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221.
Haye’s article Living being and speaking being highlights a confusion that the traditional cognitive science has been making between cognition and representation, reducing
semantics (meaning) to the syntax (computation with symbols). This traditional view cannot fully grasp the dependence of meaning
on the relational context, opening space for the need to take into account the Bakhtinian notions of responsivity and addressivity
to an other as defining features of the communicational social act. Socialized signs are conceived here as central tools to
our relation to the world and to the others. We pursue some of the implications of this radical dialogical commitment specifying
their implications to an ontological level of human beings: relationships are the ground for the depiction of human beings
and otherness as a necessary complementarity of our own existence. 相似文献
222.
The authors investigated how expert dancers achieve accurate timing under various conditions. They designed the conditions to interfere with the dancers' attention to time and to test the explanation of the interference effect provided in the attentional model of time processing. Participants were 17 expert contemporary dancers who performed a freely chosen duration while walking and executing a bilateral cyclic arm movement over a given distance. The dancers reproduced that duration in different situations of interference. The process yielded temporal overproductions, validating the attentional model and extending its application to expert populations engaged in complex motor situations. The finding that the greatest overproduction occurred in the transfer-with-improvisation condition suggests that improvisation within a time deadline requires specific training. 相似文献
223.
A computer-assisted language intervention, Fast ForWord-Language (FFW-L), was tested at a rural Nevada center in a group of children (Grades 2-12) referred by parents and teachers to assess enhancement of language skills. Given conflicting results from previous studies, language scores were measured using Clinical Evaluation of Language Fundamentals, Third Edition (CELF-3) before and after the FFW-L intervention. 58 children's CELF-3 postintervention scores were adjusted for age-specific expected changes and compared with pretest scores. Adjusted scores increased in both receptive and expressive domains of the CELF-3. Children with prior diagnoses of language and/or learning impairment did not differ from other referrals on adjusted CELF-3 adjusted gain scores after treatment. Thus the Fast ForWord-Language intervention may benefit a much broader group of children referred by parents and teachers for language or reading problems. 相似文献
224.
ABSTRACT— Despite the fact that misinformation effects have long been studied by both applied researchers and modelers of human memory, there is little consensus as to the value of such endeavors. We argue that this may be due to a failure to identify the underlying mechanism responsible for such memory distortions. We consider novel evidence for a relationship between retrieval-induced forgetting and the reporting of misinformation. We also explore the extent to which retrieval inhibition underpins this relationship and the implications this has for the modeling of memory and finding potential solutions to real-world problems. 相似文献
225.
Stephen Sutton David P. French Susie J. Hennings Jo Mitchell Nicholas J. Wareham Simon Griffin Wendy Hardeman Ann Louise Kinmonth 《Current Psychology》2003,22(3):234-251
The authors of the theory of reasoned action (TRA) and its extension, the theory of planned behaviour (TPB) recommend that
researchers who use these theories to investigate the determinants of a given behaviour should first conduct an elicitation
study to identify the modal salient beliefs in the target population. In spite of the importance accorded to salient beliefs
by the TRA/TPB, the elicitation stage has received little research attention. This paper reports a detailed analysis of beliefs
about “being more physically active in the next 12 months.” A general population sample of 213 adults completed a questionnaire
while attending a research centre for a series of tests. The findings showed that the beliefs that were elicited by questions
designed to prompt affective outcomes (like or enjoy, dislike or hate) differed systematically from those that were elicited
by the traditional questions designed to prompt instrumental out-comes (advantages and disadvantages). Whether this resulted
in different final sets of modal salient beliefs was found to depend on the particular decision rule that was employed. An
alternative decision rule is proposed, based on maximizing the degree of overlap between the modal set and the full set of
salient beliefs generated by the sample. The index of overlap can be used to gauge the adequacy of using a modal set of a
given size to represent the salient beliefs of the whole sample. In the current dataset, the optimal modal set for “advantages
and disadvantages” was associated with only 26 percent overlap with the salient beliefs of the whole sample, which was judged
to be insufficient. In such cases, a better strategy may be to ask participants to generate and rate their own beliefs. 相似文献
226.
