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931.
Barlow C. Wright 《Journal of Cognitive Psychology》2013,25(5):776-800
Transitive-inference tasks play increasing roles in many areas of cognitive science. However, discrepancies between the two competing paradigms (classical-Piagetian and IP-paradigm) imply that one paradigm fails to index its target (deductive) competence. Here, potential flaws of one were addressed using considerations from the other. Children of 5–7 years (N=216) solved 3-term transitive problems, some implying a single largest item, and some not. Findings indicate a discriminative competence (a Transitive-Switch) at least 2 years before competence in actually deducing correct solutions. Interestingly, although the transitive-switch was constant across age with both memory and inference increasing with age, it was nevertheless a much stronger predictor of transitive performance than either memory or age. A predictive relationship between memory and inference held for the 5- and 6-year-olds but not the 7-year-olds; suggesting as it approaches maturity, transitive-inference becomes independent of memory. Coincidental with this latter finding, only the 7-year-olds’ transitive performance approximated a deductive competence. As the initial validation of the IP-paradigm rested on acceptance of its age estimate of 4 years, its claim to index deduction must now be revisited. 相似文献
932.
David J. Wright Sheree A. McCormick Samantha Birks Michela Loporto Paul S. Holmes 《Journal of Applied Sport Psychology》2013,25(2):156-170
Imagery can improve sport performance, although its efficacy is mediated by the ease with which athletes can generate images. Establishing techniques that improve this imagery ability factor is desirable to enhance the effectiveness of imagery interventions. Twenty-seven club-level female golfers were assigned to imagery, action observation, or physical practice training groups (n = 9). Changes in image generation ease were assessed using the Revised Movement Imagery Questionnaire over an 8-week period. Imagery and action observation training were both effective in improving aspects of imagery ability. Action observation can provide sport psychologists with an effective tool for improving visual imagery ability in athletes. 相似文献
933.
Helen L. Williams Martin A. Conway Chris J.A. Moulin 《Consciousness and cognition》2013,22(2):572-588
The Remember–Know paradigm is commonly used to examine experiential states during recognition. In this paradigm, whether a Know response is defined as a high-confidence state of certainty or a low-confidence state based on familiarity varies across researchers, and differences in definitions and instructions have been shown to influence participants’ responding. Using a novel approach, in three internet-based questionnaires participants were placed in the role of ‘memory expert’ and classified others’ justifications of recognition decisions. Results demonstrated that participants reliably differentiated between others’ memory experiences – both in terms of confidence and other inherent differences in the justifications. Furthermore, under certain conditions, manipulations of confidence were found to shift how items were assigned to subjective experience categories (Remember, Know, Familiar, and Guess). Findings are discussed in relation to the relationship between subjective experience and confidence, and the separation of Know and Familiar response categories within the Remember–Know paradigm. 相似文献
934.
Eunju Jung Helen H. Raikes Rachel Chazan-Cohen 《Journal of child and family studies》2013,22(6):757-768
This study compared behavior problems of children of mothers with elevated depressive symptoms and children of mothers with non-elevated depressive symptoms, using the same measure for mothers and teachers. Participants included 914 mother–teacher dyads of low-income children (M age of child = 62.9 months, SD = 4.0) who participated in the Early Head Start Research and Evaluation Project. Mothers completed a shortened version of CES-D to evaluate their own depressive symptoms. Teachers and mothers completed the Family and Child Experiences Survey Interviews (FACES) to assess children’s behavior problems. The results showed that children of mothers with elevated depressive symptoms-higher than the cut-off score for possible depression- showed higher aggressive and hyperactive behaviors than did children of mothers with non-elevated depressive symptoms according to the mothers’ rating; however, teachers rated the children no differently. Both mothers and teachers reported higher internalizing behaviors in children of mothers with elevated depressive symptoms than did those of mothers with non-elevated depressive symptoms. Maternal depressive symptoms moderated the relations between informants (mothers and teachers) and externalizing behaviours (aggressive and hyperactive) of children. These findings underscore the need for research in different settings such as at home and at school, to measure children’s behavior problems in order to gain a more comprehensive perspective on child functioning. Results suggest an emphasis on intervention or prevention programs targeting internalizing behavior problems, specifically for children of depressed mothers in low-income families. 相似文献
935.
ABSTRACT The authors explored barriers and motivations associated with high school and middle school classes’ participation in National Park educational programming through interviews with school administrators and surveys with teachers within the immediate vicinity of Great Smoky Mountains National Park. Although teachers commonly cited financial barriers to participation, administrators suggested that these were rarely insurmountable. Moreover, perceptions of such constraints did not help to predict teachers’ intentions to participate. Rather, teachers’ intentions to participate were most strongly predicted by their degree of comfort with relating park programs to the subject matter of their courses, their perceptions regarding whether or not the programs will enhance students’ academic achievement, and their expectations of whether the programs will expose students to environmental themes in an enjoyable manner. Results suggest the importance of classroom visits and direct communications with teachers emphasizing that programs are fun, relevant learning experiences that address academic requirements for multiple subjects and are relatively easy to incorporate into pre-existing curricula. 相似文献
936.
