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151.
Four new lineup procedures were examined with the goal of increasingchildren's identification accuracy. Participants (329 children aged 10 and11 years, 426 children aged 12 to 14 years, and 265 adults) were presentedwith either a target-present or target-absent lineup. Proceduralmodifications included providing a salient "I don't know" response option,extending standard instructions, and modeling correct responses eitherusing an identification demonstration video or a handout. These conditionswere compared to a standard (control) lineup procedure. Extendingstandard instructions increased correct identifications by the youngerchildren. Presenting a salient "I don't know" response increased overallchoosing for both target-present and target-absent lineups. Experimentalprocedures did not influence correct rejection rates. These data demonstratea variety of techniques that may be useful for improving the identificationaccuracy of child witnesses. Future directions are discussed. 相似文献
152.
Thirty-two male and 25 female ‘secondary psychopaths’ and 24 male and 24 female ‘normal’ subjects filled in semantic differential scales relating to the concepts: Myself as I am, Myself when I lie, Myself if I were to steal, Myself as I would like to be, People who lie and People who steal. The Mosher Morality-Conscience Guilt scale and the Eysenck Personality Inventories were also administered. The psychopaths exhibited significantly higher Guilt scores than the normal subjects and had very poor self-image which was reflected in a constant feeling of guilt, regardless of whether or not they were rating transgression. Normal subjects, on the other hand, only rated themselves as feeling guilty when they violated acceptable norms. The findings suggest that guilt in ‘secondary psychopaths’ is partly related to their high level of trait anxiety and partly to their poor self-concept which may be a reflection of their disturbed family background and the constant disapproval that their behaviour creates. Since guilt in the psychopaths did not markedly increase with transgression it is argued that this may explain why guilt fails to inhibit unacceptable behaviour in some psychopaths. 相似文献
153.
Joanna Rączaszek Betty Tuller Lewis P. Shapiro Pamela Case Scott Kelso 《Journal of psycholinguistic research》1999,28(4):367-393
The present study investigates the dynamics of changes in interpretation of ambiguous sentences. The sentences used had alternative interpretations with different surface structures (bracketing). Continua were created by systematic manipulation of prosodic cues (relative foot duration), resulting in stimulus sentences that spanned the range between the two interpretations. Continua were presented to subjects who were requested to indicate as quickly as possible which meaning they perceived. The pattern of responses and response times revealed the presence of hysteresis. That is, when the values of prosodic parameters are congruent with both interpretations, the individual's recent history decides which meaning will be perceived. Thus, we can treat this categorization process as a transition from an initially stable meaning that loses stability with variations in prosody (our control parameter). The same underlying dynamics have been observed in studies of perception of syllables and aspects of visual perception. Apart from demonstrating the same characteristics of pattern formation at various levels of cognition, the study points to the usefulness of the dynamical approach in the investigation of language understanding. 相似文献
154.
In an attempt to separate auditory and visual components in short-term memory, five subjects were exposed to letter matrices composed of six visually confusable letters, six acoustically confusable letters, or a mixture of the two, under two response conditions: recognition and recall. A 50-msec stimulus presentation was followed by a variable dark interval of 1, 250, 1,000, or 3,000 msec. In the recall condition, the interval was followed by a buzzer which signaled the subject to recall, in any order, as many letters as possible. In the recognition condition, the variable interval was followed by a second letter matrix which was either identical to the first matrix or differed from is by one letter. Subjects responded either "same" or "different." The results support the notion that the auditory component plays a major role in recall, whereas the visual component dominates in recognition. 相似文献
155.
Past reviews of the treatment of juvenile offenders have concluded that “nothing works.” More recently, some reviewers have concluded that treatment concepts are not necessarily ineffective, but, instead, research methodology and treatment integrity have been inadequate. The present review looks at the treatment of adjudicated juvenile offenders from a computer-data-based search of the literature published from 1980 to 1987. Research outcome and methodology are summarized and critiqued. The conclusions are that treatment outcomes were positive, but that serious methodological weaknesses still exist in the literature. Improvements still need to be made in sample sizes, use of appropriate and multiple measures of recidivism, random assignment and/or use of appropriate control groups, and long-term follow-up assessment. 相似文献
156.
