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301.
Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill 总被引:1,自引:0,他引:1
Erik D. Reichle Simon P. Liversedge Denis Drieghe Hazel I. Blythe Holly S.S.L. Joseph Sarah J. White Keith Rayner 《Developmental Review》2013
Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children’s fixation durations are more affected by lexical variables; Blythe, Liversedge, Joseph, White, & Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011 and Reichle et al., 1998) is used to simulate various eye-movement phenomena in adults vs. children in order to evaluate hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, and that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children’s slower detection of semantic anomalies; Joseph et al., 2008). The theoretical implications of this hypothesis are discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. older readers), and individual differences in reading ability. 相似文献
302.
Henry DB Cartland J Ruchross H Monahan K 《American journal of community psychology》2004,33(3-4):131-149
This study tested a classroom-level measure of norms based on J. Jackson's (1966) Return Potential Model. "Return potential" refers to the probability of approval of aggression in a given setting or group, and the return potential model allows quantification of different aspects of a setting's norms. Return potential measures were computed for unprovoked and provoked aggression. A pilot sample of 236 students in 11 classrooms and a main sample of 3,304 students in 158 classrooms completed this measure and a self-report measure of aggression. Results from hierarchical linear models showed that all measures of classroom return potential for aggression were significantly clustered by classrooms. Four return potential measures had main effects on aggression, and four measures showed variation in effects by grade or urban residence. Differences in clustering and effects by grade suggested age differences in the importance of different normative characteristics. 相似文献
303.
Rapp DN Taylor HA 《Journal of experimental psychology. Learning, memory, and cognition》2004,30(5):988-1001
To detail the structure and format of memory for texts, researchers have examined whether readers monitor separate text dimensions for space, time, and characters. The authors proposed that the interactivity between these individual dimensions may be as critical to the construction of complex mental models as the discrete dimensions themselves. In the present experiments, participants read stories in which characters were described as traveling from a start to a final location. During movement between locations, characters engaged in activities that could take either a long or short amount of time to complete. Results indicate that accessibility for the spatial locations was a function of the passage of time. The authors interpret this as evidence that the interactive nature of text dimensions affects the structure of representations in memory. 相似文献
304.
Traditional research on situation models has examined the accessibility of locations and objects during narrative experiences. These studies have described a ubiquitous gradient effect: Spatial locations and objects in reader focus are more accessible than locations farther from this focus, with accessibility decreasing as a function of distance. How might readers’ expectations about character movement, beyond information about spatial locations, additionally affect this accessibility gradient? In two experiments, we investigated whether reader expectations for character movement impact the accessibility of spatial information from memory. In Experiment 1, participants read stories that described characters moving in either a unidirectional or a random pattern through a learned environment. In Experiment 2, characters moved forward in a unidirectional way or backtracked through previously explored rooms. The results suggest that reader expectations for character movement can influence the accessibility of spatial information. Such expectations play a critical role in processes of narrative comprehension. 相似文献
305.
Miller HA 《Behavioral sciences & the law》2006,24(6):767-782
Static, dynamic, and protective factors have been identified as three focal domains significantly related to offender recidivism. However, few measures include comprehensive and inclusive assessment of these variables. The Inventory of Offender Risk, Needs, and Strengths (IORNS) was developed to fill a void in the assessment of risk and needs for offenders. The current study examines the reliability and initial validity of the IORNS in a sample of pre-release offenders assessed for risk and treatment need. Results indicate moderate to high levels of internal consistency and identical IORNS scale results across race, and that the IORNS indexes, scales, and subscales display good convergent validity with self-report and interview measures of static risk, dynamic risk, antisocial behavior, psychopathy, personality pathology, substance abuse, depression, and anxiety. Initial predictive validity examination of the IORNS indicates that several of the indexes, scales, and subscales were able to differentiate offenders who were sent back to prison for half-way house rule violations from those who did not violate rules. 相似文献
306.
Carlson LA West R Taylor HA Herndon RW 《Journal of experimental psychology. Human perception and performance》2002,28(6):1391-1408
The current research used event-related brain potentials (ERPs) to assess the processes underlying online apprehension of the spatial term above. Constituent steps defined within G. D. Logan and D. D. Sadler's (1996) computational theory of apprehension were associated with distinct modulations of ERPs. Specifically, finding the relevant objects was associated with an amplitude modulation of P3; competition in assigning directions to space was associated with modulation of a frontal slow wave; and computing and comparing the spatial relation was associated with modulation of a parietal slow wave. These modulations were differentially influenced by the type of reference frame used to define the spatial term and by the participant's response. The current study supports this decompositional approach to apprehension and provides a means of assessing each step independently. 相似文献
307.
This validity study examined the extent to which the Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED; J. A. Naglieri, T. J. McNeish, & A. N. Bardos, 1991) was a significant predictor of behavioral functioning within a clinical sample of 68 latency-age children (6-12 years old) receiving counseling services at outpatient and residential treatment facilities. Study results showed that the total DAP:SPED (man, woman, and self scores summed) was a significant predictor in explaining variation in internalizing behavioral disturbance. Specifically, the DAP:SPED remained a moderate strength predictor of internalizing behavioral disturbance after controlling for the Child and Adolescent Adjustment Profile parent-report behavioral measure. Findings lend preliminary support to the DAP:SPED's validity in providing assessment information about child behavioral functioning. Continued validation investigation along these lines is recommended. 相似文献
308.
This article reports evidence of two kinds of serial position effects in immediate serial recall: One involves interresponse
pauses, and the other response durations. In forward and backward recall, responding was faster at initial and final positions
than at center positions, exhibiting a bow-shaped function relative to serial position. These data were obtained in a spoken
recall study in which ungrouped lists of four to six words and postcuing of recall direction were used. The pause pattern
is consistent with several models of serial memory, including a distinctiveness model (Brown, Neath, & Chater, 2002) and a
version of the ACT—R model augmented with a spontaneous grouping strategy (Maybery, Parmentier, & Jones, 2002). The duration
pattern suggests that response articulation depends on the processing context, rather than being modular. 相似文献
309.
The present research was designed to examine hypotheses derived from the proposition that shame is the core of fear of failure. Study 1 was conducted in a naturalistic setting and demonstrated that individuals high in fear of failure reported greater shame upon a perceived failure experience than those low in fear of failure. These findings were obtained controlling for other negative emotions. Study 2 was conducted in a controlled laboratory setting and demonstrated that high fear of failure individuals reported greater shame, overgeneralization, and closeness to their mother (controlling for baseline levels of these variables) than those low in fear of failure. Those high in fear of failure also reported that they would be less likely to tell their mother and father about their failure experience and would be more likely to tell their mother and father about their success experience. The implications of these findings for acquiring a deeper understanding of fear of failure are discussed. 相似文献
310.
People who report either repressed or recovered memories of childhood sexual abuse (CSA) may have deficits in reality monitoring--the process whereby one discriminates memories of percepts from memories of images. Using signal detection methods, the authors found that adults reporting either repressed or recovered memories of CSA were less able to discriminate between words they had seen from words they had imagined seeing than were adults reporting either never having forgotten their CSA or adults reporting no history of CSA. Relative deficits in the ability to discriminate percepts from images (i.e., low d') were apparent on only some tests. The groups did not differ in their criterion--response bias--for affirming having seen versus imagined stimuli. 相似文献