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151.
Color is undeniably important to object representations, but so too is the ability of context to alter the color of an object.
The present study examined how implied perceptual information about typical and atypical colors is represented during language
comprehension. Participants read sentences that implied a (typical or atypical) color for a target object and then performed
a modified Stroop task in which they named the ink color of the target word (typical, atypical, or unrelated). Results showed
that color naming was facilitated both when ink color was typical for that object (e.g., bear in brown ink) and when it matched
the color implied by the previous sentence (e.g., bear in white ink following Joe was excited to see a bear at the North Pole). These findings suggest that unusual contexts cause people to represent in parallel both typical and scenario-specific perceptual
information, and these types of information are discussed in relation to the specialization of perceptual simulations. 相似文献
152.
Tony Cassidy 《Social Psychology of Education》2009,12(1):63-76
The relationship between social identity, family and school context, problem-solving style, self-esteem, health behaviour,
psychological distress, and victimisation, was explored in a quasi-experimental survey of 461 children aged between 11 and
15 years old. There was a high prevalence of victimisation (29%) in the group and 44% of those victimised scored above the
clinical cut-off on the GHQ. Victims exhibited higher levels of psychological distress, lower self-esteem, more unhealthy
behaviours, less support from parents and teachers, poorer problem-solving styles, and lower perceived social identity. Girls
had a higher prevalence of victimisation than boys. The best predictors of victimisation were sex, family situation, social
identity and problem-solving style. Some implications for interventions are discussed.
相似文献
Tony CassidyEmail: |
153.
Miguel Rodríguez Valverde Carmen Luciano Dermot Barnes‐Holmes 《Journal of the experimental analysis of behavior》2009,92(1):85-111
The present study investigates the transfer of aversively conditioned respondent elicitation through equivalence classes, using skin conductance as the measure of conditioning. The first experiment is an attempt to replicate Experiment 1 in Dougher, Augustson, Markham, Greenway, and Wulfert (1994), with different temporal parameters in the aversive conditioning procedure employed. Match‐to‐sample procedures were used to teach 17 participants two 4‐member equivalence classes. Then, one member of one class was paired with electric shock and one member of the other class was presented without shock. The remaining stimuli from each class were presented in transfer tests. Unlike the findings in the original study, transfer of conditioning was not achieved. In Experiment 2, similar procedures were used with 30 participants, although several modifications were introduced (formation of five‐member classes, direct conditioning with several elements of each class, random sequences of stimulus presentation in transfer tests, reversal in aversive conditioning contingencies). More than 80% of participants who had shown differential conditioning also showed the transfer of function effect. Moreover, this effect was replicated within subjects for 3 participants. This is the first demonstration of the transfer of aversive respondent elicitation through stimulus equivalence classes with the presentation of transfer test trials in random order. The latter prevents the possibility that transfer effects are an artefact of transfer test presentation order. 相似文献
154.
Cullen Claire Barnes-Holmes Dermot Barnes-Holmes Yvonne Stewart Ian 《The Psychological record》2009,59(4):591-620
The Psychological Record - The current study examined the malleability of implicit attitudes using the Implicit Relational Assessment Procedure (IRAP). In Experiment 1, “similar” and... 相似文献
155.
Roche RA Commins S Agnew F Cassidy S Corapi K Leibbrand S Lipson Z Rickard J Sorohan J Wynne C O'Mara SM 《Perception & psychophysics》2007,69(4):513-522
Visuomotor association learning involves learning to make a motor response to an arbitrary visual stimulus. This learning is essential for visual search and discrimination performance and is reliant upon a well-defined neural circuit in the brain that includes the prefrontal cortex and the hippocampal formation. In the present study, we investigated the possible role of attentional processes during such learning using dual-task interference. A motor, verbal, or perceptual concurrent task was performed during the learning/training block of a simple visual discrimination task. Contrary to expectation, the dual-task groups showed improved learning and learning-dependent performance compared with untrained control and non-dual-task trained groups. A second experiment revealed that this effect did not appear to be due to increased arousal level; the inclusion of alerting tones during learning did not result in facilitation. These findings suggest that the engagement of attention, but not arousal, during the acquisition of a visuomotor association can facilitate this learning and its expression. 相似文献
156.
Smyth S Barnes-Holmes D Barnes-Holmes Y 《Journal of experimental psychology. Animal behavior processes》2008,34(1):167-177
The current study investigated the role of propositional knowledge in human acquired equivalence effects. Across 5 experiments, human adults were trained to associate different visual stimuli. Subsequent procedures presented training that was either consistent or inconsistent with the previous associations. More accurate responding in the consistent versus inconsistent condition reflected an acquired equivalence effect. The results of Experiment 1 indicated that a previously reported divergence between verbal and associative processes was likely due to instructional control. Experiments 2-5 further examined the role of verbal processes and demonstrated that acquired equivalence may be produced with verbal instructions alone and critically through a combination of instructions and actual stimulus pairings. The current data not only challenge a purely associative account but actively support an interaction between verbal and associative processes in producing the acquired equivalence effect in humans. 相似文献
157.
Vitale Agata Barnes-Holmes Yvonne Barnes-Holmes Dermot Campbell Claire 《The Psychological record》2008,58(3):365-390
The Psychological Record - The current article examines patterns of adult responding to different types of more-than and less-than relations, as well as procedures for facilitating responding in... 相似文献
158.
Gorham Marie Barnes-Holmes Yvonne Barnes-Holmes Dermot Berens Nicholas 《The Psychological record》2009,59(2):221-246
The Psychological Record - The current study comprised 2 experiments to generate relational responding in typically developing children and children with autism. In Study 1, the children were... 相似文献
159.
The Psychological Record - In this study, 12 5-year-old normal functioning children were exposed to a respondent-type training procedure and tested for emergent conditional discriminations. During... 相似文献
160.
Tony Cassidy 《Counselling psychology quarterly》2000,13(4):399-412
In a longitudinal study over 4 years, the relationship between home background, achievement motivation, optimism, psychological well-being and self-rated health was investigated in 149 young adults. The participants were assessed at school at age 16 years and then at two follow up points, 2 years and 4 years later. The data produced shows that the home background variables of socioeconomic status, family size and parental employment predict psychological well-being, self-rated health, achievement motivation and optimism at subsequent stages. Achievement motivation and optimism play a mediating role between home background and the outcome measures of self-rated health and psychological well-being. Furthermore achievement motivation appears to only take on an important role in terms of the development of identity. 相似文献