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101.
Older and younger participants read sentences about objects and were then shown a picture of an object that either matched or mismatched the implied shape of the object in the sentence. Participants' response times were recorded when they judged whether the object had been mentioned in the sentence. Responses were faster in the shape-matching condition for all participants, but the mismatch effect was stronger for older than for younger adults, even when the larger variability of the older group's response times was controlled for. These results suggest that older adults may construct stronger situation models than younger adults. 相似文献
102.
Karlsson T Adolfsson R Börjesson A Nilsson LG 《Scandinavian journal of psychology》2003,44(4):355-361
Young and old subjects were investigated to examine whether: the effects of priming are influenced by aging; there is independence between primed word-fragment completion and recognition performances; and the dependence between different tests is influenced by aging. A successive test paradigm was employed involving repeated assessment of to-be-remembered words by means of recognition and primed word-fragment completion. The results show that implicit memory declines with increasing age, and that correlations between different memory tests decrease with age. The outcome suggests that age-related memory decline involves several forms of memory, including primed word-fragment completion, and is reflected in correlations between measures of implicit and explicit memory. 相似文献
103.
Bj
Rn Rishovd Rund PL Zeiner Kjetil Sundet Merete &slash;Ie Grete Bryhn 《Scandinavian journal of psychology》1998,39(2):101-107
Vigilance deficits have been found in both schizophrenic and ADHD subjects. The two patient groups have never been directly compared on any vigilance measure, however. In the present study 20 early-onset schizophrenics were compared to 20 ADHD adolescents on a Degraded Stimulus Continuous Performance Test (DS-CPT). A comparison group of 30 normal adolescents was also included. Results showed no significant differences between the three groups on any of the DS-CPT measures. Different hypotheses are put forth to explain the findings, among them that the task may be insensitive to identifying sustained attention deficits in adolescent populations. 相似文献
104.
Stelmach, Herdman, and McNeil (1994) suggested recently that the perceived duration for attended stimuli is shorter than that for unattended ones. In contrast, the attenuation hypothesis (Thomas & Weaver, 1975) suggests the reverse relation between directed attention and perceived duration. We conducted six experiments to test the validity of the two contradictory hypotheses. In all the experiments, attention was directed to one of two possible stimulus sources. Experiments 1 and 2 employed stimulus durations from 70 to 270 msec. A stimulus appeared in either the visual or the auditory modality. Stimuli in the attended modality were rated as longer than stimuli in the unattended modality. Experiment 3 replicated this finding using a different psychophysical procedure. Experiments 4-6 showed that the finding applies not only to stimuli from different sensory modalities but also to stimuli appearing at different locations within the visual field. The results of all six experiments support the assumption that directed attention prolongs the perceived duration of a stimulus. 相似文献
105.
The development of a hospital-based routine system for off-line scoring and interpreting the MMPI with a small desk-top computer (HP 9830) is described. Main features of the system include the use of optical mark reader (OMR) cards instead of ordinary answer sheets and a software monitoring system allowing operator-independent processing. In terms of flexibility, speed, and economy, the system compares favorably with other computer-based test systems. 相似文献
106.
Ian Lubek Nancy K. Innis Rolf O. Kroger Gregory R. McGuire Henderikus J. Stam Thom Herrmann 《Journal of the history of the behavioral sciences》1995,31(1):52-72
For those who are both scholars and teachers of the history of psychology, a dilemma arises concerning the historiographic versus pedagogic value of institutional genealogies. As part of the undergraduate History of Psychology course, faculty genealogies were constructed at five Canadian psychology departments (Calgary, Guelph, Toronto, Western Ontario and York); an operational definition of “Ph.D. supervisor” represented mentor-student “institutional” linkages. Seventy-five per cent of the 212 faculty were traceable to nine pioneer figures such as Wilhelm Wundt or William James. In contrasting historiographic pitfalls with pedagogic merits, we suggest that integrating a reflexive and critical examination of histriographic problems may tip the scales in favour of pedagogic reasons for conducting such genealogical research. 相似文献
107.
Sex Roles - Employees with children differ in how they want to manage their work and family roles. By integrating the literature on boundary management and role prioritization, we develop a visual... 相似文献
108.
In this study, an extended pacemaker-counter model was applied to crossmodal temporal discrimination. In three experiments, subjects discriminated between the durations of a constant standard stimulus and a variable comparison stimulus. In congruent trials, both stimuli were presented in the same sensory modality (i.e., both visual or both auditory), whereas in incongruent trials, each stimulus was presented in a different modality. The model accounts for the finding that temporal discrimination depends on the presentation order of the sensory modalities. Nevertheless, the model fails to explain why temporal discrimination was much better with congruent than with incongruent trials. The discussion considers possibilities to accommodate the model to this and other shortcomings. 相似文献
109.
Observing actions and understanding sentences about actions activates corresponding motor processes in the observer-comprehender. In 5 experiments, the authors addressed 2 novel questions regarding language-based motor resonance. The 1st question asks whether visual motion that is associated with an action produces motor resonance in sentence comprehension. The 2nd question asks whether motor resonance is modulated during sentence comprehension. The authors' experiments provide an affirmative response to both questions. A rotating visual stimulus affects both actual manual rotation and the comprehension of manual rotation sentences. Motor resonance is modulated by the linguistic input and is a rather immediate and localized phenomenon. The results are discussed in the context of theories of action observation and mental simulation. 相似文献
110.