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81.
Sixteen pairs of successive tones, with different amplitude combinations, were presented with 16 combinations of tone duration and interstimulus interval. A separate group of 12 subjects was assigned to each presentation condition and made comparative loudness judgments for each of the pairs. Perceived within-pair loudness differences were scaled by a Thurstonian method using the subjective width of the "equal" category as the unit. The scale differences were well described by weighted linear combinations of the sensation magnitudes of the tones in the pairs. The time error can be regarded as an effect of this differential weighting. For the longer interstimulus intervals, the weight of the second tone was the greater, causing the usual inverse relation between time error and stimulus intensity level. For the shorter interstimulus intervals, these effects were reversed. An analysis of the pattern of weights led to the development of two models, one of which is a generalization of Michels and Helson's time error model. The weights could be interpreted as reflecting the differential efficiency of the loudness information from the two compared stimuli. 相似文献
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C Krauss V Scholz M Kn?pfel 《Psychiatrie, Neurologie, und medizinische Psychologie》1977,29(10):606-609
The authors report their experience with a special form of psychodrama for the treatment in small groups of neurotic children aged five to fifteen. The acting out of ambivalent, partly unconscious and restrained tendencies and inclinations by playing, i.e., by taking roles in spontaneous performances, is followed by alternation of identification in the group and, possibly, careful indirect verbalization by the therapeutist and/or group, of which the purpose is to arrive at a reorientation of the attitudes of patients and a consolidation of the newly won attitude. 相似文献
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Tarja Heponiemi Marko Elovainio Laura Pulkki Sampsa Puttonen Olli Raitakari Liisa Keltikangas-J?rvinen 《Health psychology》2007,26(1):13-21
The present study examined the association of cardiac autonomic task-induced reactivity and recovery to preclinical atherosclerosis. Thirty-three men and 33 women aged 24-39 years participated in the ongoing epidemiological Cardiovascular Risk in Young Finns study. The authors measured heart rate (HR), respiratory sinus arrhythmia (RSA), and preejection period (PEP) during the mental arithmetic and speech tasks in 1999. Carotid atherosclerosis was assessed by measuring the thickness of the common carotid artery intima-media complex (IMT) with ultrasound in 2001. Higher HR, RSA, and PEP reactivity were associated with lower IMT values even after adjusting for cardiovascular risk factors (lipid levels, obesity, and blood pressure). In addition, better HR recovery after the mental arithmetic task was associated with lower IMT values, and this association persisted after all adjustments. Thus, higher task-induced cardiac autonomic reactivity and better HR recovery were related to less preclinical atherosclerosis. The authors concluded that cardiac pattern of reactivity and quick recovery may be associated with better cardiovascular health, and therefore all reactivity occurring in challenging situations should not automatically be considered as potentially pathological. 相似文献
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The purposes of this study were to identify and explore (a) the life skills learning contexts experienced by Canadian junior national team biathletes and (b) the ways in which they learned life skills in these contexts. Nine members of the Canadian junior national biathlon team participated in individual semi-structured interviews. Results of thematic analysis revealed 3 life skills learning contexts: sport, school/work, and family. Participants reported learning life skills by using cognitive processes of observational learning and reflections on experiences. Some athletes reported that life skills learning occurred automatically, which may suggest implicit cognitive learning.Lay Summary:The different contexts in which Canadian junior national team biathletes learned life skills were studied. Nine athletes were interviewed. Athletes learned life skills in sport, school/work, and family contexts. They used cognitive strategies of observational learning and reflecting on experiences. Some athletes thought they learned life skills automatically, which may suggest implicit cognitive learning. 相似文献
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