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731.
A theory is presented that attempts to answer two questions. What visual contents can an observer consciously access at one moment? Answer: only one feature value (e.g., green) per dimension, but those feature values can be associated (as a group) with multiple spatially precise locations (comprising a single labeled Boolean map). How can an observer voluntarily select what to access? Answer: in one of two ways: (a) by selecting one feature value in one dimension (e.g., selecting the color red) or (b) by iteratively combining the output of (a) with a preexisting Boolean map via the Boolean operations of intersection and union. Boolean map theory offers a unified interpretation of a wide variety of visual attention phenomena usually treated in separate literatures. In so doing, it also illuminates the neglected phenomena of attention to structure.  相似文献   
732.
Incubation refers to the popular idea that stopping work on a problem may, at times, be a more efficient means by which to reach a solution than continuing to work. Empirical studies of incubation have used few participants and have provided ambiguous and discrepant results. We investigated three potential accounts of incubation in retrieval and search problems (subconscious work, spreading activation, and fixation forgetting) with the help of a large Internet-based participant pool. The amount of time allotted for explicit work on each of 12 problems was controlled, while the distribution of that time was manipulated in several incubation conditions. When problems were presented by themselves, none of the incubation conditions aided in the solution of either anagram or remote associate test problems. However, incubation benefits arose when participants were given misdirecting clues (probably because time delays facilitated forgetting of these clues).  相似文献   
733.
    
At-risk students need a humane educational environment to help them gain a sense of purpose and self-worth. This article describes an educational program for juvenile delinquents that is working toward these goals through incorporating three basic humane values into its philosophy: an environment of care, focus on the individual, and experiential learning.  相似文献   
734.
    
Educational programs to help adult citizens identify and solve community problems are not a recent innovation.  相似文献   
735.
    
A slightly different version of this article will also appear as a chapter in H. J. Vetter & R. W. Rieber, (Eds.) (in press).The psychopathology of language and thought. New York: Plenum Press.  相似文献   
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738.
    
If you want to stop smoking, any number of procedures can be recommended as effective temporarily. However, follow-up data for these methods are often lacking or disappointing (Marston and McFall, 1971). The two purposes of this study were to (a) replicate and provide follow-up data for a promising method developed by Upper and Meredith (1970), and (b) compare the success of those who set out to “quit” versus those trying merely to “cut down”. The method used is based on the theory that if smoking can be brought under the control of a single stimulus rather than the usual, multiple elicitors, then it can be more easily modified. The stimulus used in this particular approach was the buzz of a pocket timer.  相似文献   
739.
    
Our previous research using both Japanese Children's Trait and State Worry and Emotionality Scales indicated that there were several issues that needed resolution in a high-stakes testing environment. High-stakes testing environments are those in which there are serious consequences to the individual of how well he or she scores on a particular test. In this study, the high-stakes environment was characterized by higher state worry and emotionality but not higher trait worry and emotionality scores than in the previous study. A clear two-factor solution was found for the state measures but not for the trait measures. Males performed better on the achievement tests than females. The relationship of state anxiety to performance was non-linear. State worry was more highly predictive of poor performance than state emotionality.  相似文献   
740.
    
Laboratory studies show that retention of information can be powerfully enhanced through testing, but evidence for their utility to promote long‐term retention of course information is limited. We assessed 8th grade students' retention of U.S. history facts. Facts were reviewed after 1 week, 16 weeks or not reviewed at all. Some facts were reviewed by testing (Who assassinated president Abraham Lincoln?) followed by feedback (John Wilkes Booth), while others were re‐studied. Nine months later, all students received a test covering all of the facts. Facts reviewed through testing were retained significantly better than facts reviewed through re‐studying, and nearly twice as well as those given no review. The best retention occurred for facts that were reviewed by testing after a 16‐week time interval. Although the gain in item was numerically small, due to floor effects, these results support the notion that testing can enhance long‐term retention of course knowledge. Copyright © 2008 John Wiley & Sons, Ltd.  相似文献   
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