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151.
152.
Schleyer M Saumweber T Nahrendorf W Fischer B von Alpen D Pauls D Thum A Gerber B 《Learning & memory (Cold Spring Harbor, N.Y.)》2011,18(10):639-653
Drosophila larvae combine a numerically simple brain, a correspondingly moderate behavioral complexity, and the availability of a rich toolbox for transgenic manipulation. This makes them attractive as a study case when trying to achieve a circuit-level understanding of behavior organization. From a series of behavioral experiments, we suggest a circuitry of chemosensory processing, odor-tastant memory trace formation, and the "decision" process to behaviorally express these memory traces--or not. The model incorporates statements about the neuronal organization of innate vs. conditioned chemosensory behavior, and the types of interaction between olfactory and gustatory pathways during the establishment as well as the behavioral expression of odor-tastant memory traces. It in particular suggests that innate olfactory behavior is responsive in nature, whereas conditioned olfactory behavior is captured better when seen as an action in pursuit of its outcome. It incorporates the available neuroanatomical and behavioral data and thus should be useful as scaffold for the ongoing investigations of the chemo-behavioral system in larval Drosophila. 相似文献
153.
Two-choice response times are a common type of data, and much research has been devoted to the development of process models for such data. However, the practical application of these models is notoriously complicated, and flexible methods are largely nonexistent. We combine a popular model for choice response times-the Wiener diffusion process-with techniques from psychometrics in order to construct a hierarchical diffusion model. Chief among these techniques is the application of random effects, with which we allow for unexplained variability among participants, items, or other experimental units. These techniques lead to a modeling framework that is highly flexible and easy to work with. Among the many novel models this statistical framework provides are a multilevel diffusion model, regression diffusion models, and a large family of explanatory diffusion models. We provide examples and the necessary computer code. 相似文献
154.
155.
Taverniers J Smeets T Lo Bue S Syroit J Van Ruysseveldt J Pattyn N von Grumbkow J 《Cognitive, affective & behavioral neuroscience》2011,11(3):332-343
The present field experiment examined how multi-trial visuo-spatial learning and memory performance are impacted by excessive
arousal, instigated by a potentially life-threatening event (i.e., a first parachute jump). Throughout a parachute training
activity, subjective and neuroendocrine (i.e., cortisol) stress levels were assessed of 61 male military cadets who were randomly
assigned to a control (n = 30) or a jump stress condition (n = 31). Post-stress learning and memory capacity was assessed with a 10-trial path-learning task that permitted emergence
of learning curves. Pre-activity cortisol concentrations indicated a significant neuroendocrine anticipatory stress response
in the stress group. Following parachuting, subjective stress levels and salivary cortisol reactivity differed significantly
between groups. Visuo-spatial path-learning performance was impaired significantly after jump stress exposure, relative to
the control group. Moreover, examination of the learning curves showed similar learning and memory performance at onset of
the trials, with curves bifurcating as the task became more complex. These findings are in accordance with leading theories
that acknowledge a moderating effect of task complexity. In sum, the present study extends knowledge concerning anticipatory
stress effects, endogenously instigated cortisol reactivity, and the influence of extreme arousal on visuo-spatial path learning. 相似文献
156.
Hartmut von Sass 《International Journal for Philosophy of Religion》2011,70(3):203-216
It is still a popular philosophical position to call for a strict “separationism” concerning the private and the public sphere
when it comes to religious convictions. Richard Rorty is one prominent supporter of this claim. The traditional critique against
this division is mostly built on a particular characterization of religion that is at odds with Rortian assumptions. In this
article, however, Rorty is criticized on his own terms turning pragmatically the objection to a fully internal one. What Rorty
values most, namely a tolerant and ironic liberalism as the capacity to describe oneself in new and interesting ways is precisely
the role, I argue, that religious faith could play under “neo-liberal” conditions. 相似文献
157.
