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91.
P Gray 《Journal of comparative psychology (Washington, D.C. : 1983)》1975,88(1):281-284
Rats were given one training trial that was followed 2 days later by one test trial in a "step-out" passive avoidance task. Each rat was injected with either adrenocorticotropic hormone (ACTH) or placebo before training and before testing. Four groups of rats were used, representing the 4 possible training-testing injection combinations: placebo-placebo, placebo-ACTH, ACTH-placebo, and ACTH-ACTH. ACTH given in testing increased avoidance for subjects that had received ACTH in training and decreased avoidance for those that had received placebo in training. 相似文献
92.
W. R. A. Muntz W. R. A. Muntz D. A. Booth L. L. Inversen P. N. Johnson-Laird H. Shaffer J. C. Marshall Patrick Rabbitt J. A. Gray Euan Macphail Philip Smith Donald E. Broadbent Derek Besner L. Henderson 《Quarterly journal of experimental psychology (2006)》1975,27(3):513-528
EVANS, R. M. The Perception of Color. New York: Wiley and Sons. 1974. Pp. xii + 248. £ 8.10.
ROSS, H. E. Behaviour and Perception in Strnge Enviroment. London: George Allen and Unwin. 1974. Pp. 171. £ 3.95. (Hardback), £ 1.95. (Peperback).
COOPER, J. R. BLOOM, F. E. and ROTH, R. H. The Biochemical Basis of Neuropharmacology. 2nd Ed. New York and London: Oxford University Press. 1974. Pp. 272. £ 2.50.
JOHNSON, F. N. (Ed.) Lithium Research and Teerapy. London: Acakemic Press. 1974. Pp. 570. £ 13.50.
GERGG, L. W. (Ed.) Cognition in Lerning and Memory. New York: Wiley. 1972. Pp. vii + 263. £ 5.85.
SCHIEFELBUSCH, R. L. and LLOYD, L. L. Language Perspectives-Acquisition, Retardation and Intervention. Macmillan: Baltimore, 1974. Pp 670. £ 7.95.
CHOMSKY, C. The Acquisition of Syntax of Syntax in Children form 5 to 10. Cambridge, Massa-chusetts: M. I. T. Press. 1969. Pp. 126.
Annual Review of Psychology. Vol. 25. Palo Alto, California: Annual Reviews Inc. 544 PP. $ 12.50.
HARRISON, B. Meaning and Structure: An Essay in the Philosophy of Language. New York: Harper and Row. 1972. Pp. 318. £4.65.
MACKINTOSH, N. J. The Psychology of Animal Learning. Academic Press. 1974. Pp. 730. £ 8.00.
BURES, J., BURESOVA, O. and KRIVANEK, J. The Mechanism and Application of Leao's Spreading Depression of Electroephalagraphic Activity. New York: Academic Press. 1974. Pp. 410. £ 14.15.
SOLSO, R.L. (ED.). Theories in Cognitive Psychology: The LOyola Symposium. Potomac, Maryland: Lawrence Erlbaum associates. 1974. £ 7.95.
MURDOCK, B. B. Jr. Human Memory: Theory and Data. Potomac: Erlbaum (distributed by Wiley). 1974. Pp. 362. £ 6.85.
REED, S. K. Psychological Process in Pattern Recogntion. New York: Academic Press. 1973. $ 13.95.
RABBIT, P. M. A. and DORNIC, D. (Eds). Attention and Performance V. London: Academic Press. 1975. Pp. 732. £ 16.00. 相似文献
ROSS, H. E. Behaviour and Perception in Strnge Enviroment. London: George Allen and Unwin. 1974. Pp. 171. £ 3.95. (Hardback), £ 1.95. (Peperback).
COOPER, J. R. BLOOM, F. E. and ROTH, R. H. The Biochemical Basis of Neuropharmacology. 2nd Ed. New York and London: Oxford University Press. 1974. Pp. 272. £ 2.50.
JOHNSON, F. N. (Ed.) Lithium Research and Teerapy. London: Acakemic Press. 1974. Pp. 570. £ 13.50.
GERGG, L. W. (Ed.) Cognition in Lerning and Memory. New York: Wiley. 1972. Pp. vii + 263. £ 5.85.
SCHIEFELBUSCH, R. L. and LLOYD, L. L. Language Perspectives-Acquisition, Retardation and Intervention. Macmillan: Baltimore, 1974. Pp 670. £ 7.95.
CHOMSKY, C. The Acquisition of Syntax of Syntax in Children form 5 to 10. Cambridge, Massa-chusetts: M. I. T. Press. 1969. Pp. 126.
Annual Review of Psychology. Vol. 25. Palo Alto, California: Annual Reviews Inc. 544 PP. $ 12.50.
HARRISON, B. Meaning and Structure: An Essay in the Philosophy of Language. New York: Harper and Row. 1972. Pp. 318. £4.65.
