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231.
232.
John Radford 《Applied cognitive psychology》1992,6(5):455-455
233.
When a judgment task evokes unbiased estimates (i.e. the errors in individual judgments are distributed randomly around the true value), mathematical aggregation of individual estimates, even by a simple arithmetic mean, often will outperform all group members. However, when a task evokes biased estimates, mathematical aggregation does not perform so well. In this study, simulated data were accumulated to specify the expected' accuracy of mathematical aggregation relative to the accuracy of observed judgment of individual group members under varying conditions of task bias. Three types of judgment tasks were employed: (1) single-estimate, holistic tasks, (2) multiple-estimate, ranking tasks, and (3) multi-cue, decomposed tasks. Findings indicated across all task types that a large percentage of judgment-making group estimates formed strictly by computing the arithmetic mean of individual estimates performed better than their most capable members when a judgment task evoked little or no bias, a result particularly pronounced for ranking tasks. When the task was more greatly bias-evoking, a large percentage of parallel groups performed more poorly than average (or median) members, again a pattern more starkly evident for ranking tasks. These results suggest that the extent to which a judgment task evokes bias in a population of prospective group members is an important explanatory variable deserving much greater attention in the study of group performance. For example, an assertion about the efficacy of a particular group intervention based on a reliable demonstration of group performance as accurate as the most capable members may be unfounded when a task evokes no bias, since the baseline standard under such conditions should be much higher. By selecting tasks and populations that jointly produced highly biased estimates, researchers can lower the performance floor enough to detect (with reasonably small samples of groups) experimental effects should they occur. 相似文献
234.
235.
John R. Beech 《Current psychology (New Brunswick, N.J.)》1992,11(2):164-181
This study primarily investigated various aspects of phonemic processing and memory in relation to reading in 74 5- and 6-year-old
British children. A principal components analysis revealed a major connection between reading and aspects of phonemic processing
for both age groups. For the 5-year-olds the processing of the initial phoneme was important for reading, whereas for the
6-year-olds processing of initial and final phonemes appeared to be equally related on this factor. A second factor for both
groups was intelligence, which was related to reading only for the 6-year-olds; but this intelligence factor was more associated
with phonemic processing for the 5-year-olds. An analysis involving clustering individual readers with similar patterns across
the experimental variables showed some consistent profiles for disabled readers across the two age groups. These profiles
suggested potential areas for remediation according to subgroup membership. 相似文献
236.
P. A. Hancock M. Vercruyssen G. J. Rodenburg 《Current psychology (New Brunswick, N.J.)》1992,11(3):203-225
Two experiments are reported which investigated how subject gender and time-of-day influenced the estimation of duration and
the perception of task-related mental workload. In the first experiment, 24 subjects performed a filled time-estimation task
in a constant blacked-out, noise-reduced environment at 0800h, 1200h, 1600h, and 2000h, respectively. In the second experiment,
12 different subjects performed an unfilled time estimation task in similar conditions at 0900h, 1400h, and 1900h. At the
termination of all experimental sessions, participants completed the NASA Task Load Index workload assessment questionnaire
as a measure of perceived mental workload. Results indicated that physiological response, reflected in body temperature change,
followed an expected pattern of sequential increase with time-of-day. However, estimates of duration and the perception of
mental workload showed no significant effects for time-of-day. In each of the experiments there were significant differences
in time estimation and mental workload response contingent on the gender of the participant. These results are interpreted
in light of the previous positive findings for circadian fluctuation in performance efficiency and the equivocal findings
of a gender difference in time estimation. A unifying account of these collective results is given based on gender by time-of-day
interactional effects.
An earlier version of this paper was presented at the 32nd Annual Meeting of the Human Factors Society, Anaheim, CA, October,
1988. 相似文献
237.
238.
239.
A number of investigators have suggested that affective states influence the focus of attention. One recent proposal is that negative moods increase self-focus. This review considers the evidence that bears on this hypothesis. Conceptual issues pertaining to the construct of self-focus are discussed first. Next, the various parameters that influence attentional focus are presented in order to provide a way of organizing the mood/selffocus literature. Studies that have used state measures of mood and self-focus are considered in this context. Methodological limitations of existing studies are discussed and directions for future work provided. 相似文献
240.
John W. Schuster Ed.D. Ann K. Griffen B.S. Mark Wolery Ph.D. 《Journal of Behavioral Education》1992,2(3):305-325
Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. A parallel treatments design across word sets and replicated across students was used. For acquisition, the simultaneous prompting procedures required fewer trials, sessions, and training time to criterion and resulted in fewer student errors during daily probe and training sessions. However, maintenance data indicated mixed results across the two procedures. Reliability data (both dependent and independent variables) revealed no differences between the two procedures in terms of the teacher's accuracy in recording student responses and implementing each procedure. Future research issues are discussed. 相似文献