Ashlen San Ng Helen F. Dodd Amanda L. Gamble Jennifer L. Hudson 《Journal of child and family studies》2013,22(6):827-835
Cognitive theories emphasise the role of dysfunctional beliefs about sleep in the development and maintenance of sleep-related problems (SRPs). The present research examines how parents’ dysfunctional beliefs about children’s sleep and child dysfunctional beliefs about sleep are related to each other and to children’s subjective and objective sleep. Participants were 45 children aged 11–12 years and their parents. Self-report measures of dysfunctional beliefs about sleep and child sleep were completed by children, mothers and fathers. Objective measures of child sleep were taken using actigraphy. The results showed that child dysfunctional beliefs about sleep were correlated with father (r = 0.43, p < 0.05) and mother (r = 0.43, p < 0.05) reported child SRPs, and with Sleep Onset Latency (r = 0.34, p < 0.05). Maternal dysfunctional beliefs about child sleep were related to child SRPs as reported by mothers (r = 0.44, p < 0.05), and to child dysfunctional beliefs about sleep (r = 0.37, p < 0.05). Some initial evidence was found for a mediation pathway in which child dyfunctional beliefs mediate the relationship between parent dysfunctional beliefs and child sleep. The results support the cognitive model of SRPs and contribute to the literature by providing the first evidence of familial aggregation of dysfunctional beliefs about sleep. 相似文献
937.
Helen E. Whiteley Peter Walker 《Visual cognition》2013,21(1):69-110
Multiletter priming effects have been interpreted as evidence for the representation of separable multiletter units in the visual word recognition system (Whiteley & Walker, 1994). The reported experiments examine whether the activation of such units is pre- or post-lexical. Experiments 2 and 3 employed priming in an alphabetic decision task in which subjects made a discrimination response to test stimuli which could be classed as either targets or foils. Targets were single letters, or consonant bigrams, present or absent in an immediately preceding word, or (Experiment 3 and 4) they were whole words semantically associated or not to a preceding word. Foils were single non-alphanumeric characters, a character plus a letter, or a word with one letter replaced by a character. Experiment 1 was a preliminary to determine the parameters of a sequential presentation manipulation. Experiment 2 compared conditions of simultaneous and sequential presentation where letters of prime words were presented together, or one at a time in rapid succession. With simultaneous presentation, responses to bigram targets were facilitated when these appeared in the prime word, while responses to individual constituent letters of those bigrams were not facilitated. Additionally, responses to primed bigram targets were faster than responses to primed single letter targets. The sequential presentation of prime words resulted in a qualitative change in the response pattern indicative of the disruption of multiletter unit activation. That change was replicated in Experiment 3 where semantic priming confirmed that the prime words were being processed to a level of meaning. The observations challenge a post-lexical account of the multiletter priming effects. Finally, Experiment 4 addressed the question of whether bigram priming reflects the intentional use of prime information to predict following targets. Strategic interpretations are undermined and it is argued that multiletter units are activated automatically as part of normal visual word recognition. 相似文献
938.
One of the processes thought to underlie visual selection works by biasing attention away from either recently examined locations or objects. The extent of this “inhibition” is greatest when the inhibited object and the inhibited location coincide. In Experiment 1, rectangles are presented stereoscopically at different depths but at similar positions horizontally and vertically. Here, any inhibition should be based solely on a spatial code, as the objects, the rectangles are clearly separate objects. In Experiment 2, the corners of the rectangles are joined to produce a single cuboid that extends in depth space. Now inhibition based on both spatial and object codes should be seen because even when on different depth planes the cue and target are associated with the same object. Consistent with our understanding of the additive effects of inhibition of space and object codes, the extent of inhibition in the second study is almost double that of the first. The results further suggest that space-based inhibition operates within a two-dimensional representation while object-based inhibition utilizes a three-dimensional representation. 相似文献
939.
Transitive inference is claimed to be “deductive”. Yet every group/species ever reported apparently uses it. We asked 58 adults to solve five-term transitive tasks, requiring neither training nor premise learning. A computer-based procedure ensured all premises were continually visible. Response accuracy and RT (non-discriminative nRT) were measured as is typically done. We also measured RT confined to correct responses (cRT). Overall, very few typical transitive phenomena emerged. The symbolic distance effect never extended to premise recall and was not at all evident for nRT; suggesting the use of non-deductive end-anchor strategies. For overall performance, and particularly the critical B?D inference, our findings indicate that deductive transitive inference is far more intellectually challenging than previously thought. Contrasts of our present findings against previous findings suggest at least two distinct transitive inference modes, with most research and most computational models to date targeting an associative mode rather than their desired deductive mode. This conclusion fits well with the growing number of theories embracing a “dual process” conception of reasoning. Finally, our differing findings for nRT versus cRT suggest that researchers should give closer consideration to matching the RT measure they use to the particular conception of transitive inference they pre-held. 相似文献
940.
Larry Wright 《Inquiry (Oslo, Norway)》2013,56(1-4):43-47
There is a class of actions — reflex actions — which seem not to spring from any intention, but for which we nevertheless wish to take responsibility. It is suggested that these actions are appropriately said to be done intentionally, in spite of our never having an intention to do them. And this grammatical anomaly indicates that the behavior in question requires a special kind of account; one which might be characterized as derivative: parasitic on the more paradigmatic sort of action explanation. 相似文献