排序方式: 共有45条查询结果,搜索用时 15 毫秒
41.
Johan van Benthem Jelle Gerbrandy Tomohiro Hoshi Eric Pacuit 《Journal of Philosophical Logic》2009,38(5):491-526
A variety of logical frameworks have been developed to study rational agents interacting over time. This paper takes a closer look at one particular interface, between two systems that both address the dynamics of knowledge and information flow. The first is Epistemic Temporal Logic (ETL) which uses linear or branching time models with added epistemic structure induced by agents’ different capabilities for observing events. The second framework is Dynamic Epistemic Logic (DEL) that describes interactive processes in terms of epistemic event models which may occur inside modalities of the language. This paper systematically and rigorously relates the DEL framework with the ETL framework. The precise relationship between DEL and ETL is explored via a new representation theorem characterizing the largest class of ETL models corresponding to DEL protocols in terms of notions of Perfect Recall, No Miracles, and Bisimulation Invariance. We then focus on new issues of completeness. One contribution is an axiomatization for the dynamic logic of public announcements constrained by protocols, which has been an open problem for some years, as it does not fit the usual ‘reduction axiom’ format of DEL. Finally, we provide a number of examples that show how DEL suggests an interesting fine-structure inside ETL. 相似文献
42.
In this experimental study, effects of age and education on switching focal attention in working memory were investigated among 44 young (20-30 years) and 40 middle-aged individuals (50-60 years). To this end, a numeric n-back task comprising two lag conditions (1- and 2-back) was administered within groups. The results revealed a comparable increase of reaction time as a function of lag across age groups, but a disproportionate decrease of accuracy in the middle-aged relative to the young group. The latter effect did not interact with education, which challenges the cognitive reserve hypothesis. Moreover, the high-educated middle-aged participants showed a greater increase of reaction time as a function of lag than their low-educated counterparts. Apparently, they were not able to sustain their relatively high response speed across conditions. These results suggest that education does not protect against age-related decline of switching focal attention in working memory. 相似文献
43.
Celeste Meijs Petra P. M. Hurks Renske Wassenberg Frans J. M. Feron Jelle Jolles 《Child neuropsychology》2016,22(7):818-836
This study examines inter-individual differences in how presentation modality affects verbal learning performance. Children aged 5 to 16 performed a verbal learning test within one of three presentation modalities: pictorial, auditory, or textual. The results indicated that a beneficial effect of pictures exists over auditory and textual presentation modalities and that this effect increases with age. However, this effect is only found if the information to be learned is presented once (or at most twice) and only in children above the age of 7. The results may be explained in terms of single or dual coding of information in which the phonological loop is involved. Development of the (sub)vocal rehearsal system in the phonological loop is believed to be a gradual process that begins developing around the age of 7. The developmental trajectories are similar for boys and girls. Additionally, auditory information and textual information both seemed to be processed in a similar manner, namely without labeling or recoding, leading to single coding. In contrast, pictures are assumed to be processed by the dual coding of both the visual information and a (verbal) labeling of the pictures. 相似文献
44.
Baptist Liefooghe Jelle Demanet André Vandierendonck 《Psychonomic bulletin & review》2010,17(3):381-386
We tested the hypothesis that persisting activation from a previous task execution does not contribute to the switch cost
in voluntary task switching. We reasoned that voluntary task switching requires the selection of random task sequences, which
necessitates the active inhibition of previously executed tasks. The asymmetric switch cost was used as a marker for persisting
activation. Participants switched voluntarily between color naming and word naming. One group was instructed to select unpredictable
task sequences. The other group was not instructed to do so. When participants were instructed to be unpredictable, no asymmetric
switch cost was observed. When participants were not instructed to be unpredictable, an asymmetric switch cost was observed.
We conclude that the amount of persisting activation in voluntary task switching is limited and that the switch cost in voluntary
task switching reflects the time needed for reconfiguring the cognitive system from one task to another rather than the time
needed to compensate for persisting activation. 相似文献
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