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341.
Chiera Alessandra Adornetti Ines Altavilla Daniela Acciai Alessandro Cosentino Erica Deriu Valentina McCarroll Christopher Nicchiarelli Serena Preziotti Viviana Ferretti Francesco 《Cognitive processing》2022,23(2):255-267
Cognitive Processing - This event-related potentials (ERPs) study investigated online processes of integration of information relating to characters in narrative comprehension. The final sample... 相似文献
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343.
Kundey SM De los Reyes A Royer E Molina S Monnier B German R Coshun A 《Animal cognition》2011,14(2):291-302
Humans frequently interact with strangers absent prior direct experience with their behavior. Some conjecture that this may
have favored evolution of a cognitive system within the hominoid clade or perhaps the primate order to assign reputations
based on third-party exchanges. However, non-primate species’ acquisition of skills from experienced individuals, attention
to communicative cues, and propensity to infer social rules suggests reputation inference may be more widespread. We utilized
dogs’ sensitivity to humans’ social and communicative cues to explore whether dogs evidenced reputation-like inference for
strangers through third-party interactions. Results indicated dogs spontaneously show reputation-like inference for strangers
from indirect exchanges. Further manipulations revealed that dogs continued to evidence this ability despite reduction of
specific components of the observed interactions, including reduction of visual social cues (i.e., face-to-face contact between
the participants in the interaction) and the nature of the recipient (i.e., living, animate agent versus living, inanimate
self-propelled agent). Dogs also continued to demonstrate reputation-like inference when local enhancement was controlled
and in a begging paradigm. However, dogs did not evidence reputation-like inference when the observed interaction was inadvertent. 相似文献
344.
Evans KK Cohen MA Tambouret R Horowitz T Kreindel E Wolfe JM 《Attention, perception & psychophysics》2011,73(1):30-35
In general, humans have impressive recognition memory for previously viewed pictures. Many people spend years becoming experts in highly specialized image sets. For example, cytologists are experts at searching micrographs filled with potentially cancerous cells and radiologists are expert at searching mammograms for indications of cancer. Do these experts develop robust visual long-term memory for their domain of expertise? If so, is this expertise specific to the trained image class, or do such experts possess generally superior visual memory? We tested recognition memory of cytologists, radiologists, and controls with no medical experience for three visual stimulus classes: isolated objects, scenes, and mammograms or micrographs. Experts were better than control observers at recognizing images from their domain, but their memory for those images was not particularly good (D’ ~ 1.0) and was much worse than memory for objects or scenes (D’ > 2.0). Furthermore, experts were not better at recognizing scenes or isolated objects than control observers. 相似文献
345.
Wadsworth ME Santiago CD Einhorn L Etter EM Rienks S Markman H 《American journal of community psychology》2011,48(3-4):257-271
This article reports pre-post intervention results from a randomized controlled trial evaluating the initial efficacy of a couples-based intervention aimed at teaching skills for coping with stress and improving relationship skills in a sample of 173 ethnically diverse low-income co-resident mothers and fathers who were raising at least one child together. Couples were randomly assigned to one of three interventions or to an assessment-only control condition. The Fatherhood, Relationship, and Marriage Education (FRAME) intervention is a 14-h psychoeducation intervention developed specifically to strengthen the ability of low-income mothers and fathers to reduce conflict, cope with stress, and co-parent effectively. Three versions of FRAME were assessed: a men-only group, a women-only group, and a couple's group. The pre-post intervention analyses revealed reductions in financial stress, disengagement coping, and involuntary disengagement responses, as well as improvements in problem solving. These pre-post changes on stress and coping variables were both statistically significant and reliable as assessed by the Reliable Change Index (Jacobson and Truax 1991). Results were particularly strong for the couples' and women's groups. In addition, positive pre-post changes on stress and coping variables were associated with pre-post reductions on symptoms of depression for participants assigned to an intervention. The results demonstrate that participants in FRAME acquire some of the key skills taught in the intervention, and skills acquisition appears to translate into symptom reduction. In addition, this study highlights the value of an intervention aiming to improve the capacity of parents with economic hardship to cope effectively with stress. 相似文献
346.
