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141.
Watching another person take actions to complete a goal and making inferences about that person's knowledge is a relatively natural task for people. This ability can be especially important in educational settings, where the inferences can be used for assessment, diagnosing misconceptions, and providing informative feedback. In this paper, we develop a general framework for automatically making such inferences based on observed actions; this framework is particularly relevant for inferring student knowledge in educational games and other interactive virtual environments. Our approach relies on modeling action planning: We formalize the problem as a Markov decision process in which one must choose what actions to take to complete a goal, where choices will be dependent on one's beliefs about how actions affect the environment. We use a variation of inverse reinforcement learning to infer these beliefs. Through two lab experiments, we show that this model can recover people's beliefs in a simple environment, with accuracy comparable to that of human observers. We then demonstrate that the model can be used to provide real‐time feedback and to model data from an existing educational game. 相似文献
142.
The present paper presents constructions of gender roles among Taiwanese sexual minority women with different gender identities (i.e., butch and femme, known as T and Po, respectively, in Taiwan) and associations between their views toward their own breasts and breast healthcare intentions and behaviour. A total of 37 face-to-face interviews were conducted among women aged 20 years or older who self-identified as lesbians or women who partnered with other women in four areas of Taiwan between August 2012 and October 2012. The majority of the T –identity lesbians held negative views toward their own breasts. The T-identified lesbians’ negative intentions toward breast cancer screenings were associated with their negative views toward their own breasts and body construction process. All Po-identified lesbians reported positive views toward their own breasts; these views facilitated positive breast healthcare intentions and behaviour. The study findings can be used to help healthcare providers in understanding the importance of providing competent cultural care to sexual minority women and to help policymakers in formulating suitable policy to meet women’s healthcare needs. 相似文献
143.
Lauren Griffiths 《Memory (Hove, England)》2018,26(2):201-218
Correcting errors based on corrective feedback is essential to successful learning. Previous studies have found that corrections to high-confidence errors are better remembered than low-confidence errors (the hypercorrection effect). The aim of this study was to investigate whether corrections to low-confidence errors can also be successfully retained in some cases. Participants completed an initial multiple-choice test consisting of control, trick and easy general-knowledge questions, rated their confidence after answering each question, and then received immediate corrective feedback. After a short delay, they were given a cued-recall test consisting of the same questions. In two experiments, we found high-confidence errors to control questions were better corrected on the second test compared to low-confidence errors – the typical hypercorrection effect. However, low-confidence errors to trick questions were just as likely to be corrected as high-confidence errors. Most surprisingly, we found that memory for the feedback and original responses, not confidence or surprise, were significant predictors of error correction. We conclude that for some types of material, there is an effortful process of elaboration and problem solving prior to making low-confidence errors that facilitates memory of corrective feedback. 相似文献
144.
The mere exposure effect is the commonly observed increase in pleasantness ratings of stimuli that have been given prior exposure. According to the fluency attribution account of the mere exposure effect, repeated presentations of a stimulus lead to increased ease of processing, which in turn is attributed to pleasantness. If so, processing fluency manipulated by means other than repetition should influence liking. In the present experiment, processing fluency was manipulated using a negative priming procedure, and its influence on affective judgement was examined. Previously ignored stimuli were responded to slower (negative priming) and were rated as less pleasant than controls. It was concluded that decreased processing fluency decreases liking of previously ignored stimuli. 相似文献
145.
We present an introduction to Bayesian inference as it is used in probabilistic models of cognitive development. Our goal is to provide an intuitive and accessible guide to the what, the how, and the why of the Bayesian approach: what sorts of problems and data the framework is most relevant for, and how and why it may be useful for developmentalists. We emphasize a qualitative understanding of Bayesian inference, but also include information about additional resources for those interested in the cognitive science applications, mathematical foundations, or machine learning details in more depth. In addition, we discuss some important interpretation issues that often arise when evaluating Bayesian models in cognitive science. 相似文献
146.
