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51.
Two same-different discrimination experiments were performed for click patterns having a total duration of about 4 sec and interclick intervals ofn × 250 msec, withn a random integer. In Experiment 1, the influence of the physical click group structure on discrimination performance was investigated. In Experiment 2, the effect of the strength of an induced internal clock on discrimination performance was measured. Performance was poor if the group structure of clicks was maintained during a change in click pattern and also if the induced infernal clack strength was low. The performance of about 70% of the subjects improved significantly if either a change in click grouping structure occurred or a strong internal clock could be induced. These results cannot be accounted for with simple models based an single-interval duration discrimination or between-pattern correlation statistics. 相似文献
52.
G. Keith Humphrey Diane Skowbo Lawrence A. Symons Andrew M. Herbert Christina L. Grant 《Attention, perception & psychophysics》1994,56(4):405-413
Five experiments reexamined color aftereffects contingent on the semantic properties of text (Allan, Siegel, Collins, & MacQueen, 1989). The influence of different assessment techniques and the effect of eye movements and overlapping contour information on the induction of color aftereffects by word and nonword letter strings were determined. Experiment 1 showed that no aftereffect was found when a traditional method of assessing color aftereffects was used. Experiments 2 and 4 demonstrated color aftereffects forboth words and nonwords, but only when subjects fixated the same locus during induction and testing and only when assessed with the technique described by Allan et al. (1989). If, however, eye movements were made during induction, no color aftereffect was obtained (Experiment 3). Induction to nontext patterns with properties similar to those of text but with fewer overlapping contours resulted in a strong color aftereffect (Experiment 5). These results suggest that the color aftereffect contingent on text is very weak and is not dependent on semantic factors, but that it is a product of induction to local color and orientation information. 相似文献
53.
Diane M. Morrison Edith E. Simpson Mary Rogers Gillmore Elizabeth A. Wells Marilyn J. Hoppe 《Journal of applied social psychology》1996,26(18):1658-1679
This research examines the applicability of Fishbein and Ajzen's (1975) theory of reasoned action (TRA) to intentions to use cigarettes and alcohol among 5th- and 6th-grade students. It also addresses the question of unidimensionality of outcome beliefs and referent norms. Results suggest that the TRA model describes children's decision making well, although the ability of income and race to add to prediction, net of the effects of attitude and perceived norm, are contrary to the theory's prediction. In addition, we find support for multidimensional components of both attitude and norm for both behaviors. 相似文献
54.
Ross T. Brady 《Journal of Philosophical Logic》1996,25(2):151-183
We collect together some misgivings about the logic R of relevant inplication, and then give support to a weak entailment logic DJd. The misgivings centre on some recent negative results concerning R, the conceptual vacuousness of relevant implication, and the treatment of classical logic. We then rectify this situation by introducing an entailment logic based on meaning containment, rather than meaning connection, which has a better relationship with classical logic. Soundness and completeness results are proved for DJd with respect to a content semantics, which embraces the concept of meaning containment.Dedicated to Robert K. Meyer on the occasion of his 60th birthdayThis paper was presented to the Australasian Association for Logic Conference, A.N.U., Canberra, in July, 1992. This Conference commemorated the 60th birthday of Robert K. Meyer, in recognition of the enormous contribution he has made to Logic, especially to Relevant Logic, and of the general lift he has given to the field in his adopted country, Australia. This paper owes its inspiration to Robert Meyer's Farewell to Entailment [37] and his earlier Why I am not a Relevantist [35]. This paper also owes a great deal to Richard Sylvan who has consistently supported weaker relevant logics at a time when stronger relevant logics were in vogue (see especially [47], Chapter 3). In writing this paper, I have also benefited from conversations with Nuel Belnap, Michael Dunn, Kit Fine and Alasdair Urquhart during a period of study leave in 1991. I also thank Robert Meyer, Michael Dunn, Martin Bunder and John Slaney for useful comments on my conference paper. I would also like to thank the referees of this Journal for their helpful comments, which led me to make substantial improvements to this paper. 相似文献
55.
On Alan Turing's anticipation of connectionism 总被引:2,自引:0,他引:2
It is not widely realised that Turing was probably the first person to consider building computing machines out of simple, neuron-like elements connected together into networks in a largely random manner. Turing called his networks unorganised machines. By the application of what he described as appropriate interference, mimicking education an unorganised machine can be trained to perform any task that a Turing machine can carry out, provided the number of neurons is sufficient. Turing proposed simulating both the behaviour of the network and the training process by means of a computer program. We outline Turing's connectionist project of 1948.In Memory of Robin Gandy 相似文献
56.
57.
