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931.
Is the structure of lexical representations universal, or do languages vary in the fundamental ways in which they represent lexical information? Here, we consider a touchstone case: whether Semitic languages require a special morpheme, the consonantal root. In so doing, we explore a well-known constraint on the location of identical consonants that has often been used as motivation for root representations in Semitic languages: Identical consonants frequently occur at the end of putative roots (e.g., skk), but rarely occur in their beginning (e.g., ssk). Although this restriction has traditionally been stated over roots, an alternative account could be stated over stems, a representational entity that is found more widely across the world's languages. To test this possibility, we investigate the acceptability of a single set of roots, manifesting identity initially, finally or not at all (e.g., ssk versus skk versus rmk) across two nominal paradigms: CéCeC (a paradigm in which identical consonants are rare) and CiCúC (a paradigm in which identical consonants are frequent). If Semitic lexical representations consist of roots only, then similar restrictions on consonant co-occurrence should be observed in the two paradigms. Conversely, if speakers store stems, then the restriction on consonant co-occurrence might be modulated by the properties of the nominal paradigm (be it by means of statistical properties or their grammatical sources). Findings from rating and lexical decision experiments with both visual and auditory stimuli support the stem hypothesis: compared to controls (e.g., rmk), forms with identical consonants (e.g., ssk, skk) are less acceptable in the CéCeC than in the CiCúC paradigm. Although our results do not falsify root-based accounts, they strongly raise the possibility that stems could account for the observed restriction on consonantal identity. As such, our results raise fresh challenge to the notion that different languages require distinct sets of representational resources. 相似文献
932.
The effects of programming common stimuli for enhancing stimulus generalization of academic behavior
Programming common stimuli is a strategy for generalizing behavior across settings (Stokes & Baer, 1977). The present study programmed common stimuli (i.e., goal statement and use of a pictorial icon) to generalize the effects of a reinforcement-based intervention for students identified as either developmentally delayed or emotionally disturbed. Results supported the effectiveness of the strategy in producing generalized responding from training to the generalization setting. The importance of methodological rigor in future research exploring generalization and the need to compare generalization strategies are discussed. 相似文献
933.
Stacie Vernick Perdue Robert C. Reardon Gary W. Peterson 《Journal of Employment Counseling》2007,44(1):29-39
This study explored the relationship between person—environment congruence, self‐efficacy, and environmental identity and job satisfaction. Participants were 198 employees of a multinational telecommunications corporation. The predictor domain included the Iachan Index (R. Iachan, 1984), the Mahalanobis Distance Index (L. J. Cronbach & G. C. Gleser, 1953), the Self‐Efficacy Scale (M. Sherer et al., 1982, 2000), and the Environmental Identity Scale (G. D. Gottfredson & J. L. Holland, 1996; J. L. Holland, 1997). The criterion domain included 6 components of job satisfaction. A canonical correlation analysis identified 2 significant roots labeled organizational mission satisfaction and work task satisfaction. Implications for career decision making are discussed. 相似文献
934.
Oishi S Rothman AJ Snyder M Su J Zehm K Hertel AW Gonzales MH Sherman GD 《Journal of personality and social psychology》2007,93(5):831-844
The authors conducted 3 studies to test a socioecological model of procommunity action. Study 1 showed that residents of stable communities purchased a "critical habitat" license plate to support preservation of the environment in their home state more often than did residents of mobile communities. Study 2 demonstrated that home game baseball attendance was less dependent on the team's record in stable cities than in mobile cities. Study 3, an experiment, showed that residential stability had a causal impact on procommunity behavior. Moreover, the effect of stability was partially mediated by identification with the "community." Together, these studies indicate that residential stability can lead to stronger identification with one's community, which, in turn, leads to more procommunity behaviors. 相似文献
935.
Clients (N = 185) involved in civil court cases completed the CPR Institute's Mediation Screen, which is designed to assist in making a decision about pursuing mediation. The authors modeled data using hierarchical classes analysis (HICLAS), a clustering algorithm that places clients into 1 set of classes and CPRMS items into another set of classes. HICLAS then links the sets of classes so that any class of clients can be identified in terms of the classes of items they endorsed. HICLAS-derived item classes reflected 2 underlying themes: (a) suitability of the dispute for a problem-solving process and (b) potential benefits of mediation. All clients who perceived that mediation would be beneficial also believed that the context of their conflict was favorable to mediation; however, not all clients who saw a favorable context believed they would benefit from mediation. The majority of clients who agreed to pursue mediation endorsed items reflecting both contextual suitability and perceived benefits of mediation. 相似文献
936.
