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991.
A M Bentley 《The Journal of genetic psychology》1987,148(4):443-452
The development of conservation skills in tasks dealing with temporal and nontemporal concepts was investigated. Contrary to findings of previous researchers, time conservation tasks presented few difficulties for children from a non-technological culture. Consistent with the results of previous research, however, time conservation tasks did appear to be more difficult than related tasks employing similar materials. 相似文献
992.
A S Westman 《The Journal of genetic psychology》1987,148(3):259-270
To investigate the role of perception and stress on time concepts, the real-time and apparent durations of common events varying in length from 30 s to 4 years were rated by kindergarten through 12th-grade pupils, college students, professors, and stress-impaired adults (N = 1,788). The events were pleasant, neutral or unpleasant; either directly perceptible and of specific duration or perceptually vague; and happened either to oneself or to someone else. Second graders differentiated apparent from real-time durations and, therefore, already had an abstract concept of time. As predicted from differentiation theory (Gibson, E. J., 1969; Gibson, J. J., 1966, 1983), longer durations were acquired later than shorter ones; perceptually-vague durations were acquired later than clearly perceptible ones of similar length; and, as Neisser (1976) also suggested, stress did not lead to regression, nor did the personal-impersonal dimension make a difference during childhood. 相似文献
993.
994.
ABSTRACT A simple parable is introduced that serves as an analogy to the private/public self-focus distinction The analogy elucidates that the reliability of the effects observed by the private/public research direction is not the focus of the Wicklund and Gollwitzer critique Rather, the critique questions the validity of the explanations offered More importantly, the analogy implies the conclusion that construing social dependency as an issue of self-focus does injustice to both the social dependency and self-focus concepts 相似文献
995.
Modulation of the responses to perturbation applied during different phases of three rhythmic movements in humans-running, cycling, and hopping-was studied. The perturbation was an electrical stimulus. The results showed gating and modulation of the responses in both ipsi- and contralateral limb muscles. The responses during running and cycling were only excitatory in nature, while during hopping an inhibitory response was observed. These responses were not correlated with the normal activity during the movement. The latency of the response in general was not altered for different stimulation phases. The alterations in the step cycle demonstrated overt behavioral changes due to the responses. There were differences between the responses observed during these movements and walking. In running, the major adaptation to perturbations appears to be in the contralateral side as seen in the changes in the step cycle. During cycling (except for one phase) and hopping, the same set of muscles was activated in response to perturbation. This represents a simplifying strategy in response organization. The dependency of the response on the task characteristics, postural stability requirement, and external constraints imposed on the subject is discussed. These studies provide insights into task-dependent strategies adopted by the nervous system to meet unexpected perturbation during rhythmic movements in humans. 相似文献
996.
Social-information-processing factors in reactive and proactive aggression in children's peer groups 总被引:45,自引:0,他引:45
We examined social-information-processing mechanisms (e.g., hostile attributional biases and intention-cue detection deficits) in chronic reactive and proactive aggressive behavior in children's peer groups. In Study 1, a teacher-rating instrument was developed to assess these behaviors in elementary school children (N = 259). Reactive and proactive scales were found to be internally consistent, and factor analyses partially supported convergent and discriminant validities. In Study 2, behavioral correlates of these forms of aggression were examined through assessments by peers (N = 339). Both types of aggression related to social rejection, but only proactively aggressive boys were also viewed as leaders and as having a sense of humor. In Study 3, we hypothesized that reactive aggression (but not proactive aggression) would occur as a function of hostile attributional biases and intention-cue detection deficits. Four groups of socially rejected boys (reactive aggressive, proactive aggressive, reactive-proactive aggressive, and nonaggressive) and a group of average boys were presented with a series of hypothetical videorecorded vignettes depicting provocations by peers and were asked to interpret the intentions of the provocateur (N = 117). Only the two reactive-aggressive groups displayed biases and deficits in interpretations. In Study 4, attributional biases and deficits were found to be positively correlated with the rate of reactive aggression (but not proactive aggression) displayed in free play with peers (N = 127). These studies supported the hypothesis that attributional biases and deficits are related to reactive aggression but not to proactive aggression. 相似文献
997.
Normal subjects had to name German compound nouns which were presented tachistoscopically. The compound nouns were displayed either unilaterally to the left or right visual field or bilaterally with one element to each visual field. In the bilateral condition a distinction was made as to whether familiar or unfamiliar arrangement of the elements was used. Representation in print was compared with pictorial representation of the compound nouns. A right visual-field superiority was observed with printed representation, but no laterality effects with pictorial representation. Bilateral processing was superior to unilateral processing. Within the bilateral conditions, the familiar arrangement of the elements yielded a significantly better performance than unfamiliar arrangement. This difference can be explained by reading habits and/or by different styles of interhemispheric integration. 相似文献
998.
Differential visual field-interhemispheric transfer: can it explain sex and handedness differences in lateralization? 总被引:1,自引:0,他引:1
104 men and women were tested for visual field-hemispheric transfer of spatial information on a dot-localization task. Right-handed subjects showed significant improvement when stimuli were presented to the left visual field of the right hemisphere (LVF-RH) after practice on the same task presented to the right visual field of the left hemisphere (RVF-LH) first. No improvement was found when the task was presented in the reverse order (LVF-RH first followed by RVF-LH). It was concluded that, for right-handers, transfer of spatial information to the right hemisphere is facilitated while transfer to the left hemisphere is inhibited. Left-handed subjects demonstrated no significant improvement in either condition, suggesting inhibition or lack of transfer of spatial information in either direction. No sex differences were found in either right-handed or left-handed subjects. The findings suggest that there may be different mechanisms underlying the similarities in functional lateralization of women and left-handers. 相似文献
999.
Wayne A. Davis 《Philosophical Studies》1987,51(3):287-310
Conclusion I shall conclude with a methodological moral. I have tried to show that there are several fundamentally different kinds of fear. One is a pure propositional attitude, one is partially a bodily state, and one is a relation between a person and a nonpropositional object. Other emotions come in similar varieties, such as hope and happiness, but with significant differences. The state of happiness, for example, does not entail any particular bodily state or feeling. So one lesson is this: it is hard to generalize about the emotions. Further detailed, analytical studies of particular emotions are needed before a general theory of the emotions can be fruitfully attempted. 相似文献
1000.
Self-assessment research has concentrated on validity and psychometric issues in selection and appraisal contexts. Little is known about factors that affect self-assessment of training needs. The present study examines the influence of managerial position (level, function) and managerial attitudes toward training utility on self-reported training needs. A training-needs survey consisting of items related to basic managerial, interpersonal, administrative, and quality control skills was completed by 506 lower and middle level managers across four functional areas. Correlational and regression analyses indicated that managerial level and function had some effect on reported administrative training needs, while function and attitudes towards training utility had some impact on self-reported training needs for quality control. Level, function, and attitude were not related to reported basic managerial and interpersonal training needs. The implications and limitations of the results are discussed, and future research directions are presented. 相似文献