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51.
Gay L. Bisanz Gregg T. Vesonder James F. Voss 《Journal of experimental child psychology》1978,25(1):116-128
First-, third-, fifth-grade children, and college students (ages 6, 8, 10, and 19 years) acquired a paired-associate list under the study-test procedure to a one error-less trial criterion. In addition, as each pair was presented the individual indicated whether he/she had that pair correct on the immediately preceding trial (postdiction responses). The data were interpreted in terms of a discrimination-utilization hypothesis which postulates that individuals discriminate their own correct and incorrect responses on a given trial and use this information for distributing processing effort on the subsequent trial. Analyses involving the accuracy of postdiction responses, the relation of postdiction accuracy to acquisition, and the consideration of the acquisition data in terms of a two-stage model led to the conclusion that older children and adults may use the discrimination-utilization strategy but younger children tend not to use it, probably because of both mediation and production deficiencies. 相似文献
52.
53.
Professor Joan Gay Snodgrass Susanna Tsivkin 《Journal of psycholinguistic research》1995,24(2):145-163
The mechanism by which Russian native speakers store and retrieve Russian and English words from lexical memory was investigated in two experiments in which fluency of retrieval was compared for categorical and alphabetic cues. We hypothesized that fluency in Russian would be higher for categorical cues but that fluency in English would be higher for alphabetical cues because native language words would have been stored by meaning, while second-language words would have been stored according to dictionary usage. Subjects retrieved more Russian than English words with categorical cues, but their retrieval was the same for the two languages with alphabetic cues. In addition, fluency was greater overall with alphabetical than categorical cues. We attributed the greater fluency in Russian with the categorical cues to the early age at which the concepts were acquired, which made them more accessible in the native language. These findings support the idea that access codes for words may vary depending upon how they are originally learned.This research was supported by Research Grants AFOSR 89-0442 and F49620-92-J-0119 from the U.S. Air Force Office of Scientific Research to Joan Gay Snodgrass. We are indebted to an anomymous reviewer for constructive comments on an earlier version of this article. 相似文献
54.
Brenda Gay 《International Journal of Children's Spirituality》2000,5(1):61-74
In this article the author examines ways in which spiritual development can be fostered through the religious dimension of schools. She first looks the problem of defining 'spiritual development' and discusses some empirical work in this area. She then presents some of the findings of her pilot study into the perceptions of the religious dimension of their schools by 287 Year 7 and 231 Year 10 pupils in 17 girls' independent schools. She shows the insights gained into spiritual development from pupils' responses to questions on collective worship, Religious Education lessons and school ethos. 相似文献
55.
The set of names corresponding to the pictures from Snodgrass and Vanderwart (1980) were screen fragmented by means of a series of procedures implemented in Microsoft QuickBasic on a Macintosh microcomputer. Words were screen fragmented by deleting blocks of pixels from their images rather than by deleting individual letters. The screen-fragmentation procedure is particularly useful for the present set of words, in which a large proportion of the names of the pictures are short (fewer than five letters). The screen-fragmentation procedure can produce any number of fragmentation levels. In the present implementation, eight levels of fragmented images were produced, to correspond to the eight levels available for the Snodgrass and Vanderwart pictures. 相似文献
56.
Gender has been thought to be less salient than race among black women. Data from two national surveys of black Americans, conducted in 1984 and 1996, show that black women identify as strongly on the basis of their gender as their race, and that these gender and racial identities are mutually reinforcing. Nevertheless, among black women, their identification with their race more powerfully affected their political attitudes than did their identification on the basis of gender, except in instances where the interests of blacks directly conflict with the interests of women. These empirically based findings speak to the issue of why the attitudes of black women toward contemporary gender issues can sharply diverge from those of white women. 相似文献
57.
Volney P. Gay 《Zygon》1983,18(3):271-282
Abstract. This paper uses Victor Turner's recent discussion of liminal and liminoid forms of communitas to criticize psychoanalytic praxis, both theory and therapy. In so doing it argues that Turner's distinction can be sharpened by assimilating it to the Marxist concept of commoditization. Heinz Kohut's analysis of narcissism can be supplemented by considering how self-esteem, like other forms of behavior, is ritualized, particularly in the mother-child matrix. We can account for the recent increase in narcissistic disorders, in part, by noting how liminal forms of communitas have given way to liminoid forms. Liminoid forms of communitas, like that established in the analytic relationship, secure self-esteem less adequately than do liminal forms. 相似文献
58.
The experiences Black youths bring to school with them constitute a distinctive, viable culture. Their subsequent performance in educational and psychological testing situations cannot be assessed adequately without consideration of their particular attitudes, perceptions, and behavioral patterns, for all of these are determined by a kind of cultural conditioning which differs, in some fundamental ways, from mainstream Americans. Several of the social and psychological characteristics of Black culture are discussed. Included are Blacks' attitudes toward whites, systems of time allocations, expressions of identity, attitudes toward learning, dissemination of information among Blacks, Black learning styles and maturation processes. Each is discussed further in terms of its manifestation in a testing or assessment situation; how it conflicts with the assessor's orientations and expectations; and how distorted, unreliable evaluations result from the failure of assessors to consider implications of cultural relativism in interpreting Black behavior. 相似文献
59.
Joan Gay Snodgrass 《Attention, perception & psychophysics》1972,11(5):341-349
Two experiments are reported in which “same”-“different” reaction times (RTs) were collected to pairs of stimuli. In Experiment 1 stimuli were matrix patterns, and in Experiment 2 stimuli were digits. In both experiments, the pairs were presented simultaneously (discrimination task) and successively (memory task) for a set of nine simple and a set of nine complex stimuli. The following results were obtained: discrimination RTs were longer than memory RTs; RTs to complex stimuli were longer than RTs to simple stimuli; “same” RTs were faster than “different” RTs across all conditions except simple pattern discrimination, for which “different” RTs were faster than “same” RTs; and discrimination RTs for complex patterns were longer than would be predicted from the other conditions. Some evidence was obtained that the form of encoding for both patterns and digits in the memory task was visual. These results are discussed in terms of encoding and comparison strategies. 相似文献
60.
On-site observations analyzing student-teacher interaction for 50 college classes, matched by level, subject, and teacher's sex, revealed no difference in number and type of interactions in which male and female students participated. In female-taught classes, style differences were found: Male students' interactions were characterized by more student-teacher exchanges than females' interactions. From student questionnaires, differences in office visitation patterns were revealed, showing an apparent relationship to sex: Female students visited more female than male instructors. However, closer examination showed the student's major to be the key variable influencing visitation patterns. Results point to the need for testing a variety of variables in addition to sex before drawing conclusions about sex-related behavior.Ordering of authors was determined alphabetically. A CETA special project grant from the King-Snohomish Manpower Consortium (P. Dee Boersma, principal investigator) funded the research. The authors thank the Institute for Environmental Studies for providing space. 相似文献