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941.
This experiment investigated the role of response imagery on recognition of stimulus terms following associative training. Ss learned to associate 12 high-imagery or low-imagery responses with trigram stimuli by the study-associative matching procedure. Half the pairs were consistently paired and half were re-paired anew on each trial. Following associative training, Ss were given a stimulus recognition and an associative matching task The results indicated that the probability of stimulus recognition, given correct associative matching, was greater when the responses were high-imagery rather than low-imagery. In contrast, no rehable response imagery effects were found for the probability of stimulus recognition, given incorrect associative matching. It was argued that the locus of the response imagery effect was primarily during retrieval rather than during encoding. 相似文献
942.
An intercalated reinforcement technique is described. The method equates number of trials, response topography, sensory exposure, and frequency of reinforcement between reversal Ss overtrained on a discrimination and then trained on reversals and nonreversal Ss similarly overtrained but continued on the same discrimination. In extending previous successful work in the rat, monkeys were trained on spatial discrimination and reversal tasks in the WGTA at 50%, 75%, and 100% reinforcement in order to test the efficacy of learning by this procedure, and to compare the method with learning obtained by a more classical procedure. Learning rates were the same by both procedures. This technique, therefore, appears useful for investigating neurochemical (or other) correlates of learning unconfounded by performance or sensory effects. 相似文献
943.
Ajter a brief discussion of work on experimenter-bias, it is suggested that the possibility of less well documented biases should be considered. A number of such biases are suggested. They are presented in terms of their source, namely the political ideologies, cultural backgrounds, biographical characteristics and personal characteristics of scientists. In considering implications of biases, three reactions are discussed: ignoring, controlling and understanding them. In particular, it is proposed that understanding the operation of bias might be furthered by working towards a taxonomy of biases, organized in terms of the sources of biases and the points in the research process at which they intrude. 相似文献
944.
Stevens and Galanter’s (1957) iterative procedure for minimizing bias in category scaling was used for the scaling of loudness of white noise. The spacing obtained deviated systematically from a spacing constructed in accordance with an equal discriminability scale from a previous experiment (Eisler & Montgomery, 1972). For the stimulus spacing yielding a “pure” category scale, a magnitude scale was constructed too. Since the category scale could be predicted accurately by Fechnerian integration of this magnitude scale, it was concluded that the “pure” category scale is a pure discrimination scale. The discrepancy between the equal discriminability scale and the “pure” category scale was interpreted as a bias in the former scale due to greater recognizability of stimuli located at the extremes of the stimulus range. 相似文献
945.
Henry S. Dyer 《Journal of counseling and development : JCD》1967,45(8):776-780
Ignorance on the part of educators about the effects of testing on pupils has an adverse effect on the uses of tests. Two approaches for correcting the situation are proposed: (a) paying more attention to the pupil performance that produces the test scores, and (b) developing closer integration between the testing process and the total educational process. A contrast is drawn between what Piaget calls a measure of “yield” and what he calls “constructive operations,” and the suggestion is made that the latter type of information is accessible from testing. Lip service paid to the idea that “testing is an integral part of education” is insufficient. Testing must be perceived by the test consumer as a form of continuous feedback that is indispensable to the management of learning here and now. 相似文献
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949.
Ronald Braithwaite Torrance Stephens Bambi W. Sumpter-Gaddist Henry Murdaugh Sandra Taylor Kisha Braithwaite 《Journal of multicultural counseling and development》1998,26(3):177-193
This study examined condom use during oral and anal sex among 1,593 African American male and female college undergraduates. Findings suggest a high level of concordance between men and women on several measures. However, female participants were more likely to use condoms during oral and anal sex than were male participants. 相似文献
950.
This article attempts to discover an important historical precedent for the concept of individuation in the idea of paideia , which today, mistakenly, is often understood to have been simply the form of 'education' practised in ancient Greece. Paideia , however, was not limited to the instruction of youth and was based on no fixed programmes. It was conceived as continuing throughout the life of the individual, and as a development of natural, in-born potential. Paideia articulated a notion of 'inner culture', or cultura animi , which has since receded from Western civilization, with its anti-psychological emphasis on progress, specialization and extra-version, and with its notion that a civilization's 'culture' is primarily defined by its social structures and material tools. Present-day interest in the Jungian concept of individuation can thus be seen as a return of the repressed. An analysis of the Telemachy - the opening cantos of the Odyssey - in which Odysseus' son, Telemachus, accomplishes his passage to adulthood, reveals the need for the realization of natural potential to be an innate and archetypal ideal. Homeric poetry is then seen to have furnished a unified canon for the whole human being, whereas the subsequent course of European civilization, starting with the Greek Sophists and an ever more specialized notion of philosophy, is seen to have fostered a unilateral mode of maturation. It is argued that nostalgia for paideia indirectly reasserts itself through the widespread cultural interest in the idea of individuation. 相似文献