Jo‐Ann Lipford Sanders Larry T. Freeman 《Journal of counseling and development : JCD》2003,81(2):251-254
This report summarizes the activities of the American Counseling Association (ACA) Ethics Committee during the period of July 1, 2001, through June 30, 2002. An overview of the mission of the Ethics Committee, Ethics Committee membership, educational activities, review of policies and procedures, and adjudication activities is presented. 相似文献
227.
Lawrence J. Sanna Craig D. Parks Susanne Meier Edward C. Chang Briana R. Kassin Joshua L. Lechter Kandi Jo Turley‐Ames Tina M. Miyake 《Journal of applied social psychology》2003,33(3):455-475
We tested whether counterfactuals are made spontaneously outside of the laboratory by coding sportscasters’ online verbalizations during 1998 and 1999 Major League Baseball (MLB) playoff broadcasts, and we assessed whether naturally occurring game features relating to closeness (score closeness, series closeness, game end, and playoff end) delineated some conditions under which counterfactuals were more likely. Sportscasters made counterfactuals quite frequently during these MLB playoff games. In addition, sportscasters uttered greater numbers of counterfactuals as games progressed from early to late innings, which was particularly true when scores were close. Counterfactuals were also uttered in greater numbers with closer scores when series were tied than when one team had a lead. Results are discussed in terms of spontaneous counterfactuals, closeness as an antecedent, and the ecological validity of such thoughts. 相似文献
228.
Jo Ann Oravec 《Knowledge, Technology, and Policy》2004,17(3-4):106-123
Collaborative filtering is being used within organizations and in community contexts for knowledge management and decision
support as well as the facilitation of interactions among individuals. This article analyzes rhetorical and technical efforts
to establish trust in the constructions of individual opinions, reputations, and tastes provided by these systems. These initiatives
have some important parallels with early efforts to support quantitative opinion polling and construct the notion of “public
opinion.” The article explores specific ways to increase trust in these systems, albeit a “guarded trust” in which individuals
actively seek information about system foibles and analyze the reputations of participants.
She received her MBA, MA, MS, and Ph.D. degrees from the University of Wisconsin at Madison. She taught computer information
systems and public policy at Baruch College of the City University of New York and also taught in the School of Business and
the Computer Sciences Department at UW-Madison. In the 1990s, she served as the chair of the Privacy Council of the State
of Wisconsin, the nation’s first state-level council dealing with information technology and privacy issues. She has written
several books (including Virtual Individuals, Virtual Groups: Human Dimensions of Groupware and Computer Networking, Cambridge University Press and Home as Information Space: Electronic Commerce and the Domestication of Computer Networking, forthcoming). She has worked for public television and developed software along with her academic ventures. 相似文献
229.
Joël Bradmetz 《Axiomathes》2002,13(2):127-146
Beyond their linguistic and rhetorical uses, the mental epistemic verbs to knowand to believe reveal a basic conceptual system for human intentionality and the theory of representational mind. Numerous studies, particularly
in the field of child development, have been devoted to the conditions under which knowledge and belief are acquired. Upstream
of this empirical approach, this paper proposes a topological model of the conceptual structure underlying the linguistic
use of to know and to believe. A cusp model of catastrophe theory is chosen to model the formation of epistemic states. Its main characteristic is considering
to believe as an intermediate state which lacks stability and presents the delayed effect of hysteresis. The attribution of mental states
to the other (viewpoint of the third person) is obtained by the crossing of first and third person knowledge and belief, which
gives rise to new categories (to know if and to falsely believe) and closes the system. Another merging of the beliefs of persons A and B, using the butterfly catastrophe, provides a model
of interpersonal belief appreciated by an independent observer along a potential evolving from agreement to disagreement.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
230.
Margaret Jo Shepherd 《Journal of Applied Psychoanalytic Studies》2002,4(3):331-337
The articles in this issue of the Journal of Applied Psychoanalytic Studies pose a dilemma for educators. On the one hand, each article describes an important psychosocial intervention implemented in schools. On the other hand, these interventions, at least as described in the articles, are either imposed on the work of teachers and students or isolated from that work. Either circumstance ultimately limits the impact of the intervention. I claim that analysts and teachers are natural allies despite lack of evidence for alliance in these articles. To extend that alliance beyond conversations about individual children, analysts must understand that teachers' views of learning and development are different from those that influence the organization and management of schools. 相似文献