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Better conversational skills correspond to a higher quality of life for adults diagnosed with autism spectrum disorder (ASD). In this study, we taught vocal–verbal responses discriminated by compound arrangements of concealed conversation partner mands to two college students with ASD. Participants learned to engage in self-questioning about their conversation partner's behavior and to reinforce three concealed mands for termination of an aversive conversation scenario. We assessed generalization to conversation probes with trained confederates and to interactions with untrained conversational partners (e.g., peers, professors). Finally, we collected peer ratings of the social validity of changes in conversational behavior as well as participants' ratings of study goals, procedures, and outcomes. 相似文献
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False belief tests seem to show the apparent acquisition at around age 4 of an ability to understand the representational status of mind. In this article, preschoolers' performance on a false belief task was manipulated in terms of their grasp of its narrative base. Five experiments are reported in which 3-year-olds were helped to become familiar with the events that comprise the false belief procedure by going through a picture book version of the task, before being asked to judge the protagonist's mental state. In Experiment 1, children who had failed a traditional task succeeded if they narrated the book version back to the experimenter, particularly if they were fluent in their story recall. Experiment 2 showed that this success occurred either if the child recited the story or if she or he was taken through each page twice in succession. Experiment 3 combined the most effective procedures with a younger group of children (mean age 3;3) and revealed 95% success as long as they could recall the prerequisite events. Experiments 4 and 5 probed possible limiting conditions for success by inserting an extra episode in the story and changing the format of the test question. The results suggest that the structure of 3-year-olds' event memories is central to their poor performance in the traditional false belief task—a clear grasp of the false belief “narrative” is necessary for successful performance. When they are given the opportunity to link discrete events into a coherent narrative, they have no problem demonstrating an understanding of others' minds—being able to recount the narrative is sufficient for successful performance. 相似文献
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Jan Almäng 《Axiomathes》2013,23(1):61-80
This paper explores the distinction between perceiving an object as extended in time, and experiencing a sequence of perceptions. I argue that this distinction cannot be adequately described by any present theory of time-consciousness and that in order to solve the puzzle, we need to consider perceptual content as having three distinct constituents: Explicit content, which has a particular phenomenal character, modal content, or the kind of content that is contributed by the psychological mode, and implicit content, which lacks phenomenal character. These notions are then further clarified and related to each other. 相似文献
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In a first stage of training, participants learned to associate four visual cues (two different colors and two different shapes)
with verbal labels. For Group S, one label was applied to both colors and another to both shapes; for Group D, one label was
applied to one color and one shape, and the other label to the other cues. When subsequently required to learn a task in which
a given motor response was required to one of the colors and one of the shapes, and a different response to the other color
and the other shape, Group D learned more readily than Group S. The task was designed so that the associations formed during
the first stage of training could not generate differential transfer to the second stage. The results are consistent, however,
with the proposal that training in which similar cues are followed by different outcomes will engage a learning process that
boosts the attention paid to features that distinguish these cues. 相似文献
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Current models of adult arithmetic performance assume that representation includes only facts and procedures. However, other kinds of representations such as an analog scale or sets of number multiples might be useful in a variety of multiplication-related tasks. Introducing the practice transfer paradigm, we demonstrate that associations between distinct representational structures can be detected via cross-task transfer, provided that initial performance is retrieval based. Results support the predictions of the integrated-structures model of multiplication knowledge. Implications for well-established item differences such as the problem-size effect are addressed, and the question of how integration occurs is considered. 相似文献
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Mandy Chen Charlotte Johnston Lisa Sheeber Craig Leve 《Journal of abnormal child psychology》2009,37(1):119-130
This study examined whether negative parental attributions for adolescent behaviour mediate the association between parental
and adolescent depressive symptoms, and whether this relationship is moderated by adolescent gender. Mothers and fathers and
124 adolescents (76 girls and 48 boys; ages 14 to 18) participated. Adolescents were primarily Caucasian, and varied in the
level of depressive symptoms (with 27% of the sample meeting diagnostic criteria for a current unipolar depressive disorder).
Parents and adolescents completed measures of depressive symptoms, and participated in a videotaped problem-solving discussion.
After the discussion, each parent watched the videotape and, at 20 s intervals, offered attributions for their adolescent’s
behaviour. Adolescent gender moderated the relation between parental attributions and adolescent depressive symptoms, with
stronger associations for female adolescents. For both mothers and fathers, both parental depressive symptoms and negative
attributions about the adolescent’s behaviour made unique contributions to the prediction of depressive symptoms in adolescent
females. There also was evidence that negative attributions partially mediated the link between depressive symptoms in mothers
and adolescent daughters. The results are interpreted as consistent with parenting as a partial mediator between parental
and adolescent depressive symptoms, and suggest that adolescent girls may be particularly sensitive to parents’ negative interpretations
of their behaviour. 相似文献