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191.
Raczaszek-Leonardi J Shapiro LP Tuller B Kelso JA 《Journal of psycholinguistic research》2008,37(2):87-113
This paper examines the influence of context on the processing of category names embedded in sentences. The investigation
focuses on the nature of information available immediately after such a word is heard as well as on the dynamics of adaptation
to context. An on-line method (Cross Modal Lexical Priming) was used to trace how this process unfolds in time. We found that
the information available immediately after a category word is presented is not altered by the sentence context in which the
word is immersed. Rather, the structure of availability of particular exemplars of the category resembles the typicality structure
of a conceptual representation. The adaptation to context occurs later (between 300 and 450 ms after the category word) and
takes the form of a rapid reorganization of the structure rather than a gradual activation of a contextually relevant exemplar.
We claim that such data is best accounted for in a dynamical framework, where a coherent global structure emerges through
locally guided self-organization. 相似文献
192.
Bonnie E. Stephens Carla M. Bann W. Kenneth Poole Betty R. Vohr 《Infant mental health journal》2008,29(6):570-587
Effects on a family of a child with chronic illness have been described. The Impact on Family Scale (IOF) was developed to measure these effects. The impact of extremely low birth weight (ELBW) infants with neurodevelopmental impairment on families is unknown. This study determined IOF scores for families of ELBW infants with increasing degree of impairment at 18 months and identified factors that increase vulnerability to impact. A total of 3,849 ELBW infant survivors born at the 16 centers of the National Institute of Child Health and Human Development Neonatal Research Network between January 1993 and February 2001 were assessed at 18 to 22 months. Infants were divided into four groups by degree of impairment. IOF scores were analyzed by impairment group. Multivariate analyses assessed effects of impairment, social/demographic factors, unmet service needs, and resource utilization on the IOF. A total of 1,624 (42.2%) infants had moderate/severe impairment. Increasing severity of impairment was associated with higher IOF scores. Severity of impairment contributed 6% of variance to the IOF scores. Twenty‐one percent of variance was contributed by additional medical needs, low socioeconomic status (SES), and lack of social support. Although increasing severity of impairment impacts families of ELBW infants, significantly more impact is contributed by additional medical needs, low SES, and lack of social support. 相似文献
193.
Beran MJ Harris EH Evans TA Klein ED Chan B Flemming TM Washburn DA 《Journal of comparative psychology (Washington, D.C. : 1983)》2008,122(1):52-61
Ordinal learning was investigated in capuchin monkeys (Cebus apella) and rhesus monkeys (Macaca mulatta). In Experiment 1, both species were presented with pairings of the Arabic numerals 0 to 9. Some monkeys were given food rewards equal to the value of the numeral selected and some were rewarded with a single pellet only for choosing the higher numeral within the pair. Both species learned to select the larger numeral, but only rhesus monkeys that were differentially rewarded performed above chance levels when presented with novel probe pairings. In Experiment 2, the monkeys were first presented with arrays of 5 familiar numerals (from the range 0 to 9) and then arrays of 5 novel letters (from the range A to J) with the same reward outcomes in place as in Experiment 1. Both species performed better with the numerals, suggesting that an ordinal sequence of all stimuli had been learned during Experiment 1, rather than a matrix of two-choice discriminations. 相似文献
194.
This article explores enablers and inhibitors of emotional engagement between visitors and Tasmanian devils at Healesville Sanctuary, Australia. A qualitative research approach was utilized including 44 interviews (ten with staff and 34 with visitors) and eight hours of observations of 622 visitors. Findings are presented in relation to six themes: (a) visitors’ motivations for viewing Tasmanian devils, (b) visitors’ emotional responses to Tasmanian devils, (c) role of previsit expectations, (d) species’ attributes inhibiting emotional engagement, (e) species' attributes enabling emotional engagement, and (f) elements of exhibit design and interpretation influencing emotional engagement. Results show clear views of active animals, first-person interpretation, and an understanding of conservation threats were enablers of forming an emotional connection. Inability to view animals and general misconceptions of devils were inhibitors of forming an emotional connection. Implications for exhibit management, interpretation, and conservation are discussed. 相似文献
195.
