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In previous work by the present authors, the influence of pre-deformation at 600°C on the strain-rate and temperature dependence of the yield point of GaAs:Zn was investigated. Marked deviations in comparison with the behaviour of as-grown material were found in subsequent deformation at lower temperatures. In the present study the specimens were pre-deformed at 420°C, and the second tests were performed at temperatures between 270 and 390°C. This is the range in which the dislocation motion governing plasticity is dominated by a Peierls mechanism. Again, marked deviations from the properties of as-grown material were observed. They are mainly characterized by a distinctly smaller strain-rate dependence of the yield stress. Only close to the ductile-brittle transition in a rather limited temperature and strain-rate range does the behaviour of pre-deformed crystals approximate that of as-grown material. 相似文献
73.
Klaus Moser Hans‐Georg Wolff Alexandra Kraft 《Journal of applied social psychology》2013,43(2):363-376
Escalation of commitment describes the continuation of a course of action in spite of drawbacks and continuing insecurity of goal achievement. To prevent escalation and its associated costs, de‐escalation techniques are valuable. The present study investigates predecisional accountability to an unknown audience as a de‐escalation technique. In addition, the evolution of cognitive processes (reasons for persisting) during escalation is examined. As predicted, predecisional accountability has a de‐escalating effect. In addition, escalation is accompanied by an increase of nonrational reasons for continuing the respective course of action, and decision makers without accountability provide more nonrational reasons for not quitting than those who are held accountable. 相似文献
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In this article a new method of Oppenheim and Koren-Karie (2002) is presented for the assessment of the insightfulness of parents regarding their children’s inner world. Parental insightfulness involves the capacity to see things from the child’s point of view, and is based on a) insight into the child’s motives, b) a complex view of the child and c) openness to new information about the child. Insightfulness is seen as the capacity underlying sensitive and positive parenting and providing the context for secure child-parent attachment. In the assessment of insightfulness parents view video segments of their interactions with their children and are subsequently interviewed regarding their children’s and their own thoughts and feelings during the segments. Interviews are transcribed, rated in 10 scales and subsequently classified into 1 of 4 groups. The first of the four groups indicates insightfulness while the remaining three indicate a lack of insightfulness. 相似文献
76.
Synthese - The basic idea of logical expressivism in the Brandomian tradition is that logic makes inferential relations explicit and thereby accessible to critical discussion. But expressivists... 相似文献
77.
The nature of the self has been one of the central problems in philosophy and most recently in neuroscience. Here, we suggest that animals and humans share a 'core self' represented in homologous underlying neural networks. We argue that the core self might be constituted by an integrative neuronal mechanism that enables self-related processing (SRP). Because mammalian organisms are capable of relating bodily states, intrinsic brain states (e.g. basic attentional, emotional and motivational systems) and environmental stimuli to various life-supporting goal-orientations, SRP appears to be a core ability preserved across numerous species. Recent data suggest that SRP is operating via a central integrative neural system made up of subcortical-cortical midline structures (SCMSs), that are homologous across mammalian species. 相似文献
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Roland Sigrist Georg Rauter Robert Riener Peter Wolf 《Psychonomic bulletin & review》2013,20(1):21-53
It is generally accepted that augmented feedback, provided by a human expert or a technical display, effectively enhances motor learning. However, discussion of the way to most effectively provide augmented feedback has been controversial. Related studies have focused primarily on simple or artificial tasks enhanced by visual feedback. Recently, technical advances have made it possible also to investigate more complex, realistic motor tasks and to implement not only visual, but also auditory, haptic, or multimodal augmented feedback. The aim of this review is to address the potential of augmented unimodal and multimodal feedback in the framework of motor learning theories. The review addresses the reasons for the different impacts of feedback strategies within or between the visual, auditory, and haptic modalities and the challenges that need to be overcome to provide appropriate feedback in these modalities, either in isolation or in combination. Accordingly, the design criteria for successful visual, auditory, haptic, and multimodal feedback are elaborated. 相似文献
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