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231.
Victor G. Cicirelli Professor of Human Development
Robert Granger
Professor of Education AdministrationDenny Schemmel
Assistant Professor of EducationWilliam Cooper
Director of the Reading Clinic Professor of Elementary EducationDavid Helms
Assistant Professor of EducationNorman Holthouse
Director of Educational ResearchJulia Nehls
Director of Nursery Schools Associate Professor 《Journal of School Psychology》1971,9(4):383-392Semi-projective measures (suitable for small group testing) of Self-Concept and Attitutes toward School, Home, Peers, and Society along with a teachers' rating instrument of Achievement Motivation have been developed for preschool and primary grade children. National norms for disadvantaged children are reported along with correlations of these measures with standardized achievement tests. 相似文献
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Mark A. McDaniel Gilles O. Einstein Thomas Graham Erica Rall 《Applied cognitive psychology》2004,18(5):533-547
In real-world settings, execution of retrieved intentions must often be briefly delayed until an ongoing activity is completed (delayed-execute prospective memory tasks). Further, in demanding work settings, the ongoing activity itself can be interrupted. Experiment 1 examined the effects of the delay length (5, 15, 40 s), the presence of an interruption within that delay, and the length of the interruption on prospective memory performance. Delay length did not significantly affect performance, but interruptions produced significant decrements in performance relative to a delay alone. The length of the interruptions (10 vs. 20 s) did not significantly affect performance. Experiment 2 replicated the negative effects of interruptions, and found that these effects could be overcome with a simple external mnemonic. We suggest that in demanding work environments where interruptions are likely, external cues are advisable, especially where prospective memory failures have critical consequences. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
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Light as a modulator of cognitive brain function 总被引:1,自引:0,他引:1
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Gilles Montagne Martinus Buekers Cyril Camachon Aymar de Rugy Michel Laurent 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2003,56(3):551-567
This study was designed to better understand the process underlying the learning of goal-directed locomotion. Subjects walked on a treadmill in a virtual reality setting and were asked to cross pairs of oscillating doors. The subjects' behaviour was examined at the beginning of the learning process (pretest), after 350 trials (intermediate test), and after 700 trials (posttest). The data were analysed at three different levels, each representing a specific aspect of the global response: performance outcome, displacement kinematics, and current arrival condition. While some aspects of performance outcome suggested the presence of a ceiling effect in the intermediate test, both displacement kinematics and current arrival condition clearly highlighted continuous transformations of the control mechanism involved. The learning process is best described as (1) the establishing of a relationship between specific information and a movement parameter and (2) the optimization of this relationship. The optimization process is characterized by the further exploration of the available behavioural repertoire and by the refinement of the dialogue between information and movement. 相似文献
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