Joanna Blake Wendy Austin Jeanne Lowenstein 《Journal of psycholinguistic research》1987,16(4):351-367
Preschool children imitated two matched lists of sentences varying in length, in syntactic complexity, and in semantic complexity. Sentences on one list were acted out with toys prior to imitating them. For 3-year-olds, enactment increased retention of all sentential variables: number of words, number of frames, number of propositions, and syntax. For children younger than 3 years, enactment increased only the number of words retained, while for children older than 4 years, enactment had a minimal effect on all sentential variables. In a second experiment, prior enactment had long-term effects on the degree to which children's spontaneous stories about the toys resembled the previous sentences that they had been given to imitate. Long-term effects, however, did not extend to retention of syntax. Enactment appears to increase both young children's interest in a sentence imitation task and the amount of semantic encoding in which they engage. Its effect, however, is mediated by the degree of mastery of relevant linguistic rules.Some of these data were presented at the Biennial Meeting of the Society for Research in Child Development, Detroit, April 1983. The authors would like to thank Lorraine Chiasson, Judith Codd, and Susan Saba for their assistance with the data analysis. 相似文献
157.
This study examined relationships between academic cheating behaviors by using self-reports of past cheating behavior, providing a situational experiment with the opportunity to cheat, and evaluating defense mechanisms and object relations as measured by the Defense Mechanisms Inventory. Subjects included 75 female and 8 male university students ranging in age from 18 to 51 years (M=25.5, SD=6.9). Analysis showed variations in students' self-reported cheating history relative to their measured object relations status and type of defense mechanisms. Actual cheating in the experimental setting was not significantly related to any of these variables. Findings are discussed based on a critique of heterogeneity of the cheating construct. 相似文献
158.
Mechanisms of mindfulness: emotion regulation following a focused breathing induction 总被引:3,自引:0,他引:3
The current study investigated whether a 15 min recorded focused breathing induction in a normal, primarily undergraduate population would decrease the intensity and negativity of emotional responses to affectively valenced picture slides and increase willingness to remain in contact with aversive picture slides. The effects of the focused breathing induction were compared with the effects of 15 min recorded inductions of unfocused attention and worrying. The focused breathing group maintained consistent, moderately positive responses to the neutral slides before and after the induction, whereas the unfocused attention and worry groups responded significantly more negatively to the neutral slides after the induction than before it. The focusing breathing group also reported lower negative affect and overall emotional volatility in response to the post-induction slides than the worry group, and greater willingness to view highly negative slides than the unfocused attention group. The lower-reported negative and overall affect in response to the final slide blocks, and greater willingness to view optional negative slides by the focused breathing group may be viewed as more adaptive responding to negative stimuli. The results are discussed as being consistent with emotional regulatory properties of mindfulness. 相似文献
159.
Peter E. Branney Joanna Brooks Laura Kilby Kristina Newman Emma Norris Madeleine Pownall Catherine V. Talbot Gareth J. Treharne Candice M. Whitaker 《Social and Personality Psychology Compass》2023,17(4):e12728
Principles and applications of open science (also referred to as open research or open scholarship) in psychology have emerged in response to growing concerns about the replicability, transparency, reproducibility, and robustness of psychological research alongside global moves to open science in many fields. Our objective in this paper is to inform ways of collectively constructing open science practices and systems that are appropriate to, and get the best out of, the full range of qualitative and mixed-method approaches used in psychology. We achieve this by describing three areas of open research practice (contributorship, pre-registration, and open data) and explore how and why qualitative researchers might consider engaging with these in ways that are compatible with a qualitative research paradigm. We argue it is crucial that open research practices do not (even inadvertently) exclude qualitative research, and that qualitative researchers reflect on how we can meaningfully engage with open science in psychology. 相似文献
160.
Judgments of offensiveness and accountability of hate speech as a function of contextual factors of the speech and characteristics of the observers were examined. A sample of 212 college students and 53 community participants responded to 12 scenarios describing incidents of hate speech. The within-subject variables manipulated in the scenarios were the target of the speech (ethnic groups, women, and gays), the publicness of the speech, and the behavioral response of the target. Ethnic speech was rated more offensive than gender-or gay-targeted speech; public speech was rated more offensive and more accountable than private speech; and public speech was rated more offensive and accountable when a response occurred and private speech was rated more offensive when a response did not occur. The gender and ethnicity of the raters moderated the effects of the experimental variables, as well as showing main effects. The findings of this study suggest that responses to hate speech are complex and contextual. 相似文献