豚尾猴(Macaca nemestrina)等灵长类动物反转学习的比较研究

不同种类猿猴脑高级机能的比较生理心理研究的资料很少,并且意见不完全一致。和(1997)曾报道黑猩猩较阿拉伯狒有较大的推断能力。Shell和Riopelle(1958)报道阔鼻猴蜘蛛猴(Ateles geoffroyi),卷尾猴(Cebus albifrons)     

身体正直及倾斜不同角度定位的实验研究

本文探讨了身体正直及倾斜不同角度(0°—90°)的定位。结果表明:(1)在暗室排除视觉的条件下,身体正直姿势的定位平均误差值在1.2°—1.61°范围;在亮室有视觉参与条件下,平均误差值为0.88°、不超过1°。(2)在暗室排除视觉条件下,“语言一身体”条件的各个角度定位的准确性最差,其次是“视觉—身体”条件,“身体—身体”条件的结果最好。这种情况表明,身体角度定位明显受信息的传入方式及信息转换和输出的难易程度的影响,相同感觉道在信息传入、处理和输出上具有更大的优越性。     

复杂视觉图形辨认的实验研究

实验材料是取样规则不同的两组(有限制组和无限制组)矩阵图形和离散度不同的两组(大离散度组和小离散度组)矩阵图形。每个图形以两种速度及在三个距离上呈现。被试者的任务是从比较图形中再认出先前呈现的那个图形。结果表明:被试者再认无限制组图形的成绩优于有限制组的成绩,小离散度组的成绩也优于大离散度组的成绩。速度因素对辨认的影响大于距离因素的影响。由取样规则所带来的关系参数和离散度这个物理的参数可用于预测图形辨认的成绩。     

马克思主义和人本心理学

美国人本主义心理学,就其关于人的价值的观点而论,可以说主要是从心理学角度对人的本质及其实现问题的研究。这当然并不是一个新问题。早在一个多世纪以前,马克思就曾从哲学、心理学和经济学角度对此进行过系统的探讨。     

Wepman test of auditory discrimination: What does it discriminate

This study investigated auditory discrimination as a function of ethnic group membership within the same socioeconomic status (SES). Subjects were 126 randomly selected six-year-old students attending schools in the lower SES community of southeast San Diego. Only students with no known speech or hearing defects and of normal intelligence were included. They were assigned to one of three categories: Black, Chicano, or Anglo.Subjects were administered four tests in a counterbalanced design: the Wepman, the Gross, and the Ott. The latter two were developed for use with Black dialect and Spanish-speaking youngsters, respectively. The ANOVA results indicated a reliable difference between the main effects of the groups (F=40.34,p<.001) and tests (F=72.82, p<.001), with a significant interaction between tests and groups (F=44.91, p<.001). Interaction effects were evaluated with the Dunn theorem. Significant differences were found among Anglo, Black, and Chicano students on the discrimination list for Spanish sounds (Ott) and a significant Anglo/Black difference on the discrimination test for Black dialect (Gross). Contrary to previous findings, there were no differences between the groups on the Wepman Test of Auditory Discrimination (WTAD). However, there are significant differences between groups on separate items of this test.     

Counseling Women in Behavioral Self-Direction

After consciousness raising, what? Women who want to alter their socialized responses may learn the necessary skills from counselors. Teaching behavioral self-management principles in the context of women's sex role enculturation is a preventive as well as corrective approach to helping women develop increased personal effectiveness. It is also an important option for those who do not need therapy or who have found other skill training insufficient.     

Friendship patterns of overseas students: A functional model1

The respondents were 30 foreign students at the University of Hawaii (6 each from Japan, Korea, the Philippines, Taiwan, and Thailand), and 6 host national (American) students, balanced for sex. The subjects identified their 5 best friends, and the 5 people with whom they spend most of their time. The subjects were then presented with a list of 15 activities, and identified a preferred companion for each of the situations. The data were used to test a functional model of the academic sojourn, which predicts that foreign students will belong to three social networks, in descending order of salience: a) a conational network whose function is to affirm and express the culture of origin; b) a network with host nationals, whose function is the instrumental facilitation of academic and professional aspirations; and c) a multinational network whose main function is recreational. The results confirmed the existence, predicted differential function, and salience hierarchy of these three social networks, and reconciled previous conflicting reports regarding the social relations of foreign students.     

The effects of attention-directing training on recognition memory task performance of three-year-old children

Thirty-eight 3-year-old children served as subjects in an investigation of recognition memory in which schematic faces differing only in the orientation of the eyes were employed as stimuli. A pretest was administered to all children, after which the two experimental groups received training in either attention to the distinctive feature of the training stimuli (also schematic faces) by means of a matching task, or in labeling the faces according to how they looked (sleepy, happy, sad, mad) and in using the labels to perform a matching task. After the training session all children were given a posttest on recognition memory of the faces. The verbally trained group obtained significantly higher scores on the posttest than either the feature or control groups. These results indicate that although the children were able to discriminate the faces, evidenced in their ease of performance on the training tasks, they were not able to use this knowledge unless given training in attaching labels to the stimuli, which enabled them to store the information for later use. Results are discussed in light of Gibson's (1969) theory of the developmental interrelations of cognitive processes.