Cook GA 《Journal of the history of the behavioral sciences》2007,43(1):45-67
This essay uses previously unpublished correspondence of George Herbert Mead to tell the story of his involvement in the aftermath of a political dispute that took place at the University of Wisconsin during the years 1914-1915. It seeks thereby to clarify the historical significance of an article he published on this controversy in late 1915. Taken together with relevant information about the educational activities of William H. Allen of the New York Bureau of Municipal Research, Mead's correspondence and article throw helpful light upon his understanding of how an educational survey of a university should proceed; they also show how he went about the task of evaluating a failed attempt at such a survey. 相似文献
937.
Similarity and categorization of environmental sounds 总被引:1,自引:0,他引:1
Four experiments investigated the acoustical correlates of similarity and categorization judgments of environmental sounds. In Experiment 1, similarity ratings were obtained from pairwise comparisons of recordings of 50 environmental sounds. A three-dimensional multidimensional scaling (MDS) solution showed three distinct clusterings of the sounds, which included harmonic sounds, discrete impact sounds, and continuous sounds. Furthermore, sounds from similar sources tended to be in close proximity to each other in the MDS space. The orderings of the sounds on the individual dimensions of the solution were well predicted by linear combinations of acoustic variables, such as harmonicity, amount of silence, and modulation depth. The orderings of sounds also correlated significantly with MDS solutions for similarity ratings of imagined sounds and for imagined sources of sounds, obtained in Experiments 2 and 3--as was the case for free categorization of the 50 sounds (Experiment 4)--although the categorization data were less well predicted by acoustic features than were the similarity data. 相似文献
938.
The participants were 40 students who were briefly presented 32 dot locations, one at a time, and attempted to reproduce each
location after a short delay. Half of the participants completed the task with the surrounding shapes being a circle, a horizontal
ellipse, and a vertical ellipse; for the other half, the surrounding shapes were a square, a triangle, and a pentagon. Elongation
of the task field along an axis led to exaggerated bias along that axis, but the pattern of bias was fairly constant across
the shapes. The data were modeled by assuming that bias in estimation was due to the weighting of spatial category prototypes.
Modeling indicated that shape affected spacing of prototypes, but there was no evidence that it affected the number of prototypes.
These results were consistent with use of a viewer-based frame of reference, with prototypes reflecting four spatial quadrants
generated by left—right and up—down distinctions from the viewer’s perspective. 相似文献
939.
The nonword repetition (NWR) test has been shown to be a good predictor of children's vocabulary size. NWR performance has been explained using phonological working memory, which is seen as a critical component in the learning of new words. However, no detailed specification of the link between phonological working memory and long-term memory (LTM) has been proposed. In this paper, we present a computational model of children's vocabulary acquisition (EPAM-VOC) that specifies how phonological working memory and LTM interact. The model learns phoneme sequences, which are stored in LTM and mediate how much information can be held in working memory. The model's behaviour is compared with that of children in a new study of NWR, conducted in order to ensure the same nonword stimuli and methodology across ages. EPAM-VOC shows a pattern of results similar to that of children: performance is better for shorter nonwords and for wordlike nonwords, and performance improves with age. EPAM-VOC also simulates the superior performance for single consonant nonwords over clustered consonant nonwords found in previous NWR studies. EPAM-VOC provides a simple and elegant computational account of some of the key processes involved in the learning of new words: it specifies how phonological working memory and LTM interact; makes testable predictions; and suggests that developmental changes in NWR performance may reflect differences in the amount of information that has been encoded in LTM rather than developmental changes in working memory capacity. 相似文献
940.
Researchers have manipulated text comprehension by creating texts that require a title to be understood, butthe source of the comprehension deficit has not been fully examined. We created comprehension quizzes for these texts that measure the surface form, textbase, and situation model. In three experiments, participants read passages with or without a title and then answered quiz questions. Results showed that the absence of a title influenced theaccuracy rate of answering situation model questions more than answering surface form or textbase questions. This suggests that the situation model is the primary source o f difficulty for these texts. These passages and quizzes can beused in future research that requires controlled manipulation and measurement of situation level comprehension. 相似文献