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901.
Using the analogical transfer paradigm, the present study investigated the competing explanations of Girotto and Legrenzi
(Psychological Research 51: 129–135, 1993) and Griggs, Platt, Newstead, and Jackson (Thinking and Reasoning 4: 1–14, 1998) for facilitation on the SARS version of the THOG problem, a hypothetico-deductive reasoning task. Girotto and Legrenzi argue
that facilitation is based on logical analysis of the task [System 2 reasoning in Evans’s (Trends in Cognitive Sciences 7:
454–459, 2003) dual-process account of reasoning] while Griggs et al. maintain that facilitation is due to an attentional heuristic produced
by the wording of the problem (System 1 reasoning). If Girotto and Legrenzi are correct, then System 2 reasoning, which is
volitional and responsible for deductive reasoning, should be elicited, and participants should comprehend the solution principle
of the THOG task and exhibit analogical transfer. However, if Griggs et al. are correct, then System 1 reasoning, which is
responsible for heuristic problem solving strategies such as an attentional heuristic, should occur, and participants should
not abstract the solution principle and transfer should not occur. Significant facilitation (68 and 82% correct) was only
observed for the two SARS source problems, but significant analogical transfer did not occur. This lack of transfer suggests
that System 1 reasoning was responsible for the facilitation observed in the SARS problem, supporting Griggs et al.’s attentional
heuristic explanation. The present results also underscore the explanatory value of using analogical transfer rather than
facilitation as the criterion for problem understanding. 相似文献
902.
Current and Past Maternal Depression, Maternal Interaction Behaviors, and Children’s Externalizing and Internalizing Symptoms 总被引:1,自引:0,他引:1
Relations among past maternal depressive disorder, current depressive symptoms, current maternal interaction behaviors, and children's adjustment were examined in a sample of 204 women and their young adolescent offspring (mean age = 11.86, SD = 0.55). Mothers either had (n = 157) or had not (n = 57) experienced at least one depressive disorder during the child's life. Mothers and children participated in a problem-solving task, video-taped for later coding. Mothers with current depressive symptoms and those with histories of chronic/severe depressive disorders displayed fewer positive behaviors toward their children; mothers with current depressive symptoms also showed more negative behaviors with their children. The relation between mothers' depression history and their behavior during the interaction with their child was partially mediated by mothers' current mood state. Moreover, high levels of maternal negativity and low levels of positivity during the problem-solving task were related to children's externalizing problems. Maternal positivity partially mediated the relation between maternal depression and children's externalizing symptoms. These findings highlight the importance of providing parenting interventions for depressed mothers. 相似文献
903.
Influences on the development of perceptual categorization were examined by comparing the performance of three groups of infants on spatial and object categorization tasks. The groups consisted of 1) fullterm infants tested at 3 to 4 months of age, 2) healthy preterm infants tested 3 to 4 months from birth (postnatals), and 3) healthy preterm infants tested 3 to 4 months from their due date (postterms). Four experiments showed that fullterms and postterms outperformed postnatals on a spatial categorization task (i.e., ‘above’ vs. ‘below’, and that fullterms outperformed both postnatals and postterms on object categorization tasks (i.e., dogs vs. cats, and cats vs. birds). These results suggest that maturation may be the predominant influence on the early development of the ability to form categorical representations of spatial information, while preterm birth may exert a limiting influence on the development of object categorization abilities. 相似文献
904.
905.
Mark E. Bouton Cynthia Rosengard Gretchen G. Achenbach Charles A. Peck Douglas C. Brooks 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1993,46(1):63-95
Four experiments with rat subjects examined the effects of contextual conditioning on conditioned appetitive performance. Experiment 1 compared the effects of contextual conditioning on performance to conditioned stimuli (CSs) with different conditioning histories. Contextual conditioning enhanced performance to the CS if the CS had first been conditioned and then extinguished, but had no effect on performance when the CS had been merely paired or unpaired with food. Experiments 2 and 3 then asked whether the effect on the extinguished CS was due to contextual conditioning acting as a cue for conditioning. In Experiment 2, extinction procedures in which extra unconditioned stimuli (USs) were presented during the intertrial intervals were found to reduce the CS's sensitivity to enhancement by contextual conditioning, but had no effect on spontaneous recovery. In Experiment 3, USs added to conditioning or extinction acquired the ability to cue the corresponding performance. Under some conditions, USs added to conditioning could suppress performance (Experiment 4). The results suggest that contextual conditioning has complex effects that can be better understood by recognizing that contextual conditioning, as well as the USs that create it,Mayacquire discriminative control over conditioned responding. 相似文献
906.
Yolanda Anyon Duan Zhang Cynthia Hazel 《American journal of community psychology》2016,57(3-4):342-352
This study examines racial differences in students' connectedness to school adults and considers the possibility that disparities in exclusionary discipline practices may reduce all students' sense of connection to educators, not just those who have been disciplined or are from racial groups overrepresented in out‐of‐school suspensions. Data sources include a self‐report survey of secondary school students (n = 29,148) linked to administrative data (n = 107 schools) from a large urban district. Multilevel modeling techniques were used to estimate the relationships between students' racial background, youths' connection to school adults, and school‐level racial discipline gaps. Controlling for school racial composition, gender, grade level and other covariates, students of color were significantly less likely to feel connected to school adults than their White peers. Additionally, the racial discipline gap was significantly and negatively associated with connectedness for all students. Results indicate that strategies to improve educational outcomes for youth of color need to attend to relational dynamics between students and school adults. Research findings also suggest that efforts to reduce discipline disparities may improve all students' connectedness. 相似文献
907.
Amanda L. Giordano Elizabeth A. Prosek Sahar Loseu Cynthia M. Bevly Julia Stamman Citlali E. Molina Molly M. Callahan Richard‐Michael Calzada 《Journal of Addictions & Offender Counseling》2016,37(1):35-48
In substance abuse treatment, general self‐efficacy and religiousness are factors that may support positive outcomes. The authors surveyed clients receiving substance abuse treatment (N = 121) and found that religious coping predicted general self‐efficacy scores. Clinical implications are discussed. 相似文献
908.
Three studies provide preliminary support for an emotion dysregulation model of generalized anxiety disorder (GAD). In study 1, students with GAD reported heightened intensity of emotions, poorer understanding of emotions, greater negative reactivity to emotional experience, and less ability to self-soothe after negative emotions than controls. A composite emotion regulation score significantly predicted the presence of GAD, after controlling for worry, anxiety, and depressive symptoms. In study 2, these findings were largely replicated with a clinical sample. In study 3, students with GAD, but not controls, displayed greater increases in self-reported physiological symptoms after listening to emotion-inducing music than after neutral mood induction. Further, GAD participants had more difficulty managing their emotional reactions. Implications for GAD and psychopathology in general are discussed. 相似文献
909.
910.
This survey of 760 university students examined differences in Internet-related problems and psychosocial functioning between four patterns of participation in online sexual information and entertainment activities. Students who did not participate in either online sexual activity were more satisfied with their offline life and more connected to friends and family. Those who engaged in both online sexual activities were more dependent on the Internet and reported lower offline functioning. Students who only sought sexual information maintained strong offline affiliations. Those who only sought entertainment did not report lower offline functioning. Respondents most deficient in offline social support did not report compensatory online support. Despite students' common participation in online sexual activities (OSA) as a venue for social and sexual development, those relying on the Internet and the affiliations it provides appear at risk of decreased social integration. The authors discussed the finding's implications for social and sexual development. 相似文献