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111.
Schmitt DP Alcalay L Allik J Angleitner A Ault L Austers I Bennett KL Bianchi G Boholst F Borg Cunen MA Braeckman J Brainerd EG Caral LG Caron G Casullo MM Cunningham M Daibo I De Backer C De Souza E Diaz-Loving R Diniz G Durkin K Echegaray M Eremsoy E Euler HA Falzon R Fisher ML Foley D Fry DP Fry S Ghayur MA Golden DL Grammer K Grimaldi L Halberstadt J Haque S Herrera D Hertel J Hoffmann H Hooper D Hradilekova Z Hudek-Kene-evi J Jaafar J Jankauskaite M Kabangu-Stahel H Kardum I Khoury B 《Journal of personality and social psychology》2004,86(4):560-584
112.
Grammatical-specific language impairment (G-SLI) in children, arguably, provides evidence for the existence of a specialised grammatical sub-system in the brain, necessary for normal language development. Some researchers challenge this, claiming that domain-general, low-level auditory deficits, particular to rapid processing, cause phonological deficits and thereby SLI. We investigate this possibility by testing the auditory discrimination abilities of G-SLI children for speech and non-speech sounds, at varying presentation rates, and controlling for the effects of age and language on performance. For non-speech formant transitions, 69% of the G-SLI children showed normal auditory processing, whereas for the same acoustic information in speech, only 31% did so. For rapidly presented tones, 46% of the G-SLI children performed normally. Auditory performance with speech and non-speech sounds differentiated the G-SLI children from their age-matched controls, whereas speed of processing did not. The G-SLI children evinced no relationship between their auditory and phonological/grammatical abilities. We found no consistent evidence that a deficit in processing rapid acoustic information causes or maintains G-SLI. The findings, from at least those G-SLI children who do not exhibit any auditory deficits, provide further evidence supporting the existence of a primary domain-specific deficit underlying G-SLI. 相似文献
113.
A 16-element movement sequence was taught under part-whole and whole-practice conditions. Participants (N = 18) produced a right-arm lever movement to sequentially presented target locations. The authors constructed part-whole practice by providing practice on only the 1st 8 elements on the 1st day of practice (100 repetitions of the 8-element sequence) and on all 16 elements on the 2nd day of practice (100 repetitions of the 16-element sequence). The whole-practice group practiced all 16 elements on both days (100 repetitions of the 16-element sequence per day). No differences in sequence structure or in movement duration of the 16-element sequence were noted on the retention test (Day 3). On transfer tests in which the 1st and last 8 elements were tested separately, however, the participants in the part-whole practice group performed more quickly than the participants in the whole-practice group, especially on the last 8 elements. Participants in the whole-practice group appeared to code the sequence so that it was relatively difficult to fully partition it into separate movements. Thus, on the transfer tests, there continued to be residual effects of the 8 elements that did not have to be produced but slowed down the rate of responding for the whole-practice group. That finding was not observed for the part-whole practice group. 相似文献
114.
Previous research reported a priming effect for voices. However, the type of information primed is still largely unknown. In this study, we examined the influence of speaker's gender and emotional category of the stimulus on priming of non-speech vocalizations in 10 male participants, who performed a gender identification task. We found a significant priming effect, which was greater for female than male vocalizations. In contrast, the emotional category of the stimuli did not appear to modulate the magnitude of priming. These data suggest that different aspects of the information conveyed in non-speech vocalizations may contribute differently to behavioral priming, possibly influenced by task relevance. 相似文献
115.
116.
Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts. 相似文献
117.
Does high familiarity with a face enable particularly efficient visual processing? In three experiments, we presented briefly and successively two pairs of faces (either famous or recently learned), masking each presentation. Between the first and the second presentations, one face changed, and the task was to locate this change. Performance was significantly better when the change involved a famous face. This superfamiliarity effect was found only for changes occurring in the left visual field and was abolished by inverting the faces. Extended prior study of the recently learned faces did not improve performance with these stimuli. The results suggest that superfamiliarity promotes highly efficient visual processing and may especially activate a configural mode of analysis. 相似文献
118.
Conceptual processing effects on automatic memory 总被引:3,自引:0,他引:3
In the present study, influences of conceptual processing on automatic forms of memory were investigated, using a category production task. The experiment employed Jacoby's (1991) process dissociation procedure and fits of multinomial models to estimate conscious and automatic memory for semantic and graphemic study tasks. Memory estimates from a generate-source model indicated more automatic memory for semantic than for graphemic items on the category production task. These results provide support for conceptual processing influences on automatic forms of memory. 相似文献
119.
Despite the prominence of the disability civil rights model--with its values of inclusion and empowerment--the majority of social and policy research conducted to date has not sufficiently included the perspective of persons with disabilities in the research process and as uniquely qualified researchers themselves. This article describes a new project, "Technology for Independence: A Community-Based Resource Center" (CBRC). Over a five-year period, the CBRC will attempt to enhance community and consumer-directed disability organizations to design, implement, and disseminate research that promotes access to and use of assistive technology (AT). The CBRC will use strategies such as leadership training, participatory action research, technical assistance, web-assisted training, and annual symposia. A primary goal of the CBRC is to increase the capacity of community organizations to conduct research on AT that is scientifically rigorous and relevant to disability services, policy, and law. 相似文献
120.
Environmental support promotes expertise-based mitigation of age differences on pilot communication tasks 总被引:3,自引:0,他引:3
Morrow DG Ridolfo HE Menard WE Sanborn A Stine-Morrow EA Magnor C Herman L Teller T Bryant D 《Psychology and aging》2003,18(2):268-284
The authors investigated whether expertise is more likely to mitigate age declines when experts rely on environmental support in a pilot/Air Traffic Control (ATC) communication task. Pilots and nonpilots listened to ATC messages that described a route through an airspace, while they referred to a chart of the airspace. They read back (repeated) each message and then answered a probe question about the route. In a preliminary study, participants could take notes while listening to the messages and performing the read-back and probe tasks. In Experiment 1, opportunity to take notes was manipulated. Note taking determined when expertise mitigated age differences on the read-back task. With note taking, read-back accuracy declined with age for nonpilots but not for pilots. Without note taking, similar age-related declines occurred for pilots and nonpilots. Benefits of expertise, younger age, and note taking occurred for probe accuracy, but mitigation did not occur. The findings suggest that older adults take advantage of a domain-relevant form of environmental support (note taking) to maintain performance on some complex tasks despite typical age-related declines in cognitive ability. 相似文献