Psychonomic Bulletin & Review - Two eye-movement experiments are reported in which a boundary paradigm was used to manipulate the presence versus absence of boundaries for high-frequency and... 相似文献
Psychometrika - In best linear prediction (BLP), a true test score is predicted by observed item scores and by ancillary test data. If the use of BLP rather than a more direct estimate of a true... 相似文献
In list method directed forgetting, instructing people to forget a studied word list usually results in better recall for
a newly studied list. Sahakyan and Delaney (2003) have suggested that these benefits are due to a change in encoding strategy
that occurs between the study of the first list and the study of the second list. To investigate what might mediate such strategy
change decisions, in two experiments we induced bothforget and remember participants to evaluate their memory performance on the two lists. In Experiment 1, they were asked to explicitly recall
the items from the first list before studying the second list. In Experiment 2, after the study of the first list, the participants
provided a rapid aggregate judgment of learning. Evaluation eliminated the differences between the forget and remember groups
for the second list in both experiments, because the remember group achieved recall levels comparable to those for the forget
group. The role of performance evaluation in mediating directed forgetting benefits is discussed. 相似文献
DAngiulli et al (1998 Scandinavian Journal of Psychology 39 187-190) found blind and sighted (blindfolded) children identified common objects in raised-outline drawings explored haptically, and corrected themselves without feedback. The self-correction suggests that participants can assess the extent to which the referents they suggest as possible identifications fit the haptic pictures. Indeed, when we asked subjects to identify haptic pictures, and to judge how well the referents they mentioned fitted the pictures, their fit judgments predicted the accuracy of their suggestions. Also, when one group of subjects offered the suggestions and another group assessed the fit of the suggestions to the pictures, the fit judgments predicted the accuracy of the suggestions. Further, good fit predicted successful recognition memory. In addition, both high and low fit judgments were made confidently, so the range of confidence judgments was smaller than the range of fit judgments. Finally, visual judgments of fit by one group predicted the level of success of the suggestions from another (haptic) group. In sum, subjects assess their suggested identifications appropriately, most likely on the basis of object shape criteria, outlined surface edges, and use of a vantage point. 相似文献
The present study investigated the contribution of men's facial hair to impression formation. Participants evaluated photographs of one of four versions of a man--clean shaven, mustached, goateed, or bearded--on a 7-point scale. In Study 1, participants were 106 Brazilian undergraduates (68 men and 38 women). Beardedness was associated with older age, greater responsibility, and leftist political ideas. In Study 2, respondents were 50 Brazilian personnel managers (28 men and 22 women) who made hiring decisions at different companies in the city of Sa? Paulo. Personnel managers clearly preferred clean shaven over bearded, mustached, or goateed men as prospective employees. In a hiring situation for a conservative occupation, a man who signals disposition to conform to rules may be preferred by personnel managers over another who signals nonconformity. 相似文献
We examined the reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school among Chinese elementary school students using a 3-wave longitudinal study with a 6-month interval. A total of 1018 elementary school students (Mage = 9.44 years; 53.90% male) completed a multi-measure questionnaire that tapped the targeted variables at three time points. After controlling for gender, age, and parental educational level, the results revealed that (a) Prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school reciprocally facilitated each other directly; (b) prosocial behavior indirectly enhanced subjective well-being in school via satisfaction of relatedness needs at school, and subjective well-being in school indirectly enhanced prosocial behavior via satisfaction of relatedness needs at school. Limitations and practical applications were discussed.