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81.
According to the Unexpected-Event Hypothesis (UEH) (Frensch, Haider, Rünger, Neugebauer, Voigt & Werg, 2002), conflicts between expected and actually performed behaviors trigger attribution processes and ultimately lead to the ability
to verbally report an incidentally experienced sequential regularity. In two experiments, we manipulated the likelihood that
a specific conflict, a premature response, occurred in a sequential version of the Number Reduction Task (NRT). Experiment
1 demonstrated that a longer RSI leads to a larger number of premature responses and to more verbal report than a shorter
RSI. However, this effect of the RSI on verbal report was removed when participants were discouraged from emitting premature
responses. Experiment 2 revealed that artificially inducing premature responses leads to an increase in verbal report, but
only when premature responses are introduced late in training. Overall, the findings strongly support the assumptions of the
UEH. 相似文献
82.
Linn-Heidi Lunde Inger Hilde Nordhus Ståle Pallesen 《Journal of clinical psychology in medical settings》2009,16(3):254-262
This study provides a meta-analytic review of cognitive and behavioural interventions for chronic pain in the elderly, focusing
on treatment effectiveness. Included in the analysis are studies in which a comparison was made either to a control condition
or to pre-treatment. A total of 12 outcome studies published or reported between January 1975 and March 2008, were identified
involving participants 60 years and above and providing 16 separate treatment interventions. The analysis indicated that cognitive
and behavioural interventions were effective on self-reported pain experience, yielding an overall effect size of 0.47. However,
there were no significant effects of cognitive and behavioural treatment on symptoms of depression, physical functioning and
medication use. Methodological issues concerning design, outcome measures and treatment are discussed and recommendations
for future studies are outlined. 相似文献
83.
Agelink van Rentergem Joost A. de Vent Nathalie R. Schmand Ben A. Murre Jaap M. J. Staaks Janneke P. C. Huizenga Hilde M. 《Neuropsychology review》2020,30(1):51-96
Neuropsychology Review - Many neuropsychologists are of the opinion that the multitude of cognitive tests may be grouped into a much smaller number of cognitive domains. However, there is little... 相似文献
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Hilde Lindemann Nelson 《Metaphilosophy》2000,31(5):492-508
The primary contribution of feminism to bioethics is to note how imbalances of power in the sex-gender system play themselves out in medical practice and in the theory surrounding that practice. I trace the ten-year history of feminist approaches to bioethics, arguing that while feminists have usefully critiqued medicine's biases in favor of men, they have unmasked sexism primarily in the arena of women's reproductive health, leaving other areas of health care sorely in need of feminist scrutiny. I note as well that feminist bioethicists have contributed very little to bioethical theory. In the second part of the paper I suggest two future directions for feminist bioethics. The first is to expand its critique of gender bias beyond reproductive medicine, devoting attention to the same issues raised by advances in biomedical technology as are taken up by mainstream bioethicists. The second is to develop bioethical theory that is more responsive than are mainstream moral theories to the social practices that subordinate women and minority groups. 相似文献
86.
Hilde Haider Katharina Eberhardt Alexander Kunde Michael Rose 《Consciousness and cognition》2013,22(1):82-98
Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response devices (keyboard vs. mouse) in order to manipulate selective attention towards response dimensions. Results showed that visual and motor sequence learning differed in terms of RT-benefits, but not in terms of the amount of knowledge assessed after training. Furthermore, visual sequence learning was modulated by selective attention. However, the findings of all three experiments suggest that selective attention did not alter implicit but rather explicit learning processes. 相似文献
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We are in a red room in a restaurant which has as its decor the Middle Ages. We are seated at a U-shaped table, and we are here to help a young girl celebrate her passage into womanhood. This is no religious ceremony, but a simple spiritual event. No priest, no rabbi is present, only women. All of us are anxious, anticipating what is to come. The girl's mother says a few words about a vision she had had of an inhibition. In it, she said, she saw a group of women seated in a circle around a fire. The drums urged the participants to dance. Amid the stamping of feet around the fire, a young girl comes into the circle and is welcomed by the older women of the tribe. Thus the girl becomes a woman in the community. Then the young daughter stands up and begins to speak shyly of her nature spirit. She tells us of how she has sought for evidence of God in churches and thus far has only found some contact with Him in nature, alone in a field or on a hilltop. After that the mother invited the guests to share in helping her daughter “become a woman in the tribe.” Here is how two of the women shared the event.—G.F. 相似文献
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