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971.
During source remembering, selectively emphasizing one source in the retrieval query “Is this item from Source A?” can yield different accuracy than emphasizing the alternate source in “Is this item from Source B?” even if those are the only two possible origins. One account of this cue-framing effect holds that it reflects different active monitoring strategies encouraged by the two cue frames. An item memory misattribution (IMM) model instead assumes that this effect reflects the uncontrolled use of item recognition during confirmatory source judgments, and an IMM model simulation predicted a quantitative relationship between recognition levels and the cue-framing effect. Experiments 1 and 3 confirmed these predictions by using study repetitions to manipulate recognition levels, and Experiments 2 and 3 also demonstrated the effect with new source tasks not previously considered. The data suggest that, in addition to qualitative monitoring strategies, subjects also use the availability of item memory in a heuristic fashion during confirmatory source attributions. 相似文献
972.
Connell A Bullock BM Dishion TJ Shaw D Wilson M Gardner F 《Journal of abnormal child psychology》2008,36(8):1211-1225
This study used latent transition analysis (LTA) to examine changes in early emotional and behavioral problems in children
age 2 to 4 years resulting from participation in a family-centered intervention. A sample of 731 economically disadvantaged
families was recruited from among participants in a national food supplement and nutrition program. Families with toddlers
between age 2 and 3 were randomized either to the Family Check-Up (FCU) or to a nonintervention control group. The FCU’s linked
interventions were tailored to each family’s needs. Assessments occurred at age 2, 3, and 4. The FCU followed age 2 and age
3 assessments. Latent class analyses were conducted on mother reports of behavior and emotional problems from age 2 to 4 to
study transitions among the following four groups: (a) externalizing only, (b) internalizing only, (c) comorbid internalizing
and externalizing, and (d) normative. LTA results revealed that participation in the FCU increased the likelihood of transitioning
from either the comorbid or the internalizing class into the normative class by age 4. These results suggest family interventions
in early childhood can potentially disrupt the early emergence of both emotional and behavioral problems. 相似文献
973.
Shiels K Hawk LW Lysczek CL Tannock R Pelham WE Spencer SV Gangloff BP Waschbusch DA 《Journal of abnormal child psychology》2008,36(6):903-913
Working memory is one of several putative core neurocognitive processes in attention-deficit/hyperactivity disorder (ADHD).
The present work seeks to determine whether visual–spatial working memory is sensitive to motivational incentives, a laboratory
analogue of behavioral treatment. Participants were 21 children (ages 7–10) with a diagnosis of ADHD-combined type. Participants
completed a computerized spatial span task designed to assess storage of visual–spatial information (forward span) and manipulation
of the stored information (backward span). The spatial span task was completed twice on the same day, once with a performance-based
incentive (trial-wise feedback and points redeemable for prizes) and once without incentives. Participants performed significantly
better on the backward span when rewarded for correct responses, compared to the no incentive condition. However, incentives
had no effect on performance during the forward span. These findings may suggest the use of motivational incentives improved
manipulation, but not storage, of visual–spatial information among children with ADHD. Possible explanations for the differential
incentive effects are discussed, including the possibility that incentives prevented a vigilance decrement as task difficulty
and time on task increased. 相似文献
974.
The present study examined relations among maternal psychological resources, rejecting parenting, and early adolescent antisocial
behavior in a sample of 231 low-income mothers and their sons with longitudinal assessments from age 18 months to 12 years.
The maternal resources examined were age at first birth, aggressive personality, and empathy. Each of the maternal resources
predicted rejecting parenting during early childhood in structural equation models that controlled for toddler difficult temperament,
and rejecting parenting in early childhood predicted antisocial behavior in early adolescence. Rejecting parenting accounted
for the indirect effect of each of the maternal resources on antisocial behavior, but a direct effect was also supported between
maternal aggressive personality and youth antisocial behavior. Results highlight the importance of these relatively understudied
maternal resources and have implications for prevention and intervention programs that focus on parenting during early childhood. 相似文献
975.
Forbes EE Shaw DS Silk JS Feng X Cohn JF Fox NA Kovacs M 《Journal of abnormal child psychology》2008,36(2):207-221
Although parents and children are thought to influence one another's affect and behavior, few studies have examined the direction of effects from children to parents, particularly with respect to parental psychopathology. We tested the hypothesis that children's affective characteristics are associated with the course of mothers' depressive symptoms. Children's affect expression was observed during a series of mother-child interaction tasks, and children's resting frontal electroencephalogram (EEG) asymmetry was assessed in a psychophysiology laboratory. Mothers' depressive symptoms were assessed at two time points, approximately one year apart, at the mother-child interaction visits. Depressive symptoms increased over time for mothers with a history of childhood-onset depression whose children exhibited right frontal EEG asymmetry. Depressive symptoms were associated with high child negative affect at both time points for mothers whose children exhibited right frontal EEG asymmetry. Cross-lagged models with a subset of participants provided some evidence of both parent-to-child and child-to-parent directions of effects. Findings suggest that akin to other interpersonal stressors, children's affective characteristics may contribute to maternal depressive symptoms. 相似文献
976.
