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211.
Franklin A Clifford A Williamson E Davies I 《Journal of experimental child psychology》2005,90(2):114-141
Categorical perception of color is shown when colors from the same category are discriminated less easily than equivalently spaced colors that cross a category boundary. The current experiments tested various models of categorical perception. Experiment 1 tested for categorical responding in 2- to 4-year-olds, the age range for the onset establishment of color term knowledge. Experiment 2 tested for categorical responding in Himba toddlers, whose language segments the color space differently from the way in which the English language does so. Experiment 3 manipulated the conditions of the task to explore whether the categorical responding in Experiments 1 and 2 was equivalent to categorical perception. Categorical perception was shown irrespective of naming and was not stronger in those children with more developed color term knowledge. Cross-cultural differences in the extent of categorical perception were not found. These findings support universalistic models of color categorization and suggest that color term knowledge does not modify categorical perception, at least during the early stages of childhood. 相似文献
212.
In 2 experiments we assessed younger and older adults' ability to remember contextual information about an event. Each experiment examined memory for 3 different types of contextual information: (a) perceptual information (e.g., location of an item); (b) conceptual, nonemotional information (e.g., quality of an item); and (c) conceptual, emotional information (e.g., safety of an item). Consistent with a large literature on aging and source memory, younger adults outperformed older adults when the contextual information was perceptual in nature and when it was conceptual, but not emotional. Age differences in source memory were eliminated, however, when participants recalled emotional source information. These findings suggest that emotional information differentially engages older adults, possibly evoking enhanced elaborations and associations. The data are also consistent with a growing literature, suggesting that emotional processing remains stable with age (e.g., Carstensen & Turk-Charles, 1994, 1998; Isaacowitz, Charles, & Carstensen, 2000). 相似文献
213.
Two theories that attempt to explain the relationship between false belief understanding and inhibition skills were investigated: (1) theory of mind development improves self-control, and (2) executive control is necessary for developing a theory of mind. A microgenetic approach was adopted, with a group of 21 children completing a battery of inhibition and false belief understanding tasks every four weeks for six phases of testing. The results showed that the majority of children were able to perform well on a test of executive inhibition before having a good understanding of false beliefs, thus supporting theory (2). The results also illustrated that while the children's inhibition skills developed relatively gradually, their understanding of false beliefs progressed from a consistent lack of understanding through a period of unstable performance, during which some children failed tests that they had previously passed. 相似文献
214.
Collier-Baker E Davis JM Suddendorf T 《Journal of comparative psychology (Washington, D.C. : 1983)》2004,118(4):421-433
Domestic dogs (Canis familiaris) perform above chance on invisible displacement tasks despite showing few other signs of possessing the necessary representational abilities. Four experiments investigated how dogs find an object that has been hidden in 1 of 3 opaque boxes. Dogs passed the task under a variety of control conditions, but only if the device used to displace the object ended up adjacent to the target box after the displacement. These results suggest that the search behavior of dogs was guided by simple associative rules rather than mental representation of the object's past trajectory. In contrast, Experiment 5 found that on the same task, 18- and 24-month-old children showed no disparity between trials in which the displacement device was adjacent or nonadjacent to the target box. 相似文献
215.
Accuracy in scientific discourse 总被引:1,自引:0,他引:1
Response to Rudmin, F. W. & Ahmadzadeh, V. (2001). Psychometric critique of acculturation psychology: The case of Iranian migrants in Norway. 相似文献
216.
The authors investigated the effects of cutting specific graphic scenes of film violence on self-reports of arousal, enjoyability, and perceptions of violence among a sample of U.S. students. In 3 studies, they varied film exposure from 1 1/2 min in the 1st study to a complete motion picture (American vs. British version of same film) in the 3rd. In all 3 studies, the participants rated the cut versions as less violent than the uncut versions. The participants distinguished quite subtle differences in levels of violence, even when the cuts were minor and contextualized within an entire movie. Cutting the movie significantly increased its enjoyability for the women; for the men, there was no significant difference. Cutting violent films made no difference in arousal for the men but substantially lowered self-report levels of arousal for the women. 相似文献
217.
Research on acculturation has revealed a variable relationship between acculturation and mental health, which is due to the presence of a number of moderating factors. Some of these factors, namely, modes of acculturation, acculturative experience with the host society, contact with the culture of origin, and individualistic values have been examined in order to understand better the relationship of these factors with acculturative stress. In the present research. Central American refugees (N = 101) who were resettled in Canada completed a questionnaire dealing with their attitudes, behaviours, values, and levels of acculturative stress. Results indicated that different factors are involved in the prediction of psychological and somatic aspects of acculturative stress, with contact with the culture of origin and modes of acculturation being the best predictors. 相似文献
218.
Within a semi-structured family interview (the McMaster Stuctured Interview of Family Functioning), several questions focus on intimate areas of the marital relationship. How couples answer these questions provides a window into their style of communication around potentially stressful issues. Viewing their videotaped interactions while noting their gaze patterns, dialogue, tension, and attitude, produced the following categories: Adaptive, Stable, Co-operative, Disengaged/anxious, Parallel, or Failing. Inter-observer relability was high, and the categories were related in meaningful ways to a self-report questionnaire, the McMaster Family Assessment Device, completed independently by each parent. 相似文献
219.
D S Berry 《Journal of personality and social psychology》1991,61(2):298-307
The validity of social perceptions was assessed on the basis of facial or vocal information. Specifically, impressions of stimulus persons' power and warmth were obtained on the basis of either a facial photograph or a voice recording. These were compared with the stimulus persons' self-reports along the same dimensions. Face- and voice-based impressions did predict self-view. The specific facial and vocal characteristics that mediated these links were also considered. Potential mechanisms that may yield the match between self-perceptions and impressions based on nonverbal cues are discussed. 相似文献
220.
This study examined the effects of a senior high school suicide prevention unit on students' levels of stress, anxiety, and hopelessness. An experimental group that received instruction in suicide prevention, and that demonstrated special needs, i.e. low social support, high stress, high anxiety, and/or high degrees of hopelessness, was compared with an experimental group that did not demonstrate special needs, and with two control groups that received no instruction, one with, and one without, special needs. Results indicated that both the experimental group with special needs and the experimental group without special needs showed significant increases in factual knowledge; the experimental group with special needs showed significant change on psychological variables, while the control group with special needs did not. No significant differential changes were noted between the experimental group with special needs and the control group with special needs. Implications for counselling psychologists are considered. 相似文献