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141.
In Experiment 1, four groups of 16 subjects performed ordered recall of six-syllable lists in both suffix and nonsuffix conditions. Sequential presentation of the lists varied for each group. In the auditory presentation, the syllables were delivered from one location only and were read aloud by the subjects. For the visual, spatially nondistributed presentation, the syllables appeared in one location only and were read silently. For visual, spatially distributed presentations, the syllables were spread out either vertically or horizontally and were read silently. Very robust recency and suffix effects were found in the auditory presentation, as well as in visual, spatially distributed presentations. In Experiment 2, 16 subjects performed ordered recall of visually presented lists with the items spread out vertically and conflicting spatial and temporal orders. A reliable recency effect was found for the final block of trials. In Experiment 3, 16 subjects performed ordered recall in the same conditions as in Experiment 2, except that they were instructed to recall the temporal order in which the spatial positions would be filled in. A bow-shaped curve and a strong recency effect were obtained. 相似文献
142.
Carlo Filice 《The Southern journal of philosophy》1985,23(2):201-215
143.
144.
Disfluencies of 3- and 5-year old Spanish-speaking children 总被引:1,自引:0,他引:1
This study examined the disfluent speech of 32 normally fluent monolingual, Spanish-speaking children from Puerto Rico. The total frequencies and types of speech disfluencies were examined in 15 children (8 girls and 7 boys) aged 3;5-4;0 years (M=3.76) and 17 children (8 girls and 9 boys) aged 5;0-5;5 years (M=5.18). When examining the total frequencies of speech disfluencies, results revealed no main effects for age or gender as well as no interactions. Moreover, no differences were observed between the age groups in most of the disfluency types, including the rank orders of the types. Revisions, interjections, and single-syllable word repetitions were the most frequently observed speech disfluencies for both age groups. Broken words, blocks, and repetitions of more than one syllable were the least frequent. Overall, results revealed both similarities and differences when compared with the reported speech behaviors of English-speaking children. EDUCATIONAL OBJECTIVES: The reader will learn about and be able to describe: (1). the influence of age and gender on the total frequencies of speech disfluencies in 3- and 5-year old Spanish-speaking children from Puerto Rico; (2). the amount and type of difluencies in these young children; and (3). how the speech disfluencies of these Spanish-speaking children are similar to and different from those reported in the speech of English-speaking children. 相似文献
145.
146.
Analytic pragmatism is a framework of analysis elaborated by Robert Brandom, whose goal is to explain the relations between
meaning and use according to a systematic and general method of inquiry. In April 2009, a workshop was organized to discuss
the recent developments of this new theoretical approach. Brandom delivered three lectures, where he explored some aspects
of analytic pragmatism and addressed the motivating themes of this enterprise, while the contribution from the other speakers
ranged over specific aspects of the theory. This special issue is the outcome of that workshop. In this introduction we briefly
outline the context of the debate and present the contribution to this issue selected from a much wider range of papers, using
the reviewing process of Philosophia. 相似文献
147.
Henry Gregory Jr Onna Van Orden Lisa Jordan Galina A. Portnoy Elena Welsh Jennifer Betkowski Jade Wolfman Charles Carlo C. DiClemente 《American journal of community psychology》2012,50(3-4):321-333
The UMBC Psychology Department's Center for Community Collaboration (CCC) provides training and support for capacity building to promote substance abuse and mental health treatment as well as adherence improvement in community agencies funded through the Ryan White Act serving persons living with HIV/AIDS. This article describes an approach to dissemination of Evidence Based Practices (EBPs) for these services that uses the Interactive Systems Framework (ISF) and incorporates a collaborative process involving trainer cultural competence, along with a comprehensive assessment of organizational needs, culture, and climate that culminates in tailored training and ongoing collaboration. This article provides: (1) an overview of the CCC's expanded ISF for the effective dissemination of two EBPs—motivational interviewing and the stages of change perspective; (2) an examination of the role of trainer cultural competence within the ISF framework, particularly attending to organizational culture and climate; and (3) case examples to demonstrate this approach for both general and innovation‐specific capacity building in two community based organizations. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith 相似文献
148.
When interacting with the world, we need to distinguish whether sensory information results from external events or from our own actions. The nervous system most likely draws this distinction by comparing the actual sensory input with an internal prediction about the sensory consequences of one's actions. However, interacting with the world also requires an evaluation of the outcomes of self-action, e.g. in terms of their affective valence. Here we show that subjects' perceived pointing direction does not only depend on predictive and sensory signals related to the performed action itself, but also on the affective valence of the action outcome: subjects perceived their movements as directed towards positive and away from negative outcomes. Our findings suggest that the non-conceptual perception of the sensory consequences of self-action builds on both sensorimotor information related directly to self-action and a post hoc evaluation of the affective action outcome. 相似文献
149.
In recent years, the phenomenon of cyberbullying has been gaining scholars' growing interest under various aspects, including its overlap with face-to-face bullying. Nevertheless, its relationships with cognitive and affective empathy, proactive and reactive aggression, and moral disengagement, constructs that proved to be crucial in distinguishing aggressive subjects from their targets and nonaggressive peers in traditional bullying, still represent, to some extent, an unexplored domain. The main purpose of the present exploratory study was to investigate the associations between cyberbullying and the mentioned constructs among Italian adolescents. 819 high-school students (mean age 16.08) were administered a battery of standardized tools, along with Cyberties, a new instrument created to assess the prevalence of (and the type of involvement in) different forms of electronic assaults. Analyses of variance were conducted to compare four roles ("pure" bullies, "pure" victims, bully victims, and noninvolved subjects). Participants who identified themselves as cyberbullies or cyberbully victims showed significantly higher levels of overall moral disengagement and of both types of aggression. Cyberbullies also displayed a lack of affective empathy. Our findings are in line with the ones in extant literature about correlates of traditional and electronic forms of bullying. Implications for prevention strategies are discussed. 相似文献
150.
Ethical Theory and Moral Practice - This article argues that political realists have at least two strategies to provide distinctively political normative judgements that have nothing to do with... 相似文献