Phillips LK Giuliano AJ Lee EH Faraone SV Tsuang MT Seidman LJ 《Journal of abnormal psychology》2011,120(4):993-998
Cognitive deficits are fundamental to schizophrenia, and research suggests that negative emotion abnormally interferes with certain cognitive processes in those with the illness. To a lesser extent, cognitive impairment is found in persons at risk for schizophrenia, but there is limited research on the impact of emotion on cognitive processing in at-risk groups. It is unknown whether interference of negative emotion precedes illness and contributes to vulnerability for the disorder. We studied the extent to which negative emotional information interferes with working memory in 21 adolescent and young adult first-degree relatives of people with schizophrenia and 22 community controls. Groups were comparable in age, sex, education, ethnicity, and socioeconomic status. Primary measures were n-back tasks varying in cognitive load (1-back, 2-back, 3-back) with emotional faces (neutral, happy, fearful) as stimuli. The control group's response times (RTs) and the women's RTs, regardless of group, differed depending on the emotion condition. In contrast, the RTs of the relatives and of the men, regardless of group, did not differ by emotion. This study is the first to examine emotion-cognition interactions in relatives of individuals with schizophrenia. Reduced efficiency in processing emotional information may contribute to a greater vulnerability for schizophrenia that may be heightened in men. Additional research with larger samples of men and women is needed to test these preliminary findings. 相似文献
347.
Debate continues about the extent to which postulated mechanisms of action of cognitive behavior therapies (CBT), including standard CBT (i.e., Beckian cognitive therapy [CT]) and acceptance and commitment therapy (ACT) are supported by mediational analyses. Moreover, the distinctiveness of CT and ACT has been called into question. One contributor to ongoing uncertainty in this arena is the lack of time-varying process data. In this study, 174 patients presenting to a university clinic with anxiety or depression who had been randomly assigned to receive either ACT or CT completed an assessment of theorized mediators and outcomes before each session. Hierarchical linear modeling of session-by-session data revealed that increased utilization of cognitive and affective change strategies relative to utilization of psychological acceptance strategies mediated outcome for CT, whereas for ACT the mediation effect was in the opposite direction. Decreases in self-reported dysfunctional thinking, cognitive "defusion" (the ability to see one's thoughts as mental events rather than necessarily as representations of reality), and willingness to engage in behavioral activity despite unpleasant thoughts or emotions were equivalent mediators across treatments. These results have potential implications for the theoretical arguments behind, and distinctiveness of, CT and ACT. 相似文献
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349.
Two experiments used post‐class formation within‐class relational assessment test performances to evaluate whether participants demonstrated preference for certain members of an equivalence class based on the type of relation that existed between class members. In Experiment 1, two 5‐node 7‐member equivalence classes, consisting entirely of nonsense syllables, were established using the simultaneous protocol. Only 1 of the 6 participants in Experiment 1 formed classes. After class formation, the effects of the different relations between stimuli were evaluated using within‐class relational assessment tests, and the 1 participant showed an absolute preference for transitive over equivalence relations, and for baseline over symmetrical relations. Experiment 2 was identical to Experiment 1, except that one of the nonsense syllable stimuli in each class was replaced by a pictorial stimulus. Under these conditions, classes were formed by 5 of 13 participants. During the relational assessment tests, the 5 participants who formed classes demonstrated almost exclusive preferences for transitive relations over equivalence relations and for trained baseline relations over symmetrical relations. Thus, this research demonstrates that the members of equivalence classes are differentially related to each other based on relational type. 相似文献
350.
Erica L. Wohldmann Alice F. Healy Lyle E. Bourne Jr. 《Attention, perception & psychophysics》2012,74(4):766-778
Two experiments examined transfer of a prospective, time production skill under conditions involving changes in concurrent task requirements. Positive transfer of the time production skill might be expected only when the attentional demands of the concurrent task were held constant from training to test. However, some positive transfer was found even when the concurrent task at retraining was made either easier or more difficult than the concurrent task learned during training. The amount and direction of transfer depended more on the pacing of the stimuli in the secondary task than on the difficulty of the secondary task, even though difficulty affects attentional demands more. These findings are consistent with the procedural reinstatement principle of skill learning, by which transfer from one task to another depends on an overlap in procedures required by the two skills. 相似文献