Much variability in social behavior is intra-individual; people vary their actions strategically across contexts. Yet most personality assessment methods are inter-individual; they chart between-person differences in average behavioral tendencies. The present research advanced novel idiographic assessment methods to predict intra-individual variability in a behavioral domain of long-standing interest to personality psychologists: humor. Individuals participated in three assessment sessions. Personal beliefs about reasons for using humor were assessed either idiographically or with respect to a nomothetic system of humor-related reasons for action. The subjective relevance of nomothetically- and idiographically-identified reasons to everyday social situations was assessed. Subsequently, participants reported their perceived likelihood of using humor in specific social contexts. As predicted, likelihood of humor use varied substantially as a function of the relevance of situations to idiographically-identified reasons, but did not vary as a function of the relevance of situations to reasons identified nomothetically. Implications for personality and assessment are discussed. 相似文献
977.
978.
Levy DA Rabinyan E Vakil E 《Quarterly journal of experimental psychology (2006)》2008,61(11):1620-1628
Context effects on recognition memory provide an important indirect assay of associative learning and source memory. Neuropsychological studies have indicated that such context effects may obtain even if the contexts themselves are not remembered--for example, in individuals impaired on direct tests of memory for contextual information. In contrast, a recent study indicated that the effects of temporal context reinstatement on visual recognition obtain only when the contextual information itself was explicitly recollected. Here we report that the effects of reinstatement of spatial-simultaneous context on visual object recognition memory obtain irrespective of whether those context stimuli are explicitly recognized. We suggest that spatial-simultaneous context effects might be based on ensemble unitization of target and context stimuli at encoding, whereas temporal context effects may require recollective processes. 相似文献
979.
Masson ME Bub DN Newton-Taylor M 《Quarterly journal of experimental psychology (2006)》2008,61(6):869-882
We report two experiments in which production of articulated hand gestures was used to reveal the nature of gestural knowledge evoked by sentences referring to manipulable objects. Two gesture types were examined: functional gestures (executed when using an object for its intended purpose) and volumetric gestures (used when picking up an object simply to move it). Participants read aloud a sentence that referred to an object but did not mention any form of manual interaction (e.g., Jane forgot the calculator) and were cued after a delay of 300 or 750 ms to produce the functional or volumetric gesture associated with the object, or a gesture that was unrelated to the object. At both cue delays, functional gestures were primed relative to unrelated gestures, but no significant priming was found for volumetric gestures. Our findings elucidate the types of motor representations that are directly linked to the meaning of words referring to manipulable objects in sentences. 相似文献
980.
Shanahan D 《Integrative psychological & behavioral science》2008,42(1):6-19
Linguistic theory since the Cognitive Revolution has followed one of the premises of that revolution by largely sidelining
the issue of emotions and concentrating on those aspects of language that are more strictly cognitive. However, during the
last two decades research in cognitive science, especially in neuropsychology, has begun to fill in the gaps left by the exclusion
of emotions from cognitive research. This article proposes a model for applying the fruits of this new research in emotion
to our understanding of language itself. Building on Karl Pribram`s integrated model of emotions and motivations, the presentation
it offers a propositional explanation for how the emotions may have contributed to the emergence of symbolic formation and,
ultimately, to every aspect of language from lexis to literature.
Daniel Shanahan is Professor of Communication at the Humanities Faculty of Charles University in Prague. He previously served on the faculties of the Ecole des Hautes Etudes Commerciales in Paris and the Monterey Institute of International Studies in California. His Language, Feeling and the Brain: The Evocative Vector has just been published by Transaction Publishers. He is on the Editorial Board of Integrative Psychological and Behavioral Sciences. 相似文献
Daniel ShanahanEmail: |
Daniel Shanahan is Professor of Communication at the Humanities Faculty of Charles University in Prague. He previously served on the faculties of the Ecole des Hautes Etudes Commerciales in Paris and the Monterey Institute of International Studies in California. His Language, Feeling and the Brain: The Evocative Vector has just been published by Transaction Publishers. He is on the Editorial Board of Integrative Psychological and Behavioral Sciences. 相似文献