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51.
Fran?ois Vachon Sébastien Tremblay 《Revue canadienne de psychologie expérimentale》2005,59(4):279-286
When two target items (T1 and T2) are presented in rapid succession among fillers, processing T2 is often impaired. This phenomenon is known as the attentional blink (AB). Within the visual modality, this second-target deficit generally occurs only if T2 is masked by a trailing item. The current study was designed to examine whether masking of T2 also plays a critical role in the auditory AB. Results showed a reliable AB effect even when the item following T2 was replaced by silence. However, the AB deficit was abolished when T2 was the last presented stimulus. Our results suggest that, as in vision, T2 masking is necessary for the AB to take place in audition, but that masking is effective even when delayed, providing evidence that the phenomenon shares some functional mechanisms across sensory modalities. 相似文献
52.
Tom Coburn Fran Grace Anne Carolyn Klein Louis Komjathy Harold Roth Judith Simmer‐Brown 《Teaching Theology & Religion》2011,14(2):167-174
Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy. 相似文献
53.
François Vialla 《Médecine & Droit》2010,2010(105):161-170
It is wrongly that one would think that the question of the information due by the physician to the patient is not likely of any further developments. Four recent rulings provide the perfect illustration and lead to consider that this duty to inform has attained a genuine autonomy. In some instances, the compensation arising out of the failure to inform may depart from the strict framework of loss of chance in which many believed it was confined to. 相似文献
54.
Françoise S. Maheu Mary Dozier Amanda E. Guyer Darcy Mandell Elizabeth Peloso Kaitlin Poeth Jessica Jenness Jennifer Y. F. Lau John P. Ackerman Daniel S. Pine Monique Ernst 《Cognitive, affective & behavioral neuroscience》2010,10(1):34-49
Previous research findings have linked caregiver deprivation and emotional neglect with sensitivity to threatening cues. The present preliminary study investigated whether dysfunctions of the medial temporal lobe could underlie these associations. Using fMRI, we measured medial temporal lobe responses to emotional faces (angry, fearful, happy, neutral) among 30 youths. Eleven of the youths had a history of caregiver deprivation and emotional neglect. Attention states (i.e., attention to anger, fear, or physical attributes, or passive viewing) were systematically manipulated. Relative to comparison youths, youths with a history of caregiver deprivation and emotional neglect showed significantly greater left amygdala and left anterior hippocampus activation during the processing of threatening information. To our knowledge, these findings are the first to demonstrate altered medial temporal lobe function during the processing of threat cues in youths with a history of caregiver deprivation and emotional neglect. 相似文献
55.
In this paper, the author argues (1) that the normative model of the “Republican school” the school agents adhere to is not opposed to the expression of social or religious memberships: rather, it ignores them. (2) That this model of school is currently being deeply undermined by the visibility of the “second generation” of postcolonial immigrants. (3) That this generates various kinds of reactions in the school space: first, reactions from Muslim students themselves and secondly, erratic reactions from teachers and other school personal who try to manage issues they feel important, without having been trained at all to do so. 相似文献
56.
Marsh JE Vachon F Jones DM 《Journal of experimental psychology. Learning, memory, and cognition》2008,34(1):243-248
Typically, the phonological similarity between to-be-recalled items and TBI auditory stimuli has no impact if recall in serial order is required. However, in the present study, the authors have shown that the free recall, but not serial recall, of lists of phonologically related to-be-remembered items was disrupted by an irrelevant sound stream (end rhymes) sharing similar phonological content. These findings can be explained by the notion that between-sequence phonological similarity effects emerge when category-cueing processes become an important determinant for recall, such as when shared category information can be used as a retrieval aid to cue list items or plausible list candidates. In this case, the presence of categorically similar irrelevant items impairs the retrieval of list items and leads to intrusion error. Implications of these results for theories of auditory distraction are discussed. 相似文献
57.
In this research, the controversial issue of whether the central bottleneck can be bypassed through task automatization was investigated. To examine this issue, participants received six single-task practice sessions with an auditory-vocal task (low vs. high pitch). We then assessed dual-task performance using the analytically tractable psychological refractory period (PRP) paradigm, in which the highly practiced auditory-vocal task was presented as Task 2, along with an unpracticed visual-manual Task 1. The results provide evidence of bottleneck bypass for virtually all the participants (17 out of 20). Several converging tests suggest that the bottleneck reemerged, however, in a follow-up experiment with tasks presented in the opposite order (auditory-vocal Task 1 and visual-manual Task 2). One possible explanation is that tasks greedily recruit central resources when available, even though they can operate without central resources when unavailable. 相似文献
58.
Thierry Olive Jean‐François Rouet Emmanuelle François Virginie Zampa 《Applied cognitive psychology》2008,22(4):541-558
We investigated the effect of window visibility on the computer‐based summarizing of digital documents. Two experiments studied the impact of the simultaneous or alternate display of the windows containing the notepad and source documents. In Experiment 1, the participants were asked to summarize the content of the source documents. In Experiment 2, they were required to copy out sections of the source documents. The results showed that in the alternate condition, the participants performed fewer reading and writing cycles than in the simultaneous condition. Furthermore, in the alternate condition, the writing episodes were both more numerous and more effortful, while quality of the summaries produced using the copying strategy was also affected. These experiments highlight the need for writers to be able to navigate freely and easily between the windows so that they can construct an overall mental representation of their summaries. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
59.
60.
When two masked targets (T1 and T2) are visually or auditorily presented in rapid succession, processing of T1 produces an attentional blink (AB)--that is, a transient impairment of T2 identification. The present study was conducted to compare the relative impact of masking T1 and T2 between vision and audition. Within a rapidly presented sequence, each of the two verbal targets, discriminated by their offset (Experiment 1) or their onset (Experiment 2), could be followed by either a single item, acting as a mask, or a blank gap. Masking of T2 appeared to be necessary for the occurrence of the AB for both the visual and the auditory modality. However, whereas masking of T1 affected the expression of the visual AB in both experiments, the same effect was observed in the auditory modality only when the targets varied at the onset. These results provide further evidence that processing auditory and visual information is restricted by similar attentional limitations but also suggest that these limits are constrained by properties specific to each sensory system. 相似文献