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Greater feedback specificity is generally considered to be beneficial for performance and learning, but the evidence for this generalization is limited. The authors argue that increasing the specificity of feedback is beneficial for initial performance but discourages exploration and undermines the learning needed for later, more independent performance. The results of their transfer experiment demonstrate that increasing the specificity of feedback positively affected practice performance, but its benefits did not endure over time or modification of the task. In addition, feedback specificity negatively affected levels of exploration during practice and interacted with exploration strategies to affect learning. The results suggest that those who received feedback of varying specificity may have learned through different but equally beneficial mechanisms. 相似文献
904.
Friedman R Anderson C Brett J Olekalns M Goates N Lisco CC 《The Journal of applied psychology》2004,89(2):369-376
Scholars have argued that anger expressed by participants in mediation is counterproductive; yet, there is also reason to believe that expressions of anger can be productive. The authors tested these competing theories of emotion by using data from online mediation. Results show that expression of anger lowers the resolution rate in mediation and that this effect occurs in part because expressing anger generates an angry response by the other party. However, when respondents are especially vulnerable, expressions of anger by the filer do not hinder settlement. The authors also examined precursors to anger, such as value of dispute and reputation, and the degree to which a focus on dispute resolution is reciprocated. 相似文献
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906.
Conley CM Derby KM Roberts-Gwinn M Weber KP McLaughlin TE 《Journal of applied behavior analysis》2004,37(3):339-349
This study compared the copy, cover, and compare method to a picture-word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words taught using the copy, cover, and compare method resulted in better maintenance of word recognition when compared to the picture-matching intervention. Benefits to students and the practicality of employing the word-level teaching methods are discussed. 相似文献
907.
In this study, we examined the relationship of the MCMI-III (Millon, Davis, & Millon, 1997; Millon, Millon, & Davis, 1994) modifier indices and personality disorder scales to the validity and basic clinical scales of the MMPI-2 (Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989). The MCMI-III modifier indices highly correlated with all of the MMPI-2 validity scales except for the F(p) scale. Similarly, the MCMI-III personality disorder scales strongly covaried with the MMPI-2 validity and clinical scales except for the F(p) and 5 (Mf) scales. A factor analysis with Promax rotation revealed substantial relationships between the MMPI-2 and MCMI-III. However, the MMPI-2 F(p) scale did not tend to correlate with MMPI-2 or MCMI-III scales, indicating that F(p) scale variance was largely independent of other scales. The results suggest that clinicians should consider the interrelationship between personality characteristics and dissimulation. 相似文献
908.
909.
Beyond perceiving patterns of motion in simple dynamic displays, we can also perceive higher level properties, such as causality, as when we see one object collide with another object. Although causality is a seemingly high-level property, its perception--like the perception of faces or speech--often appears to be automatic, irresistible, and driven by highly constrained and stimulus-driven rules. Here, in an exploration of such rules, we demonstrate that perceptual grouping and attention can influence the both perception of causality in ambiguous displays. We first report several types of grouping effects, based on connectedness, proximity, and common motion. We further suggest that such grouping effects are mediated by the allocation of attention, and we directly demonstrate that causal perception can be strengthened or attenuated on the basis of where observers are attending, independent of fixation. Like Michotte, we find that the perception of causality is mediated by strict visual rules. Beyond Michotte, we find that these rules operate not only over discrete objects, but also over perceptual groups, constrained by the allocation of attention. 相似文献
910.
The use of a distractor-assigned response slows later responding in a location negative priming task
Responding to a target's location takes longer when that location has recently contained a distractor event (ignored-repetition [IR] trial) relative to when it has been unoccupied (control trial). This is known as the location negative priming (NP) effect. We aimed to determine whether the elevated reaction time observed for IR trials was due to the reuse of a distractor location (location locus) and/or to the need to execute a (just inhibited) distractor response (response locus). We isolated these loci latency effects by using many-to-one and one-to-many location-response assignments. Our results showed that reusing a distractor location hastened target processing at that position (facilitative location locus), whereas the production of a distractor response was associated with a time cost (interfering response locus). Accordingly, part of the latency elevation seen with IR trials results from the need on these occasions to execute ajust inhibited (distractor) response, and, hence, the location NP effect has a response locus. 相似文献