Two experiments explored the levels of text representation that mediate text repetition effects, following the Raney (2003) model. The magnitude of the repetition benefit in Experiment 1 supported predictions of Raney's model, indicating that the ease of forming a situation model contributed to the magnitude of the reprocessing benefit. In addition, representations organized around a good situation model were more sensitive to changes than were representations formed from reading without a good situation model. The results of Experiment 2 did not support the suggestion that the surface form and textbase are bound to a well-developed situation model, thereby limiting repetition effects to similar linguistic contexts. Rather, the nature of the repetition benefits in the present series of experiments are better explained by the degree o foverlap between passages at eachof the three levels of text representation. 相似文献
196.
Amount of agreement among readers about the relevant information in a self-help psychology book was measured to assess whether readers' choices are unique or overlapping. 15 men and 14 women attended two 1-hr. sessions in which they read and marked relevant information in the first 60 pages of a self-help psychology book. Comparison of the amount and pattern of marking across pages and lines on five specific pages showed that there was a statistically significant amount of agreement on which pages contained relevant ideas and which lines contained important concepts. There were no differences between men and women. 相似文献
197.
Understanding print: early reading development and the contributions of home literacy experiences 总被引:2,自引:0,他引:2
Levy BA Gong Z Hessels S Evans MA Jared D 《Journal of experimental child psychology》2006,93(1):63-93
This study explored the development of children's early understanding of visual and orthographic aspects of print and how this is related to early reading acquisition. A total of 474 children, ages 48 to 83 months, completed standardized measures of phonological awareness and early reading skills. They also completed experimental tasks that tapped their understanding of what constitutes "readable" print. The parents of participants completed a questionnaire regarding their children's home literacy experiences. The data showed systematic development in children's understanding of print conventions and English orthography and spelling. Regression analyses indicated that print knowledge was related to early reading skill, even after accounting for variance due to age and phonological awareness. Furthermore, parents' ratings of the extent of their children's involvement in activities that led to practice in reading and writing most consistently predicted the development of emerging literacy skills, including understanding of the conventions of the English writing system. Little relation between print knowledge and the frequency of storybook reading by adults was observed. 相似文献
198.
How something can be said about telling more than we can know: on choice blindness and introspection
Johansson P Hall L Sikström S Tärning B Lind A 《Consciousness and cognition》2006,15(4):673-92; discussion 693-9
The legacy of Nisbett and Wilson’s classic article, Telling More Than We Can Know: Verbal Reports on Mental Processes (1977), is mixed. It is perhaps the most cited article in the recent history of consciousness studies, yet no empirical research program currently exists that continues the work presented in the article. To remedy this, we have introduced an experimental paradigm we call choice blindness [Johansson, P., Hall, L., Sikström, S., &; Olsson, A. (2005). Failure to detect mismatches between intention and outcome in a simple decision task. Science, 310(5745), 116–119.]. In the choice blindness paradigm participants fail to notice mismatches between their intended choice and the outcome they are presented with, while nevertheless offering introspectively derived reasons for why they chose the way they did. In this article, we use word-frequency and latent semantic analysis (LSA) to investigate a corpus of introspective reports collected within the choice blindness paradigm. We contrast the introspective reasons given in non-manipulated vs. manipulated trials, but find very few differences between these two groups of reports. 相似文献
199.
200.
Relations among musical skills,phonological processing,and early reading ability in preschool children 总被引:1,自引:0,他引:1
Anvari SH Trainor LJ Woodside J Levy BA 《Journal of experimental child psychology》2002,83(2):111-130
We examined the relations among phonological awareness, music perception skills, and early reading skills in a population of 100 4- and 5-year-old children. Music skills were found to correlate significantly with both phonological awareness and reading development. Regression analyses indicated that music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological awareness and other cognitive abilities (math, digit span, and vocabulary) had been accounted for. Thus, music perception appears to tap auditory mechanisms related to reading that only partially overlap with those related to phonological awareness, suggesting that both linguistic and nonlinguistic general auditory mechanisms are involved in reading. 相似文献