivalence to mentally retarded adolescents. Coin equivalence was defined as choosing several different combinations of coins to equal specified target values. A pretest-posttest matched-groups design was employed with an experimental group receiving the monetary training, and a no-training control group. A multiple baseline across coin-counting responses was also incorporated in the experimental group. Training was divided into six stages, each teaching one specific method of combining coins to equal 10 target values from 5¢ through 50¢. A three-component response chain was used, requiring (a) naming, (b) selecting and counting, and (c) depositing target monetary values into a coin machine. Experimental subjects improved significantly in coin equivalence performance and maintained their skill on follow up tests; control subjects did not. 相似文献