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971.
We combined an item-method directed forgetting paradigm with a secondary task requiring a response to discriminate the color of probe words presented 1400 ms, 1800 ms or 2600 ms following each study phase memory instruction. The speed to make the color discrimination was used to assess the cognitive demands associated with instantiating Remember (R) and Forget (F) instructions; incidental memory for probe words was used to assess whether instantiating an F instruction also affects items presented in close temporal proximity. Discrimination responses were slower following F than R instructions at the two longest intervals. Critically, at the 1800 ms interval, incidental probe word recognition was worse following F than R instructions, particularly when the study word was successfully forgotten (as opposed to unintentionally remembered). We suggest that intentional forgetting is an active cognitive process associated with establishing control over the contents of working memory. 相似文献
972.
Philosophical Studies - Mereological harmony is the idea that the mereological structure of objects mirrors the mereological structure of locations. Grounding harmony is the idea that there is a... 相似文献
973.
Amanda Mae Woodward Lindsay A. Horen Sarah J. Knoll Jonathan S. Beier 《The British journal of developmental psychology》2022,40(3):410-421
When facing social exclusion, children seek to strengthen existing social connections and form new ones. This study asked whether they also make strategic choices about the targets of their affiliative goals. Three- to six-year-olds (N = 69; 36 female; mostly non-Hispanic White) observed characters acting inclusively or exclusively. All ages viewed excluders more negatively than includers, but only five- and six-year-olds preferred includers as play partners. Despite easily detecting and remembering exclusion events, younger children expressed no play partner preference. Children's verbal justifications revealed that older children choose partners more carefully and draw on a richer understanding of exclusion. More generally, the initial dissociation between social evaluation and preference formation underscores that these are distinct processes with different developmental trajectories. 相似文献
974.
We used the “flanking letters lexical decision” paradigm of Dare and Shillcock (2013) in order to test a model of multi-word reading. In the model, multiple words (on fixation, and to the left and right of fixation) are processed in parallel by a bank of location-specific letter detectors. These letter detectors feed information forward to a “bag of bigrams” that represents location-invariant sublexical orthographic information for all words processed in parallel. Bigrams are only formed within words (i.e., between spaces) but activate all compatible word representations. The model accounts for a finding reported by Dare and Shillcock (2013): Word recognition is facilitated when flanking letter pairs are present in the target (e.g. RO ROCK CK) compared with different letter flankers (ST ROCK EN), but independently of the position of the flanking bigrams (e.g., CK ROCK RO). In the present study we replicate this key finding and show that, as predicted by the model, although bigram position does not matter, within-bigram letter position does. Word recognition is harder when the position of letters within bigram flankers is reversed (e.g., OR ROCK KC/KC ROCK OR), but these conditions still facilitate with respect to a different letter flanker condition. 相似文献
975.
976.
Günther Eder 《Journal of Philosophical Logic》2014,43(2-3):541-547
The paper draws attention to an important, but apparently neglected distinction relating to axiomatic theories of truth, viz. the distinction between weakly and strongly truth-compositional theories of truth. The paper argues that the distinction might be helpful in classifying weak axiomatic theories of truth and examines some of them with respect to it. 相似文献
977.
Willoughby B. Britton Nathaniel E. Lepp Halsey F. Niles Tomas Rocha Nathan E. Fisher Jonathan S. Gold 《Journal of School Psychology》2014
The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure –Revised. Both groups decreased significantly on clinical syndrome subscales and affect but did not differ in the extent of their improvements. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. These results suggest that mindfulness training may yield both unique and non-specific benefits that are shared by other novel activities. 相似文献
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979.
Jonathan M. Weinberg 《Philosophical Studies》2014,170(3):545-553
980.
On the interactive influence of facial appearance and explicit knowledge in social categorization
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Nicholas O. Rule Konstantin O. Tskhay Jonathan B. Freeman Nalini Ambady 《European journal of social psychology》2014,44(6):529-535
Although people form impressions of others with ease, sometimes one's initial perceptions of individuals conflict with what one knows about them. Here, we aimed to investigate the process by which explicit knowledge about people interacts with initial perceptions on the basis of cues from facial appearance. Participants memorized the sexual orientations of men's faces wherein half of the targets were encoded with a sexual orientation opposite to their actual orientation. Subsequent categorization showed that perceivers favored appearance‐based information when temporally constrained but favored explicit knowledge about group membership with increased viewing time. Additionally, real‐time measures of participants' categorizations showed greater vacillation between appearance‐based cues and explicit knowledge as viewing time increased. These findings suggest that explicit knowledge does not simply overrule appearance‐based cues past a particular threshold but that the two may interact recurrently with top‐down knowledge directing attention and perception at later processing. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献