Children are ubiquitous imitators, but how do they decide which actions to imitate? One possibility is that children rationally combine multiple sources of information about which actions are necessary to cause a particular outcome. For instance, children might learn from contingencies between action sequences and outcomes across repeated demonstrations, and they might also use information about the actor’s knowledge state and pedagogical intentions. We define a Bayesian model that predicts children will decide whether to imitate part or all of an action sequence based on both the pattern of statistical evidence and the demonstrator’s pedagogical stance. To test this prediction, we conducted an experiment in which preschool children watched an experimenter repeatedly perform sequences of varying actions followed by an outcome. Children’s imitation of sequences that produced the outcome increased, in some cases resulting in production of shorter sequences of actions that the children had never seen performed in isolation. A second experiment established that children interpret the same statistical evidence differently when it comes from a knowledgeable teacher versus a naïve demonstrator. In particular, in the pedagogical case children are more likely to “overimitate” by reproducing the entire demonstrated sequence. This behavior is consistent with our model’s predictions, and suggests that children attend to both statistical and pedagogical evidence in deciding which actions to imitate, rather than obligately imitating successful action sequences. 相似文献
147.
148.
Jodi L. Viljoen Grant L. Iverson Stephanie Griffiths Todd S. Woodward 《Journal of clinical psychology in medical settings》2003,10(4):289-291
This study examined the factor structure of the Beck Depression Inventory—II (BDI-II) in a sample of 127 individuals referred by their primary care physicians. Using exploratory factor analysis with oblique rotation, a 2-factor model appeared to be the most parsimonious representation of the data. The rotated factors accounted for approximately 53% of the variance. Consistent with previous research, the first factor was interpreted as a somatic–affective dimension and the second factor reflected a cognitive dimension. The correlation between these 2 factors was .79. It appears possible to divide the BDI-II into subscales to facilitate interpretation in medical patients. 相似文献
149.
We compared the relative efficacy of modified dry‐bed training and standard urine‐alarm conditioning for treating functional nocturnal enuresis in 36 children aged 7–12 years attending health centres in Glasgow, Scotland. A minimal intervention, self‐help approach was adopted. Parents and children received standardized instruction, which, for each method, consisted of one clinic interview and a manual and videotape for home viewing. Outcomes were contrasted with those from untreated controls. Twelve children were randomly assigned to each condition. All groups were matched for age, gender, social class (deprivation category), and baseline wetting frequency. In the two treated groups, an intake interview was followed by two review appointments, otherwise families carried out the programmes independently at home with fortnightly telephone support either until the success criterion of 14 consecutive dry nights was met or the 16 week maximum treatment period expired. Of the 12 children treated by dry‐bed training, eight achieved initial success compared with only three of the 12 treated by the conventional urine‐alarm method. One waiting‐list control child remitted spontaneously. ANOVA showed highly significant differences in wet nights per week immediately after intervention for both treatment and time factors (p < 0.001) and their interaction (p < 0.01). The dry‐bed group averaged 0.8 nights per week wet on treatment cessation, a frequency which was significantly superior to the average of 3.25 for the urine‐alarm group and 5.00 for the controls. Six months after attaining initial success, one child in each treated group had relapsed. Our results show an outcome of 58% long‐term remission (67% initial arrest, 13% relapse) for dry‐bed training when delivered by minimal intervention methods and indicate dry‐bed training as being more effective than orthodox urine‐alarm conditioning for the same input of clinic time and instruction. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
150.
Michael Larkin Mark D. Griffiths 《Journal of community & applied social psychology》2004,14(4):215-232
This article reports upon the Interpretative Phenomenological Analysis (IPA) of a small number of semi‐structured interviews, conducted with persons engaging in either recreational drug‐use (primarily identified here as Ecstasy‐users) or dangerous sports (primarily identified here as bungee‐jumpers). Our analysis focuses upon the manner in which these participants make sense of their initiation and maintenance experiences, and the means by which they understand and make sense of risk. In particular, we draw attention to the distinctions between our participants' rational and contextual reconstructions of risky decisions. These distinctions indicate that our participants are able to draw upon a complex cultural and relational understanding of risk and pleasure, and are thus able to deal quite effectively with the contradictory experience of taking ‘non‐volitional’ action. This exploration of persons' strategies for displacing agency in relation to potentially negative outcomes may have implications for research and practice in related areas. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献