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291.
J.B. Trobalon J. Sansa V. D. Chamizo N.J. Mackintos 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1991,43(4):389-402
In Experiment 1, rats were trained on a discrimination between rubber- and sandpaper-covered arms of a maze after one group had been pre-exposed to these intra-maze cues. Pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made easier by adding further discriminative stimuli, when it now significantly retarded learning. In Experiment 2, rats were trained on an extra-maze spatial discrimination, again after one group, but not another, had been pre-exposed to the extra-maze landmarks. Here too, pre-exposure facilitated subsequent discrimination learning, unless the discrimination was made substantially easier by arranging that the two arms between which rats had to choose were always separated by 135°. The results of both experiments can be explained by supposing that perceptual learning depends on the presence of features common to S+ and S-. 相似文献
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Alan Garnham Jane Oakhill Kate Cain 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1997,50(1):149-162
Two experiments investigated the interpretation of anaphoric noun phrases, and in particular those thatcould only be linked to their antecedents via knowledge-based inferences. The first experiment showed that much of the inferential processing was carried out as the anaphoric noun phrase was read, although there was some indication that inferential processing continued to the end of the clause. The second experiment attempted to establish why anaphoric noun phrases that are more specific than their antecedents cause problems. It showed that the difficulty did not lie in adding the extra information carried by the anaphor to the representation of the referent. Rather, we suggest, putting extra information in the anaphoric noun phrase disrupts the process of linking that noun phrase to its antecedent. 相似文献
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THE SOCRATIC METHOD AND PHILOSOPHY FOR CHILDREN 总被引:1,自引:0,他引:1
JOHN P. PORTELLI 《Metaphilosophy》1990,21(1-2):141-161