Prevalence of ADHD and comorbid disorders among elementary school children screened for disruptive behavior 总被引:8,自引:0,他引:8
Gerald J. August Ph.D. George M. Realmuto Angus W. MacDonald III Sean M. Nugent Ross Crosby 《Journal of abnormal child psychology》1996,24(5):571-595
In the context of a school-based prevention of conduct disorder program, 7,231 first- through fourth-grade children were screened for cross-setting disruptive behavior. Frequencies of DSM-III-R psychiatric disorders and patterns of comorbidity were assessed. We also examined the association of psychiatric diagnosis with child and parent characteristics to determine differential risk based on diagnostic subgroups. Attention deficit hyperactivity disorder (ADHD) and oppositional-defiant disorder (ODD) were the most frequent diagnoses. Mood and anxiety disorders were infrequent as single diagnoses. Patterns of comorbidity demonstrated that both externalizing and internalizing disorders commonly cooccurred with ADHD. More severe degrees of psychopathology and psychosocial risk accrued to the subgroup of youths with ADHD plus a comorbid externalizing disorder.This study was supported by grant MN-46584 from the National Institute of Mental Health. 相似文献
58.
Glen Dunlap Ph.D. Ronnie White Arcadia Vera Diane Wilson Luanne Panacek Ed.D. 《Journal of Behavioral Education》1996,6(4):481-500
In this study, academic task assignments were modified in an effort to improve the conduct and task performance of three students with emotional and behavioral disorders. Functional assessments, including interviews and direct observations, were conducted to identify variables that affected the performance of each student during problematic assignments. The assessments implicated several variables for each student. These variables were then used as guides to modify the problematic tasks. The modifications resulted in reduced levels of problem behaviors and increased rates of task engagement, work productivity and accuracy for each of the students. The effects were demonstrated within ongoing academic activities and replicated through the use of reversal designs. The findings are discussed in relation to the practical process of functional assessment and the relevance of curricular and instructional arrangements to the occurrence of disruptive behavior. 相似文献
59.
In January 1996, the American Board of Genetic Counseling (ABGC) adopted 27 practice-based competencies as a standard for assessing the training of graduate students in genetic counseling. These competencies were identified and refined through a collective, narrative process that took place from January through November 1994, and included directors of graduate programs in genetic counseling, ABGC board members and expert consultants. These competencies now form the basis of the document Requirements for Graduate Programs in Genetic Counseling Seeking Accreditation by the American Board of Genetic Counseling (American Board of Genetic Counseling, 1996). The competencies are organized into four domains and are presented and discussed in this article.The Consortium includes Directors of established graduate programs in genetic counseling and members of the ABGC Board of Directors who participated in the Consensus Development Conference held in January, 1994: Diane Baker (University of Michigan/ABGC); Bonnie Baty (ABGC); Joan Burns (University of Wisconsin); Debra Collins (ABGC); Virginia Corson (ABGC); Beth Fine (Northwestern University/ABGC); Elizabeth Gettig (University of Pittsburgh); Verle Headings (Howard University); Jacqueline Hecht (University of Texas); Carl Huether (University of Cincinnati); Bonnie LeRoy (University of Minnesota); Joan Marks (Sarah Lawrence College); Anne Matthews (University of Colorado); Roberta Palmour (McGill University); Lorna Phelps (Medical College of Virginia); Kimberly Quaid (Indiana University); Joan Scott (ABGC); Ann Smith (ABGC); Helen Travers (ABGC); Judith Tsipis (Brandeis University); Ann Walker (University of California-Irvine/ABGC); Jon Weil (University of California-Berkeley); S. Robert Young (University of South Carolina); Randi Zinberg (Mount Sinai School of Medicine, New York). 相似文献
60.
The American Board of Genetic Counseling (ABGC) sponsored a consensus development conference with participation from directors of graduate programs in genetic counseling, board members, and expert consultants. Using a collective, narrative, and case-based approach, 27 competencies were identified as embedded in the practice of genetic counseling. These competencies were organized into four domains of skills: Communication; Critical Thinking; Interpersonal, Counseling, and Psychosocial Assessment; and Professional Ethics and Values. The adoption of a competency framework for accreditation has a variety of implications for curriculum design and implementation. We report here the process by which a set of practice-based genetic counseling competencies have been derived; and in an accompanying article, the competencies themselves are provided. We also discuss the application of the competencies to graduate program accreditation as well as some of the implications competency-based standards may have for education and the genetic counseling profession. These guidelines may also serve as a basis for the continuing education of practicing genetic counselors and a performance evaluation tool in the workplace.The Consortium includes Directors of established graduate programs in genetic counseling and members of the ABGC Board of Directors who participated in the Consensus Development Conference held in January 1994: Diane Baker (University of Michigan/ABGC); Bonnie Baty (ABGC); Joan Burns (University of Wisconsin); Debra Collins (ABGC); Virginia Corson (ABGC); Beth Fine (Northwestern University/ABGC); Elizabeth Gettig (University of Pittsburgh); Verle Headings (Howard University); Jacqueline Hecht (University of Texas); Carl Huether (University of Cincinnati); Bonnie LeRoy (University of Minnesota); Joan Marks (Sarah Lawrence College); Anne Matthews (University of Colorado); Roberta Palmour (McGill University); Lorna Phelps (Medical College of Virginia); Kimberly Quaid (Indiana University); Joan Scott (ABGC); Ann Smith (ABGC); Helen Travers (ABGC); Judith Tsipis (Brandeis University); Ann Walker (University of California-Irvine/ABGC); Jon Weil (University of California-Berkeley); S. Robert Young (University of South Carolina); Randi Zinberg (Mount Sinai School of Medicine, New York). 相似文献