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81.
Mental shock can produce retrograde amnesia 总被引:1,自引:0,他引:1
Subjects in three experiments saw a short film of a mentally shocking event in which a young boy is violently shot in the face. Compared to other subjects who saw a nonviolent version of the same film, those who saw the mentally shocking version showed poorer retention of the details of the film. Retention was poorer whether measured by recognition or recall. Furthermore, impaired memory occurred only when the event was mentally upsetting, and not when it was merely unexpected but not upsetting. These results suggest that mentally shocking episodes may disrupt the lingering processing necessary for full storage of information in memory. 相似文献
82.
The fractionation of arithmetical skills: A single case study 总被引:14,自引:0,他引:14
Elizabeth K. Warrington 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1982,34(1):31-51
A single case study of a patient with a selective impairment of arithmetical calculation is reported. DRC became severely acalculic after sustaining a left parietal intra-cerebral haematoma. His numeracy skills were documented as fully as possible. It was found that his knowledge of the significance of individual numbers and his concept of quantity appeared to be intact, but simple addition, subtraction and multiplication were all performed laboriously and inaccurately and his performance was inconsistent from trial to trial. Further it was shown that it was his knowledge of arithmetical facts not his knowledge of arithmetical operations which was impaired. The findings are discussed in relation to models of arithmetical calculation and it is concluded that for DRC there was a deficit in accessing one category of verbal semantic knowledge systems, namely arithmetical facts. 相似文献
83.
Recent advances in the understanding of the neurological basis of motor control have made possible an explanation of motor skill acquisition in terms of the notion of programs of muscle synergies. The progressive development of an individual's capacity to control these synergies may be presented as a kind of hierarchical organization of processing levels based upon changes in the neurological location of motor control and the ability of the individual to make adjustments in the programs. This paper is an attempt to apply this information about the processing levels of motor control to the problem of the identification of a paradigm to assist practitioners in the design of sequences of motor skill learning experiences. Such a paradigm is proposed as a reformulation of Jewett's Movement Process Category System, a model originally created for use in curriculum decision-making.The proposed reformulation identifies three subphases of adaptive skill acquisition: skill construction, where a program of synergies is first automated; skill stabilization, where that program is then schematized; and skill differentiation, where that program is finally modularized. Within each of the subphases, processing levels are defined to enable the practitioner to give directions and design learning environments which will focus upon the students' gaining progressive control of the program of synergies selected for acquisition. Comments made throughout this presentation are intended to bridge the gap between motor control research and the teaching of skills, as well as encourage researchers in the motor learning/motor development areas to consider the notion of programs of muscle synergies as the fundamental explanatory unit for motor skill acquisition. 相似文献
84.
This study examines religious faith as associated with adjustment to end-stage renal failure and its treatment regimen of maintenance hemodialysis. Both quantitative and qualitative data were collected initially and after a three-year interval in order to observe changes over time. The variable of the patient's perception of the import of religious faith was found to be positively related to interactional behavior and sick role behavior and to be inversely associated with alienation. Content analysis of qualitative responses for the item of perceived import of religious faith revealed a pattern of increasingly more positive patient attitudes occurring over time. 相似文献
85.
In three experiments, deaf children in the age range of 6 years, 10 months to 15 years, 5 months were presented with continuous lists of items, and for each item they had to indicate whether it had appeared before on the list. Later items were related to preceding items either in surface form or in meaning or were unrelated. False-recognition errors (i.e., “yes” responses to new items) served as an index of memorial coding. In one experiment, the items presented to the subjects were printed words. The results of this experiment showed a false-recognition effect (i.e., more errors to related words than to unrelated words) for both semantically related words and orthographically similar words. In the other two experiments, the subjects viewed a series of manual signs on videotape. In these experiments, there was a false-recognition effect for signs related semantically and for signs related cherologically (i.e., similar in terms of their manual production). These results establish orthography and cherology as effective memorial codes for deaf children. The finding of a consistently strong semantic effect for young deaf children stands in contrast to findings of weak semantic effects in false-recognition studies with young hearing children. The ascendancy of semantic codes for deaf children was attributed to the absence of competition from the speech code which dominates the linguistic memory of hearing children. 相似文献
86.
