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211.
Relational learning with and without awareness: Transitive inference using nonverbal stimuli in humans 总被引:5,自引:0,他引:5
Anthony J. Greene Barbara A. Spellman William B Levy Jeffery A. Dusek Howard B. Eichenbaum 《Memory & cognition》2001,29(6):893-902
Learning complex relationships among items and representing them flexibly have been shown to be highly similar in function and structure to conscious forms of learning. However, it is unclear whether conscious learning is essential for the exhibition of flexibility in learning. Successful performance on the transitive inference task requires representational flexibility. Participants learned four overlapping premise pairs (A > B, B > C, C > D, D > E) that could be encoded separately or as a sequential hierarchy (A > B > C > D > E). Some participants (informed) were told prior to training that the task required an inference made from premise pairs. Other participants (uninformed) were told simply that they were to learn a series of pairs by trial and error. Testing consisted of unreinforced trials that included the non-adjacent pair, B versus D, to assess capacity for transitive inference. Not surprisingly, those in the informed condition outperformed those in the uninformed condition. After completion of training and testing, uninformed participants were given a postexperimental questionnaire to assess awareness of the task structure. In contrast with expectations, successful performance on the transitive inference task for uninformed participants does not depend on or correlate with postexperimental awareness. The present results suggest that relational learning tasks do not necessarily require conscious processes. 相似文献
212.
Some studies have shown that, although repetition increases the familiarity of a stimulus, it does not improve memory for its details. Because memory for associative information is thought to require memory for the details of study presentation, the effects of repetition on associative recognition were examined in the present study. The pattern of results was similar to that found for the recognition of item details: Repetition increased the familiarity of the individual items within each pair to a greater extent than it improved memory for their specific pairings. 相似文献
213.
J Biederman M C Monuteaux R W Greene E Braaten A E Doyle S V Faraone 《Journal of clinical child psychology》2001,30(4):492-502
Evaluated the long-term stability of the Child Behavior Checklist (CBCL) in a longitudinal clinical sample of youth with attention deficit hyperactivity disorder (ADHD), testing the hypothesis that the CBCL scales will show stability over time. Participants were 105 Caucasian, non-Hispanic boys with ADHD between the ages of 6 and 17 assessed at baseline and at a 4-year follow-up. Stability of CBCL scales were computed for dimensional (intraclass correlation coefficients [ICCs], Pearson correlations) and dichotomized scale scores (kappa coefficients and odds ratios [ORs]). Evidence was found for stability of the categorical and dimensional types of scores, as demonstrated by statistically significant stability of the Pearson correlation coefficients, kappas, and ORs. The robust findings obtained from ICCs and kappa coefficients document substantial stability for CBCL scales over time within individuals with ADHD. These results support the informativeness of the CBCL as a useful measure of longitudinal course in clinical samples of youth with ADHD. 相似文献
214.
It is well known that judgments of oblique line segments are more variable and less accurate than are judgments of horizontal
or vertical segments, i.e., the “oblique effect.” A prior study from our laboratories confirmed these differentials for a
task in which the collinearity of segments at various angular positions was judged. Further, that study found that each observer
manifests a distinct, idiosyncratic profile of errors across the 360° range. These error tendencies are conspicuous in models
derived by harmonic analysis, and we describe significant excursions of a given model as “delta errors.” The present experiments
found complex profiles of delta error with various stimulus and test conditions. A given subject manifested similar models
of delta error when judging collinearity of dot pairs versus line segments. In the prior work the segments to be judged were
asymmetrically positioned upon the test sheet. However, the asymmetric positioning is not responsible for the errors, as the
present work found errors excursions with a round display field. Similar profiles of delta error were found when subjects
were allowed to mark an open space, versus being required to respond at a specific distance (indicated by a target circle).
This addresses questions of whether the error should be measured as an angle. In the two final experiments, we present evidence
that the source of delta error within the nervous system is at the point of binocular synthesis of the information from the
two eyes, or beyond, and the effects are not due to errors of reaching. Potential neural substrates for these complex, idiosyncratic
error tendencies are discussed.
Received: 16 June 2000 / Accepted: 10 March 2001 相似文献
215.
At the end of a trial, the judge gives jurors a set of instructions that explain the laws that are applicable to the case and that direct jurors to reach a verdict in accordance with those laws. Little is known about how well jurors understand instructions in civil cases. We assess the extent to which jurors understand judicial instructions in negligence cases. We address 3 issues: (a) To what extent do they understand these instructions? (b) To what extent is their comprehension enhanced by access to a written copy of the instructions? and (c) What effect does deliberation have on jurors' comprehension levels? Overall comprehension was approximately 64% and access to written instructions did not enhance comprehension, but the opportunity to deliberate did. 相似文献
216.
The acquisition and flexible expression of complex relations is often attributed to declarative memory processes. The extent to which such tasks may be done implicitly has not been sufficiently explored. We report that analogical or transfer processes may be accomplished implicitly. Our analogy task requires acquisition of a transverse patterning set, and then tests for transfer on an unrelated set. Participants learn the relations A>B (given a choice between A and B choose A) and B>C and the unrelated set X>Y and Y>Z. Only the experimental group was trained on the transverse pair C>A. At test all trials are unreinforced: A?B, B?C, A?C, X?Y, Y?Z, X?Z. Analogy was observed when the experimental group chose Z>X at greater frequency than controls who uniformly chose X>Z. Analogy occurred with or without awareness of the transfer. The capacity to transfer relations to an analogous set demonstrates a level of flexibility and abstraction not generally thought to be possible for implicit processes. 相似文献
217.
This paper is truly a joint effort and it could not have been written without the contribution of both authors. Garson, though, deserves credit (or blame) for first seeing the need for two kinds of quantifier scope, and also for devising essentials of the positive theory. 相似文献
218.
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220.
Ryan G. Carlson Sejal M. Barden Andrew P. Daire Jennifer Greene 《Journal of counseling and development : JCD》2014,92(4):418-427
The authors randomly assigned 54 ethnically diverse, low‐income married couples with children to receive relationship education either immediately or in 6 months. Couples attended 12 hours of relationship education using the Prevention and Relationship Enhancement Program curriculum. The authors collected pre‐ and postassessment data and compared differences in relationship satisfaction between treatment and wait‐list control couples. Results indicated significant differences in relationship satisfaction between the 2 groups. Findings support relationship education as an efficacious intervention for low‐income couples. 相似文献