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151.
152.
Prosody can be expressed not only by modification to the timing, stress and intonation of auditory speech but also by modifying visual speech. Studies have shown that the production of visual cues to prosody is highly variable (both within and across speakers), however behavioural studies have shown that perceivers can effectively use such visual cues. The latter result suggests that people are sensitive to the type of prosody expressed despite cue variability. The current study investigated the extent to which perceivers can match visual cues to prosody from different speakers and from different face regions. Participants were presented two pairs of sentences (consisting of the same segmental content) and were required to decide which pair had the same prosody. Experiment 1 tested visual and auditory cues from the same speaker and Experiment 2 from different speakers. Experiment 3 used visual cues from the upper and the lower face of the same talker and Experiment 4 from different speakers. The results showed that perceivers could accurately match prosody even when signals were produced by different speakers. Furthermore, perceivers were able to match the prosodic cues both within and across modalities regardless of the face area presented. This ability to match prosody from very different visual cues suggests that perceivers cope with variation in the production of visual prosody by flexibly mapping specific tokens to abstract prosodic types. 相似文献
153.
Kelly Denton‐Borhaug 《Dialog》2012,51(2):125-134
Abstract : This article digs beneath the surface of American assumptions regarding war to explore the ethical interconnections between national identity, war, and religion. Striking differences emerge between the dynamics of religion and politics with regard to war and peace in presidential speeches regarding the Iraq and Afghanistan wars, and the analysis of war from an earlier generation, encapsulated by Dr. Martin Luther King Jr.'s “Beyond Vietnam: A Call to Conscience,” from 1967. Study of this political discourse helps us better understand our own reality in the United States, and the moral consequences of our beliefs about war, sacrifice, the human character, and the identity of the nation. 相似文献
154.
While the gender gap in mathematics and science has narrowed, men pursue these fields at a higher rate than women. In this study, 165 men and women at a university in the northeastern United States completed implicit and explicit measures of science stereotypes (association between male and science, relative to female and humanities), and gender identity (association between the concept “self” and one’s own gender, relative to the concept “other” and the other gender), and reported plans to pursue science-oriented and humanities-oriented academic programs and careers. Although men were more likely than women to plan to pursue science, this gap in students’ intentions was completely accounted for by implicit stereotypes. Moreover, implicit gender identity moderated the relationship between women’s stereotypes and their academic plans, such that implicit stereotypes only predicted plans for women who strongly implicitly identified as female. These findings illustrate how an understanding of implicit cognitions can illuminate between-group disparities as well as within-group variability in science pursuit. 相似文献
155.
The Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Parent Form (BESS Parent; Kamphaus & Reynolds, 2007) is a recently developed instrument designed to identify behavioral and emotional risk in students. To describe the underlying factor structure for this instrument, exploratory (EFA) and confirmatory factor analyses (CFA) were conducted utilizing two subsets of a large, nationally-representative sample. The results of the EFA suggested that the BESS Parent contained a four-factor latent structure (i.e., Externalizing, Internalizing, Adaptive Skills, and Inattention), which was supported by CFA. Results support further investigation into utilizing four subscales in addition to an overall risk score; distributional and reliability information for the BESS Parent subscales is provided. Practical implications for school psychologists interested in early identification and directions for future research are discussed. 相似文献
156.
The effect of concurrent visual feedback (CVF) on continuous aiming movements was investigated in the preferred hand of participants of college age (ns = 12 men, 8 women). Participants made continuous rapid reversal movements with a lightweight lever in the sagittal plane. Participants attempted to reach a short target (20 degrees) and a long target (60 degrees) in separate constant practice conditions, but alternated between the two targets in a variable practice condition. Four blocks of practice trials were provided in each condition, with 40 movements made in each. CVF of the position-time trace was provided for the first 20 movements of each block, but was removed for the remaining 20 movements in each block. Movements were more accurate and consistent during constant practice compared to variable practice where the short target was overshot and the long target was undershot. CVF reduced errors in all conditions, compared to movements without CVF, particularly for the short target during variable practice. The results suggest that the interference generated by alternating targets can be modulated by providing visual feedback, but once the visual feedback was removed, errors increased markedly. 相似文献
157.
Virginia S. Y. Kwan Priscila Diaz Sean P. Wojcik Summer H. Y. Kim Kelly A. Matula Katie Rodriguez 《Psychological studies》2011,56(1):151-158
In this paper, we review the recent literature on the debate over the value of self-enhancement. Past studies fall into two
distinct sets, each in the context of a different research tradition. The componential approach to self-enhancement integrates
these two divergent perspectives and takes seriously the interplay of self-perception and interpersonal perception. Instead
of global indices, the componential approach identifies specific components of person perception. By partitioning the components
in self-perception, the componential approach allows for better understanding of the dynamic interactive effects of self-enhancement
bias and other components in self-perception on adjustment. We conclude the paper by discussing the emerging attempts to advance
a componential approach to examine self-perception in terms of components and outcomes. 相似文献
158.
This article focuses on the use of the comprehensive Therapeutic Assessment training model (Finn, 2007) with a child and his mother. The mother observed the child's testing sessions and was actively involved in a family intervention session as a way of translating assessment results into practice. One psychologist administered the psychological tests with the child, and 2 other clinicians worked with the mother throughout the process. We offer ideas about learning and training in the context of our case in Therapeutic Assessment. We investigate the parallel process between the way in which parents learn about their child's perspective and the way in which clinicians learn about the family's perspective. We discuss our discoveries in the context of planning case interventions. We explore the impact of trauma and ways of holding and containing this difficult work within our community and with each other. 相似文献
159.
Categories are learned and used in a variety of ways, but the research focus has been on classification learning. Recent work
contrasting classification with inference learning of categories found important later differences in category performance.
However, theoretical accounts differ on whether this is due to an inherent difference between the tasks or to the implementation
decisions. The inherent-difference explanation argues that inference learners focus on the internal structure of the categories—what
each category is like—while classification learners focus on diagnostic information to predict category membership. In two
experiments, using real-world categories and controlling for earlier methodological differences, inference learners learned
more about what each category was like than did classification learners, as evidenced by higher performance on a novel classification
test. These results suggest that there is an inherent difference between learning new categories by classifying an item versus
inferring a feature. 相似文献
160.
The present study examined the flexibility with which people can adopt different category schemes in the spatial domain. In
a location memory task, participants viewed and estimated the locations of four kinds of objects that were spatially grouped
by object identity. This identity-based arrangement was either congruent or incongruent with the perceptually based, geometric
categories that have been reported in previous research. Four experiments examined the conditions under which these different
category schemes are used to inform estimates of locations. The results showed that use of identity information depended on
the number of objects to be remembered during a trial: When one or two objects were remembered at a time, only geometric categories
affected estimates, but when four objects were to be remembered, both geometric categories and identity groupings affected
estimates. As memory load increases, participants rely on additional sources to inform their estimates of location. 相似文献