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191.
McKay A Davis C Savage G Castles A 《Journal of experimental psychology. Learning, memory, and cognition》2008,34(6):1495-1517
The current research uses a novel methodology to examine the role of semantics in reading aloud. Participants were trained to read aloud 2 sets of novel words (i.e., nonwords such as bink): some with meanings (semantic) and some without (nonsemantic). A comparison of reading aloud performance between these 2 sets of novel words was used to provide an indicator of the importance of semantic information in reading aloud. In Experiment 1, in contrast to expectations, reading aloud performance was not better for novel words in the semantic condition. In Experiment 2, the training of novel words was modified to reflect more realistic steps of lexical acquisition: Reading aloud performance became faster and more accurate for novel words in the semantic condition, but only for novel words with inconsistent pronunciations. This semantic advantage for inconsistent novel words was again observed when a subset of participants from Experiment 2 was retested 6-12 months later (in Experiment 3). These findings provide support for a limited but significant role for semantics in the reading aloud process. 相似文献
192.
Memory at times depends on attention, as when attention is used to encode incoming, serial verbal information. When encoding and rehearsal are difficult or when attention is divided during list presentation, more attention is needed in the time following the presentation and just preceding the response. Across 12 experimental conditions observed in several experiments, we demonstrated this by introducing a nonverbal task with three levels of effort (no task, a natural nonverbal task, or an unnatural version of the task) during a brief retention interval in a short-term digit recall task. Interference from the task during the retention interval was greater when resources were drawn away from the encoding of the stimuli by other factors, including unpredictability of the end point of the list, rapid presentation, and a secondary task during list presentation. When those conditions complicate encoding of the list, we argue, attention is needed after the list so that the contents of passive memory (i.e., postcategorical phonological storage and/or precategorical sensory memory) may be retrieved and become the focus of attention for recall. 相似文献
193.
Brown LD Shepherd MD Wituk SA Meissen G 《American journal of community psychology》2008,42(1-2):105-109
Since the 1950s, people with mental illness and their families have been organizing a wide range of self-directed, mutual support oriented initiatives, including self-help groups, nonprofit organizations, and businesses. These initiatives have become increasingly widespread over the years and today mental health self-help initiatives outnumber traditional mental health organizations in the United States (Goldstrom et al., Admin Policy Mental Health Mental Health Serv Res 33:92-103, 2006). Mental health self-help embodies much of what community psychologists promote, including the self-directed organization of people to create social change and facilitate personal transformation. This special issue provides new insight into several prominent areas of inquiry surrounding these low-cost interventions including: (1) their evidence base; (2) the processes by which people benefit; (3) how they interface with the mental health system; and (4) the value dilemmas they face. 相似文献
194.
Nicola S. Schutte John M. Malouff Ian Price Samantha Walter Greg Burke Catherine Wilkinson 《Current psychology (New Brunswick, N.J.)》2008,27(2):102-111
Two studies applied a person–situation model to examine the effect of emotional affordances of situations. Participants rated
their emotional functioning as more extensive in situations classified as being high in emotional affordance than those classified
as low in emotional affordance. Participants who scored higher on the individual difference characteristic of emotional intelligence
were more interested in entering high emotional affordance situations than were individuals lower in emotional intelligence,
and participants who scored higher on emotional intelligence were rated by others as being more successful in high emotional
affordance situations than individuals lower in emotional intelligence. These results provide preliminary evidence that the
interaction between emotional intelligence and situations may influence emotional functioning. 相似文献
195.
Sara A. Stevens Greg L. West Naseem Al-Aidroos Ulrich W. Weger Jay Pratt 《Psychonomic bulletin & review》2008,15(6):1148-1153
It has been suggested that two types of uninformative central cues produce reflexive orienting: gaze and arrow cues. Using
the criterion that voluntary shifts of attention facilitate both response speed and perceptual accuracy, whereas reflexive
shifts of attention facilitate only response speed (Prinzmetal, McCool, & Park, 2005), we tested whether these cues produce
reflexive or volitional shifts of attention. A cued letter discrimination task was used with both gaze (Experiments 1A and
1B) and arrow (Experiments 2A and 2B) cues, in which participants responded to the identity of the target letter. In the response
time (respond speed) tasks, participants were asked to respond as quickly as possible to the target; in the accuracy (perceptual
quality) tasks, participants were asked to respond as accurately as possible. For both cue types, compatible cues were found
to facilitate response speed but not perceptual accuracy, indicating that both gaze and arrow cues generate reflexive shifts
in attention. 相似文献
196.
The persistence of attention to emotion: brain potentials during and after picture presentation 总被引:1,自引:0,他引:1
Emotional stimuli have been shown to elicit increased perceptual processing and attentional allocation. The late positive potential (LPP) is a sustained P300-like component of the event-related potential that is enhanced after the presentation of pleasant and unpleasant pictures as compared with neutral pictures. In this study, the LPP was measured using dense array electroencephalograph both before and after pleasant, neutral, and unpleasant images to examine the time course of attentional allocation toward emotional stimuli. Results from 17 participants confirmed that the LPP was larger after emotional than neutral images and that this effect persisted for 800 ms after pleasant picture offset and at least 1,000 ms after unpleasant picture offset. The persistence of increased attention after unpleasant compared to pleasant stimuli is consistent with the existence of a negativity bias. Overall, these results indicate that attentional capture of emotion continues well beyond picture presentation and that this can be measured with the LPP. Implications and directions for future research are discussed. 相似文献
197.
Catherine Tellides Marilyn Fitzpatrick Martin Drapeau Robert Bracewell Jennifer Janzen Alexia Jaouich 《Counselling and Psychotherapy Research》2008,8(2):85-92
Despite the clinical use of therapeutic transference across various schools of psychotherapy, there have been relatively few empirical studies of this phenomenon, none of which has examined transference with a non‐pathological population. In this study, the core conflictual relationship theme (CCRT) method was used to examine the manifestation of therapeutic transference in the first three sessions of 22 counselling contracts with high‐functioning individuals. Factor analyses of the wish (W) and response of other (RO) components of the CCRT indicate a complementary pattern of relating in which the therapist is idealised and others are devalued. Within the response of self (RS) component, clients exhibited a concordant relational transfer whereby they had a negative response to both the therapist and others. Additionally, control issues emerged in the W component for significant others and in the RS component for the therapist. 相似文献
198.
It is known that a number of inference principles can be used to trivialise the axioms of naïve comprehension – the axioms underlying the naïve theory of sets. In this paper we systematise and extend these known results, to provide a number of general classes of axioms responsible for trivialising naïve comprehension. 相似文献
199.
200.