In deciding that two items come from the same category, subjects were delayed if the items were presented as a word and a picture, as compared with two words or two pictures. Subjects were not delayed if the items were not to be compared. Hence, the delay appears to occur during the retrieval and comparison of know ledge about the items, not during their perceptual analysis. The results suggest that there are two distinct codes involved in the categorization of words and pictures, rather than a single code. 相似文献
87.
In the Italian public school system, local dialects are explicitly discouraged and children are pressured to master standard Italian. In this study, 95 southern Italian children were given a series of tasks to determine their level of dialect production and their attitudes toward their local dialect. Production of dialect decreases sharply from the first to the third grade, but then tends to stabilize, with a slight increase in dialect use by fourth and fifth grade boys. Hence the schools have not been entirely successful in eradicating dialect. However, attitude measures indicate that by the third grade children prefer Italian over the dialect at close to the 100% level. The schools have placed many children in a conflict situation, in which they have learned negative attitudes toward their own code but cannot completely master standard Italian. Sex differences may be related to a tendency to view dialect as more masculine. Implications of this study for bidialectical school programs in Italy and the United States are discussed. 相似文献
88.
Sophie Kav-Venaki Niza Eyal Urie Bronfenbrenner Elizabeth Kiely Deborah Caplan 《Journal of experimental social psychology》1976,12(1):70-86
An experiment on the role of the language of instruction in mediating responses to social pressure was conducted with a sample of 41 Russian-born adolescents who had recently immigrated to Israel. The subjects were asked to respond to a series of conflict situations in which they were told that either the experimenters, their own parents, or their peers would see their answers. Instructions were given once in Russian and once in Hebrew. Contrary to the principal hypothesis, when subjected to pressure from adults the children gave more conventional moral responses under Hebrew than under Russian instructions. The result was interpreted as reflecting the tendency to respond more moralistically to the language of authority, which, for the emigréchildren, shifted from Russian to Hebrew. Regardless of the language of administration, the scores for the emigréchildren fell between those for Soviet and Israeli youngsters, but they were closer to the latter. Within the sample, the longer a child lived in one or the other society, the more his response to social pressure resembled the modal reaction of children in that society. Children from families who had or had not spoken Yiddish in the home showed marked differences in response, with the former resembling the Israeli and the latter the typical Soviet reaction. The results were interpreted as reflecting the capacity of children to adapt to conflicting socialization settings both within and across cultures. 相似文献
89.
In two experiments, rats received noncontingent pairings of two stimuli with food reward, one paired with small reward and the other with large reward, and received bar press training with large reward or with small reward. When the noncontingent stimuli (NS) were presented for test during subsequent rewarded bar pressing and during early extinction of bar pressing, responding for each group was faster in the presence of the NS which was paired with the same reward magnitude that group received in bar press training than to the NS which had been paired with a different reward magnitude. As extinction progressed, all groups responded more slowly in the presence of the NS which had been paired with the large reward than in the presence of the NS which had been paired with small reward. These results were interpreted as indicating that responding in the presence of an NS depends on: (i) whether the reward expectancy elicited by the NS has been conditioned to the instrumental response, and (ii) the relationship between the reward expected in the presence of the NS and that received in test. 相似文献
90.
Jerry D. Harris Bonnie A. Gray Shirley Rees-McGee James L. Carroll Elizabeth T. Zaremba 《Journal of School Psychology》1987,25(4):343-354
School psychologists serving a national, systematic sample of public elementary and secondary schools were surveyed regarding recent referrals. Most referrals were initiated by school staff members (75% of referrals), and the majority occured initially through formal mechanisms (55% of referrals). Most informal requests for assistance or information eventually became, or were thought likely to become, formal referrals. In 92% of cases, the referral agent's initial communication with the psychologist included some designation of what the pupil was doing or not doing that was viewed as problematic. Poor academic performance was of primary concern in 52% of referrals and social/emotional problems in 31%. More boys were referred than girls, and one-half of referrals from the elementary grades involved pupils in grades K-2. Frequency of referral and reason for referral were not independent of pupil's grade or sex. Reason for referral was independent of time of year (October vs. May) and geographical region. 相似文献