MACKINTOSH, N. J. The Psychology of Animal Learning. Academic Press. 1974. Pp. 730. £ 8.00.
BURES, J., BURESOVA, O. and KRIVANEK, J. The Mechanism and Application of Leao's Spreading Depression of Electroephalagraphic Activity. New York: Academic Press. 1974. Pp. 410. £ 14.15.
SOLSO, R.L. (ED.). Theories in Cognitive Psychology: The LOyola Symposium. Potomac, Maryland: Lawrence Erlbaum associates. 1974. £ 7.95.
MURDOCK, B. B. Jr. Human Memory: Theory and Data. Potomac: Erlbaum (distributed by Wiley). 1974. Pp. 362. £ 6.85.
REED, S. K. Psychological Process in Pattern Recogntion. New York: Academic Press. 1973. $ 13.95.
RABBIT, P. M. A. and DORNIC, D. (Eds). Attention and Performance V. London: Academic Press. 1975. Pp. 732. £ 16.00. 相似文献
93.
94.
Basic objects in natural categories 总被引:1,自引:0,他引:1
Eleanor Rosch Carolyn B Mervis Wayne D Gray David M Johnson Penny Boyes-Braem 《Cognitive psychology》1976,8(3):382-439
Categorizations which humans make of the concrete world are not arbitrary but highly determined. In taxonomies of concrete objects, there is one level of abstraction at which the most basic category cuts are made. Basic categories are those which carry the most information, possess the highest category cue validity, and are, thus, the most differentiated from one another. The four experiments of Part I define basic objects by demonstrating that in taxonomies of common concrete nouns in English based on class inclusion, basic objects are the most inclusive categories whose members: (a) possess significant numbers of attributes in common, (b) have motor programs which are similar to one another, (c) have similar shapes, and (d) can be identified from averaged shapes of members of the class. The eight experiments of Part II explore implications of the structure of categories. Basic objects are shown to be the most inclusive categories for which a concrete image of the category as a whole can be formed, to be the first categorizations made during perception of the environment, to be the earliest categories sorted and earliest named by children, and to be the categories most codable, most coded, and most necessary in language. 相似文献
95.
96.
97.
John Gray 《British Journal of Guidance & Counselling》1980,8(2):129-145
Formal provision for pupil guidance in Scottish secondary schools has been a controversial innovation. This paper provides some ofthe first evidence of its impact based on the evaluation of its clients and using data collected as part of a major national survey of Scottish school-leavers. It indicates that guidance teachers have been having some influence on the curricular and vocational decisions of more-able leavers and also provides evidence of progress over time. It suggests, however, that in terms of distributing and focussing their efforts such teachers have yet to make much impact on the vocational problems facing less-able leavers. Progress in the area ofpersonal guidance for ail leavers has also been restricted. Some reasons underlying these developments are discussed. 相似文献
98.
99.
Warren-Boulton FR Silberberg A Gray M Ollom R 《Journal of the experimental analysis of behavior》1985,43(2):265-277
De Villiers and Herrnstein (1976) have shown that the equation for simple action, derived from the matching law, predicts change in behavioral output for some 40 experiments in which the value of a single source of reinforcement has been varied. Using only the positive-reinforcement studies they cite that used five or more different reinforcement values, we found the high percentage of variance they report accommodated by this equation (94%) is predicated on instances of averaging rates of behavioral output before making a least-squares fit of the equation. In our reanalysis, which minimizes rate averaging, only 78% of the data variance is accommodated. This diminished data-variance accommodation can be improved by adding parameters that permit the equation's scaling constant to change as a function of reinforcement. Although these parameters permit acceptable levels of accommodation of data variance, they correspond to no obvious psychological processes. These findings support the view that the equation for simple action is an inadequate model for behavioral output. 相似文献
100.
Calonie M. K. Gray Rona Carter Wendy K. Silverman 《Journal of child and family studies》2011,20(2):205-213
This cross-sectional study examined the relations among children’s ethnic pride, perceived parenting behavior (i.e., parental
control, parental acceptance), anxiety sensitivity, and child anxiety symptoms (i.e., physical symptoms, social anxiety symptoms,
separation anxiety symptoms, and harm avoidance symptoms) in 266 African American school children (M = 9.98 years old; 55% girls). Structural equation modeling results indicated that high ethnic pride was associated with high
parental acceptance. High perceived parental acceptance, in turn, was related to children reporting low levels of social anxiety
symptoms and high levels of harm avoidance. In addition, high parental control was related to high anxiety sensitivity. Anxiety
sensitivity partially mediated the relation between parental control and separation anxiety symptoms, such that parental control
was both directly and indirectly related to separation anxiety symptoms. Parental control was indirectly related to physical
symptoms, social anxiety symptoms, and harm avoidance symptoms through its direct link to anxiety sensitivity. The study’s
results increment knowledge about factors influencing specific dimensions of anxiety in African American children. 相似文献