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911.
The relationship between consistency of hand preference, left hemispheric specialization, and cognitive functioning was examined in an ongoing longitudinal investigation. Children were classified as consistent or inconsistent in their hand preference across 5 assessments from ages 18 to 42 months. Findings demonstrated that (a) this early classification continued to reveal differences in cognitive functioning from 10 to 17 years but only for girls, (b) consistent girls' performances were continually higher relative to the inconsistent girls on measures of verbal intelligence and reading achievement, (c) differences between the female groups were specifically related to left-hemispheric language specialization, and (d) one factor influencing the consistent girls' development may be the amount of reading exposure received during infancy. 相似文献
912.
The authors investigated normative beliefs about personality development. Young, middle-aged, and older adults indicated the age-relevance of 835 French adjectives by specifying person characteristics as typical for any age decade from 0 to 99 years. With this paradigm, the authors determined age-relevance (How typical is a characteristic for a given age decade?). Most characteristics were ascribed to young adulthood. The pattern differed across the lifespan, however, for positive and negative person characteristics as well as for physical, cognitive, and personal/expressive characteristics. Whereas the total number of ascribed positive characteristics peaked in young adulthood and declined thereafter, the number of ascribed negative person characteristics peaked during adolescence, remained fairly low during middle adulthood, and increased slightly in old age (70+ years). As a consequence, the most positive profile was ascribed to young olds (60 to 69 years), whereas the most negative personality profiles were ascribed to the oldest age groups (70+ years) and to adolescence (10 to 19 years). The negative profiles are primarily due to more negative physical characteristics ascribed to older adults and more negative cognitive characteristics ascribed to adolescence. 相似文献
913.
College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods. 相似文献
914.
915.
Television comprehension is a surprisingly demanding task for very young children. Based on a task analysis of television viewing and review of research, we suggest that by 6 months of age, infants can identify objects and people on screen. By 24 months they can comprehend and imitate simple actions contained in single shots and begin to integrate information across shots. Toddlers nevertheless suffer from the video deficit whereby their comprehension is less than from equivalent real life displays. During the preschool years they learn much of the grammar of filmic montage and can comprehend straightforward narrative productions. Essentially adult comprehension appears to be in place by 13 years of age. 相似文献
916.
Grouping and boundary perception are central to many aspects of sensory processing in cognition. We present a comparative study of recently published computational models of boundary perception in music. In doing so, we make three contributions. First, we hypothesise a relationship between expectation and grouping in auditory perception, and introduce a novel information-theoretic model of perceptual segmentation to test the hypothesis. Although we apply the model to musical melody, it is applicable in principle to sequential grouping in other areas of cognition. Second, we address a methodological consideration in the analysis of ambiguous stimuli that produce different percepts between individuals. We propose and demonstrate a solution to this problem, based on clustering of participants prior to analysis. Third, we conduct the first comparative analysis of probabilistic-learning and rule-based models of perceptual grouping in music. In spite of having only unsupervised exposure to music, the model performs comparably to rule-based models based on expert musical knowledge, supporting a role for probabilistic learning in perceptual segmentation of music. 相似文献
917.
When the interval between a non-predictive cue and a target appearing at the same spatial location is longer than about 200 ms,
target performance is typically poorer than when the cue and target appear at different locations. Recent studies have shown
that this effect, known as inhibition of return (IOR), can occur at multiple cued locations, and is enhanced when multiple
cues are presented at the same spatial location. However, little is known about how the magnitude of IOR at one spatial location
is influenced by a subsequent or preceding cue presented at a different spatial location. We investigated this issue by presenting
single or multiple cues at varying inter-cue intervals prior to target onset. Results suggest that the magnitude of IOR at
a given location is influenced by the presentation of a preceding cue, but that once IOR occurs, it is unaffected by the presentation
of a subsequent cue. 相似文献
918.
The present study aimed to develop an empirically-derived spatial activities questionnaire that would include gendered and neutral, as well as spatial and non-spatial activities. A total of 496 participants from Canada and the U.S. indicated how often they participated in 138 specific activities during their childhood. Exploratory factor analysis complemented by a multivariate analysis of variance resulted in eleven factors reflecting masculine-spatial; masculine-non- spatial; feminine-spatial; feminine-non-spatial and neutral-spatial components. Further item reduction resulted in a 27-item spatial activities questionnaire representing masculine spatial, masculine non-spatial, feminine spatial, and feminine non-spatial activities. This research constitutes the first step in the process of identifying a small set of activities that are clearly distinct in terms of their spatial nature and gender-typing. 相似文献
919.
920.
The present study examines the short-term cognitive effects of playing a sexually explicit video game with female “objectification” content on male players. Seventy-four male students from a university in California, U.S. participated in a laboratory experiment. They were randomly assigned to play either a sexually-explicit game or one of two control games. Participants’ cognitive accessibility to sexual and sexually objectifying thoughts was measured in a lexical decision task. A likelihood-to-sexually-harass scale was also administered. Results show that playing a video game with the theme of female “objectification” may prime thoughts related to sex, encourage men to view women as sex objects, and lead to self-reported tendencies to behave inappropriately towards women in social situations. 相似文献