Garcia, J. The Logic and Limits of Mental Aptitude Testing. American Psychologist, 1981, 36, 1172–1180. Hargadon, F. Tests and College Admissions. American Psychologist, 1981, 36, 1112–1119. 相似文献
Summary Pigeons learned to discriminate a large number of bilateral symmetric and asymmetric visual patterns successively projected on the pecking-key of an operant conditioning chamber. Responses to the positive stimuli were reinforced according to a variable interval schedule. Once acquisition was complete generalization trials, involving sets of new stimuli, were instituted under extinction. The birds classified these novel test stimuli with high accuracy throughout, according to their symmetry or asymmetry. Their performance was not disturbed by sets of test stimuli whose geometrical style differed considerably from the training stimuli. Pigeons were even able to discriminate when only allowed the use of one eye. The generalization series were partly designed to test some classical symmetry recognition theories. None was found to be adequate. Subsidiary experiments suggested that most pigeons have a slight spontaneous preference for asymmetric patterns and that symmetry/asymmetry differences can aid pattern discrimination learning at an early stage. It is concluded that pigeons, much like humans, can discriminate bilaterally symmetric from non-symmetric visual forms in a concept-like, generalizing way. The ontogenetic and phylogenetic development of this competence is considered. A novel symmetry recognition hypothesis based on spatial frequency analysis and neuronal feature-detector considerations is proposed. 相似文献
Summary The aim of this work is the demonstration of a tactile-kinesthetic aftereffect. A sequence of stimuli was offered to adult subjects whose task was to compare two weights presented simultaneously to both hands by means of a Piéron gravimeter. In Experiment 1 the inspection stimuli consisted of two successive presentations of unequal weights for a period of 2 × 10 s. The test stimuli consisted of two equal weights rapidly following an inspection stimulus. Control stimuli consisting of two equal weights not preceded by an inspection stimulus were interspersed in the sequence. The results obtained confirm the existence of a contrast effect after presentation of an inspection stimulus. In Experiment 2 the inspection stimuli consisted of a single presentation of two unequal weights for a period of 20 s. The results confirm those of the first experiment and provide data enabling the contrast effect obtained to be interpreted as a Köhler-type aftereffect. In order to avoid confusion with the kinesthetic-figural aftereffect, we propose to call the effect demonstrated here the Gravimetric Aftereffect. 相似文献
The relative effect of each informational dimension in an information integration task is a joint function of its weight and the range of values over which it is varied. A method is developed for separating these two factors. Weights obtained by this method were compared across variations of stimulus range. Subjects rated the performance of students on the basis of midterm exam scores and final exam scores. For some subjects, the range of scores on the final exam was twice that on the midterm and the reverse was true for other subjects. An averaging model was shown to describe the results, and weights did not differ for different stimulus ranges. This was true for each of two instructional conditions: one in which a particular weighting strategy was prescribed and one in which there was no prescribed weighting. Students who were instructed to use a 2∶1 weighting were found to assign more than twice as much weight to the final as to the midterm. 相似文献
Synthese - In this paper we show that, when analyzed with contemporary tools in logic—such as Dunn-style semantics, Reichenbach’s three-valued logic exhibits many interesting features,... 相似文献
This study explored the influence of each family member’s life satisfaction on the other family members’ life satisfaction in mother-father-adolescent triads. We also explored the influence of each family member’s satisfaction with food-related life and family life on their own life satisfaction (LS) as well as on the other family members’ LS in mother-father-adolescent triads. The influence of family eating habits, food-related parenting practices used by each parent and sociodemographic characteristics on each family member’s LS were also explored. A survey was applied to a sample of 300 two-parent families with one child between 10 and 17 years of age in Temuco, Chile. The questionnaire included the Satisfaction with Life Scale, Satisfaction with Food-related Life scale, Satisfaction with Family Life scale, Adapted Healthy Eating Index, Family Food Behavior Survey and Family Eating Habits Questionnaire. Frequency and sources of family meals as well as sociodemographic characteristics were also consulted. Three multivariate ordinal logit models were proposed, with the dependent variable LS in the three subsamples: mothers, fathers and adolescents. The three logit models were significant, but differed in the explanatory variables. Mothers’ LS was influenced by their children’s LS and vice versa. Mothers’ LS was positively influenced by both their own satisfaction with family life and the fathers’ satisfaction with family life and vice versa. Children’s LS was also positively influenced by their own satisfaction with food-related and family life. Both parents’ LS was influenced by eating habits, food-related parenting practices and sociodemographic characteristics, but in different ways. Therefore, different interventions should be implemented to improve each family member’s life satisfaction.
Cognitive Processing - Mandarin speakers, similar to speakers of most other languages around the world, tend to conceptualize time in terms of space. However, it has been supposed that Mandarin... 相似文献
Pigeons attack or threaten animate and inanimate targets. The assessment of their aggressiveness was studied by exposing them in their home cages to three different stimuli: the experimenter's hand, a live pigeon, and a rear-projected conspecific image when the birds were exposed to intermittent access to food. A positive correlation between the hand test and live pigeon test was evident, but no relationship between either of these responses and the response to a pictorial image was observed. These results combined with other ethological observations cast doubts on the usefulness of schedule-induced responses to pictorial targets in the assessment of the individual aggressiveness in pigeons, but suggest that the hand test is an adequate and reliable procedure for such evaluations. 相似文献
This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren’s leisure time. One hundred and two primary school students, aged 11–13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students. 相似文献