Malte Schwinger Joachim Stiensmeier‐Pelster 《The British journal of educational psychology》2011,81(4):680-699
Background. Students’ perceptions of classroom goals influence their adoption of personal goals. To assess different forms of classroom goals, recent studies have favoured an overall measure of performance classroom goals, compared to a two‐dimensional assessment of performance‐approach and performance‐avoidance classroom goals (PAVCG). Aims. This paper considered the relationship between students’ perceptions of classroom goals and their endorsement of personal achievement goals. We proposed that three (instead of only two) classroom goals need to be distinguished. We aimed to provide evidence for this hypothesis by confirmatory factor analysis (CFA) and also by divergent associations between the respective classroom goal and students’ personal goal endorsement. Sample. A total of 871 (474 female) 10th grade students from several German high schools participated in this study. Method. Students responded to items assessing their perception of mastery, performance‐approach, and performance‐avoidance goals in the classroom. Additionally, the students reported how much they personally pursue mastery, performance‐approach, and performance‐avoidance goals. All items referred to German as a specific school subject. Results. A CFA yielded empirical support for the proposed distinction of three (instead of only two) different kinds of classroom goals. Moreover, in hierarchical linear modelling (HLM) analyses all three classroom goals showed unique associations with students’ personal goal adoption. Conclusions. The findings emphasized the need to distinguish performance‐approach and PAVCG. Furthermore, our results suggest that multiple classroom goals have interactive effects on students’ personal achievement strivings. 相似文献
158.
As psychology has moved toward emphasizing evidence-based practice, use of treatment manuals has extended from research trials into clinical practice. Minimal research has directly evaluated use of manuals in clinical practice. This survey of international eating disorder professionals examined use of manuals with 259 clinicians’ most recent client with bulimia nervosa. Although evidence-based manuals for bulimia nervosa exist, only 35.9% of clinicians reported using a manual. Clinicians were more likely to use a manual if they were younger; were treating an adult client; were clinical psychologists; were involved in research related to eating disorders; and endorsed a cognitive-behavioral orientation. Clinicians were less likely to use a manual if they provided eclectic psychotherapy that incorporated multiple psychotherapeutic approaches. We conclude that psychotherapy provided in clinical practice often does not align with the specific form validated in research trials, and “eclecticism” is at odds with efforts to disseminate manuals into clinical practice. 相似文献
159.
Annette van Randenborgh Joachim Hüffmeier Joelle LeMoult Jutta Joormann 《Motivation and emotion》2010,34(4):325-332
Self-regulation of behavior frequently requires that people disengage from goals that are too difficult to attain. The current
studies investigate whether self-focused rumination hinders the execution of this crucial self-regulatory competence. In study
one, participants attempted to solve anagrams, some of which were unsolvable, and their predisposition to engage in self-focused
rumination was assessed. The tendency to ruminate was associated with getting stuck in the attempt to solve unsolvable anagrams.
In study two, ruminative thoughts were manipulated by asking participants to focus on their self, personality, and goals in
life, a task frequently employed to induce rumination. Compared to participants undergoing a distraction induction, ruminating
participants were more likely to get stuck trying to solve unsolvable anagrams. These results suggest that self-focused rumination
hinders disengagement from unattainable goals. 相似文献
160.
Sophie von Stumm Sally Macintyre David G. Batty Heather Clark Ian J. Deary 《Intelligence》2010,38(1):202-211
In a birth cohort of 6281 men from Aberdeen, Scotland, social class of origin, childhood intelligence, childhood behavior disturbance and education were examined as predictors of status attainment in midlife (46 to 51 years). Social class of origin, intelligence and behavior disturbance were conceptualized as correlated predictors, whose effects were hypothesized to be partially mediated by educational qualifications. A structural equation model using Full Information Maximum Likelihood estimation confirmed that education had the strongest direct effect on status attainment at midlife. Furthermore, education partially mediated the effects of social class of origin and childhood intelligence, and fully mediated the effects of behavior disturbance on status attainment. Social class of origin, childhood intelligence and behavior disturbance were strongly inter-correlated. After controlling for these associations, educational and social status attainments were influenced to a considerably greater extent by childhood intelligence than by social class of origin. 相似文献