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21.
When letters and words are presented tachistoscopically, material from the right visual field (RVF) can be reported more accurately than that from the left visual field (LVF). The RVF superiority may reflect either left hemispheric dominance for language or directional scanning. Previous studies have deliberately focused on the cerebral asymmetry factor while "controlling" scanning and, thus, have cast some doubt on the potency of the scanning factor. Two experiments were conducted to show that scanning can induce a RVF superiority comparable to that often associated with cerebral asymmetry. The first experiment required bilingual subjects to report six English or six Hebrew letters, shown briefly in either the LVF or RVF, with order of report controlled. A RVF superiority found with English characters was matched by an equal but opposite LVF effect with Hebrew. In a second experiment, five English characters were shown briefly in either the LVF or RVF, and subjects had to identify a single character indicated by a post exposural cue. Using a spatial cue to by pass scanning, there were no field differences; with an ordinal position cue--a procedure thought to force scanning--there was a strong RVF superiority. The results show clearly that scanning can induce visual field differences. 相似文献
22.
Douglas Cullinan Kenneth D. Gadow Michael H. Epstein 《Journal of abnormal child psychology》1987,15(4):469-477
Psychotropic drug treatment in learning-disabled (LD), educable mentally retarded (EMR), and seriously emotionally disturbed (ED) children and adolescents receiving public school special education services was examined. The findings indicated that while treatment prevalence rates for EMR and ED groups were comparable, the rate for LD students was much lower. In the LD sample, pharmacotherapy was associated with higher ratings of behavioral deviance, longer placement in special education, less social integration, and greater peer rejection, which suggests that symptom severity is an important determiner of pharmacotherapy in this population. 相似文献
23.
In response to the article by Lamiell and Trierweiler (this issue), we examine the stated epistemological origins of idiothetic proposals for theory and research in personality We argue that the justification for those proposals as advanced by Lamiell and his colleagues is wholely insufficient in view of prior research on the consistency of behavior This assertion together with our identification of problems in scaling personality and personality consistencies lead us to conclude that the pursuit of the idiothetic method is both unwarranted and ineffectual 相似文献
24.
J. Douglas Rodick Scott W. Henggeler Cindy L. Hanson 《Journal of abnormal child psychology》1986,14(1):77-87
Two basic assumptions of the Circumplex Model of family systems were evaluated: (1) Healthy families evidence balanced degrees of cohesion and adaptability, whereas problem families evidence extreme degrees, and (2) families with balanced degrees of cohesion and adaptability possess more positive communication skills than families with extreme degrees. Subjects were 58 mother-son dyads from father-absent families. In 29 of the families the adolescent was a juvenile offender, while in the remaining families there was no history of arrest or psychiatric referral. The dyads completed the Family Adaptability and Cohesion Scales (FACES) and an unrevealed differences interaction task. FACES was highly proficient at differentiating delinquent from nondelinquent families. Moreover, in families with balanced degrees of cohesion and adaptability, the mothers' communication was significantly more supportive and explicit, and the dyads evidenced significantly greater warmth and affection than dyads with extreme degrees.This research was supported by funding to the Department of Psychology at Memphis State University granted through the Centers of Excellence Program of the State of Tennessee. We thank the staff of the Memphis-Metro Youth Diversion Project for their consideration and assistance. 相似文献
25.
John E. Douglas Robert K. Ressler Ann W. Burgess Carol R. Hartman 《Behavioral sciences & the law》1986,4(4):401-421
Since the 1970s, investigative profilers at the FBI's Behavioral Science Unit (now part of the National Center for the Analysis of Violent Crime) have been assisting local, state, and federal agencies in narrowing investigations by providing criminal personality profiles. An attempt is now being made to describe this criminal-profile-generating process. A series of five overlapping stages lead to the sixth stage, or the goal of apprehension of the offender: (1) profiling inputs, (2) decision-process models, (3) crime assessment, (4) the criminal profile, (5) investigation, and (6) apprehension. Two key feedback filters in the process are: (a) achieving congruence with the evidence, with decision models, and with investigation recommendations, and (b) the addition of new evidence. 相似文献
26.
Douglas K. Rush 《Behavior research methods》1986,18(1):32-35
Modifications and corrections to Rayfield’s (1982) assembly language routines for data acquisition and experimental control using the Apple II computer are described. The modified routines, together with an optoisolated hardware interface, provide a reliable, accurate, and easy to use microcomputer system for experimental control and data acquisition. 相似文献
27.
Darrell Butler 《Behavior research methods》1986,18(2):241-244
Reasonable quality statistical software that is easy to use and easy to learn to use is available, and more will become available. This paper describes nine features of statistical software programs that make such programs easy to use. Some methods for evaluating the capability, accuracy, and speed of statistical software are discussed. In addition, some issues about university and software company support are considered. Finally, a technique for integrating software into laboratories is presented. 相似文献
28.
Douglas B. Eamon 《Behavior research methods》1984,16(2):168-171
The need for common pedagogical and design features in courseware is discussed. A particularly useful feature would allow use of courseware in either of two “modes”: as an “electronic chalkboard” for the instructor who wishes to take advantage of the computer in a traditional lecture setting, or as an “electronic study guide” in which students interact individually with the programs. Development of programs using these two modes can be facilitated using Author-Assist, a set of routines and a program skeleton being developed by CONDUIT (1983). Author-Assist provides procedures for use of several types of automatic menu generation, automatic text formatting in “text ports,” mixed text and graphics, protected input routines, lowercase characters in text, automatic scaling of graphic displays using “graphports,” on-screen calculator functions, and a variety of other features. 相似文献
29.
A survey of academic psychologists was taken to determine present use of computers in instruction, willingness to use good education software, and kinds of potential uses of computers in psychology courses. A majority of the respondents reported using computers in instruction. Respondents indicated substantial willingness to adopt computer-based courseware. Respondents believed that a variety of uses, including classroom demonstrations and student experiments, would facilitate student learning. The results of the survey are compared with the instructional modules the task force is developing. 相似文献
30.