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511.
Conscious, preconscious, and subliminal processing: a testable taxonomy 总被引：11，自引：0，他引：11
Dehaene S Changeux JP Naccache L Sackur J Sergent C 《Trends in cognitive sciences》2006,10(5):204-211
Of the many brain events evoked by a visual stimulus, which are specifically associated with conscious perception, and which merely reflect non-conscious processing? Several recent neuroimaging studies have contrasted conscious and non-conscious visual processing, but their results appear inconsistent. Some support a correlation of conscious perception with early occipital events, others with late parieto-frontal activity. Here we attempt to make sense of these dissenting results. On the basis of the global neuronal workspace hypothesis, we propose a taxonomy that distinguishes between vigilance and access to conscious report, as well as between subliminal, preconscious and conscious processing. We suggest that these distinctions map onto different neural mechanisms, and that conscious perception is systematically associated with surges of parieto-frontal activity causing top-down amplification. 相似文献
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Claudia C. Diaz-Salvat Claire C. St. Peter Natalie J. Shuler 《Journal of applied behavior analysis》2020,53(3):1542-1558
Abrupt discontinuation of functional communication training can cause resurgence of challenging behavior. Teaching multiple alternative responses in sequence (serial training) may reduce resurgence, relative to teaching a single alternative. However, previous evaluations of serial training included a different number of response options across comparison conditions. In Experiment 1, we varied both training type (single and serial) and number of response options, and replicated previous findings showing that more resurgence occurred following single training relative to serial training. In Experiment 2, we varied the training type while holding the number of alternative responses constant and obtained no consistent differences in resurgence. In Experiment 3, we varied the number of alternative responses while holding training type constant (i.e., single). More resurgence occurred in the condition with fewer response options, suggesting that the number of available alternative responses, and not explicit serial training of alternatives, was critical to outcomes. 相似文献
514.
Sarah A. McCormick Kirby Deater-Deckard Claire Hughes 《The British journal of developmental psychology》2022,40(2):271-286
Social interactions between parents and children are important for developing theory of mind, but these may be disrupted by aspects of the proximal home environment. The current study observed maternal sensitivity and its associations with child theory of mind and the housing environment (index by clutter and crowding) in a sample of mothers and their 3.5-year-old twins (N = 250 children). Maternal sensitivity and housing environment were measured from experimenter report and child theory of mind was measured through behavioural tasks. Results show that the association between maternal sensitivity and child theory of mind was moderated by the housing environment, where the positive associations between maternal sensitivity and child theory of mind were only observed at lower levels of clutter and crowding in the housing environment. Additional contextual variables and processes are discussed. 相似文献
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Charlotte Louise Bagnall Yvonne Skipper Claire Louise Fox 《The British journal of educational psychology》2022,92(3):1011-1033
The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children’s school adjustment and mental health. Given the rapidity of changes associated with Covid-19, there are key empirical and practical gaps on how best to support children as they negotiate these two key events. To date, there is no published research which has explored the experiences of transfer children, and that of their parents and teachers during this time. The present research aimed to narrow this research gap by answering the research question: What are parents’, children’s, and teachers’ experiences of primary-secondary school transition during Covid-19? This research used a series of UK wide surveys to gather data from 101 Year 7 children, 88 Year 7 parents, 26 primary school teachers, and 40 secondary school teachers using a mixture of open and closed questions. The data were analysed using Thematic Framework Analysis, taking an inductive-open coding approach. All three stakeholders reported negative impacts of Covid-19 on the transition, for example, in terms of missed opportunities. There were also many comments about the emotional impact of Covid-19 on children, parents, and teachers. Numerous strategies were reported that were used to meet children’s needs pre and post-transition, highlighting areas of good practice, along with practical suggestions for how to approach transition in the future. The study has identified ways that transition can be managed more effectively, thus, having short term implications in providing an evidence base to support transfer children this year, and long-term implications for future transition years. 相似文献
517.
Claire Field; 《Philosophical Issues》2024,34(1):37-58
I argue that level-incoherence is epistemically valuable in a specific set of epistemic environments: those in which it is easy to acquire justified false beliefs about normative requirements of epistemic rationality. I argue that in these environments level-incoherence is the rationally dominant strategy. Nevertheless, level-incoherent combinations exhibit a distinctive tension, and this tension has been thought by many to indicate that level-incoherence is always irrational. Although this idea has proved resilient, I argue that it is incorrect. I evaluate three candidate explanations for the distinctive tension exhibited by level-incoherent combinations, only one of which is the traditional view (which I call the ‘Prohibition View’) that epistemic level-incoherence is prohibited by epistemic rationality. I argue instead for the ‘Inquiry View’, according to which level-incoherence is not rationally criticisable but is a reason to undertake further inquiry. 相似文献
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Catherine Butler Richard Joiner Richard Bradley Mark Bowles Aaron Bowes Claire Russell & Veronica Roberts 《International Journal of Transgenderism》2019,20(4):447-458
AbstractBackground: Trans youth have been reported to have high rates of self-harm, depression and bullying, and find it difficult to seek support. However, much of this research comes from gender identity clinics; non-clinical samples and those who reject gender binaries remain under-researched.Aims: This study investigated the experiences of a community school-based sample of Trans, identifying youth, Other, and cis-gendered adolescents in relation to their experiences of low mood, bullying, associated support, self-harm ideation and peer-related self-harm.Methods: An online survey was completed by 8440 13–17?year olds (3625 male, 4361 female, 227 Other, and 55 Trans).Results: Trans and Other students had significantly higher rates of self-harm ideation and peer self-harm, in comparison to cis-gendered students. These Trans and Other students reported significantly higher rates of bullying and self-reported depression and significantly less support from teachers and staff at school, in fact these students did not know where to go to access help.Discussion: This community sample confirms findings of high rates of self-harm ideation, self-reported depression and bullying for Trans youth as previously reported in clinic-based samples. However, by accessing a community sample, the salience of the category “Other” was established for young people today. While Other and Trans identified students both struggled to find support, those who identified as Trans were more likely to have been bullied, and have experienced self-reported depression and thoughts of self-harm. Thus, those who identify as transgender represent a high-risk group that needs targeted support within schools and by statutory and nonstatutory community services. Unpacking the category of Other would be beneficial for future research, as well as exploring resilience within this group and intersecting identities such as sexuality, Autism, or experiences such as earlier abuse. 相似文献