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181.
182.
When selecting information at global and local levels of hierarchical stimuli, there is a robust effect of level repetition in which performance is more efficient when a target is presented at the same level as the previous target. Moreover, the effect is symmetrical; it affects global and local processing equally. Evidence exists to suggest the effect may be automatic; however, we show here that the level repetition effect requires some amount of competition from the ignored level, and that the nature of the irrelevant information can determine whether the level-repetition effect is symmetrical (global and local responses are affected equally) or asymmetrical (global responses are more greatly affected than local responses). In Experiment 1, the level-repetition effect was eliminated when information at the distracting level was invariant across trials; effects of hemisphere bias and level repetition were observed only when suppression or filtering of distractor information was required. Experiment 2 demonstrated that simple featural variance is sufficient to produce the level repetition effect and that the symmetry of the level-repetition effect is sensitive to Garner-type interference that affects global processing to a greater extent than local processing. In Experiment 3, we showed that the absence of a level-repetition effect in the invariant distractor condition persists when the position of relevant stimuli is random within a block, a manipulation which should greatly reduce the contribution of controlled attention. We conclude that simple featural variance at the ignored level is critical to produce the advantage of level repetition, and that the size of the effect can be asymmetrical. 相似文献
183.
The involvement of working memory sub-systems in syllogistic reasoning problems was assessed by dual task methods. Effects of skill level and training on working memory involvement in syllogistic reasoning were examined. In Study 1, participants were pre-selected into groups of High and Low skill at syllogistic reasoning on the basis of a pencil-and-paper screening test. Six separate High and Low skill groups completed syllogistic reasoning tasks in control conditions and each group was also tested under one of the following six dual task conditions: articulatory suppression, unattended speech, verbal random generation, spatial random generation, tapping in a simple pattern, unattended pictures. The results indicated that the more skilled participants were generally following a high demand strategy, which loaded the central executive, phonological loop and imagery sub-systems, but that lower skill participants were generally following a less demanding strategy which did not load working memory components so heavily. In two Pilot Studies a training procedure was assessed and validated. In Study 2, participants were selected, on the basis of a screening test, as being unskilled at solving syllogisms but as performing above guessing level. These participants underwent the training regime validated in the Pilot Studies. Following training, separate groups of participants carried out syllogistic tests with and without one of the following four secondary tasks: articulatory suppression, unattended pictures, spatial random generation, and verbal random generation. The pattern of results indicated that training had induced high demand strategies (often logic-equivalent), which loaded the central executive and to a lesser extent the phonological loop. 相似文献
184.
185.
The aim of this study was to explore, in depth, the perceptions and experiences of Further Education (FE) amongst the young long‐term unemployed. Semi‐structured interviews were conducted with 16 long‐term unemployed youths of 18–25 years of age divided into three groups: those with no experience of FE; those having recently dropped out of FE; and those currently studying in FE. Grounded theoretical analysis highlighted the importance of both responses to and institutional aspects of unemployment. The impact of unemployment, poor previous educational experience and perceived irrelevance of FE are key barriers to learning. Those that enter FE may drop out as a result of both material and psychosocial factors. Those that stay on commonly emphasize both social support and personal agency in decision‐making alongside positive evaluations of FE. In conclusion, limitations of the findings, policy and practical recommendations for successful widening of participation in FE amongst this group are considered. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
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187.
Natasha Tokowicz Judith F. Kroll Annette M. B. de Groot Janet G. van Hell 《Behavior research methods》2002,34(3):435-451
We collected number-of-translation norms on 562 Dutch-English translation pairs from several previous studies of cross-language processing. Participants were highly proficient Dutch—English bilinguals. Form and semantic similarity ratings were collected on the 1,003 possible translation pairs. Approximately 40% of the translations were rated as being similar across languages with respect to spelling/sound (i.e., they were cognates). Approximately 45% of the translations were rated as being highly semantically similar across languages. At least 25% of the words in each direction of translation had more than one translation. The form similarity ratings were found to be highly reliable even when obtained with different bilinguals and modified rating procedures. Number of translations and meaning factors significantly predicted the semantic similarity of translation pairs. In future research, these norms may be used to determine the number of translations of words to control for or study this factor. These norms are available at http://www.talkbank.org/norms/tokowicz/. 相似文献
188.
This paper reports on a consultation exercise undertaken with 18 experienced counsellors on how they make client assessments. These practitioners expressed a high degree of consensus on the purposes of assessment making (to reach a shared understanding with the client about their willingness and ability to undertake a shared therapeutic journey) but the way in which they approached the task varied according to the theoretical orientation they acquired during training. Although most had developed their counselling skills and techniques considerably since initial training, not all had integrated the assessment implications of later experience into their formulation making. The implications of combining single model assessment with eclectic practice are discussed, particularly in relation to making a decision to continue working with a client or to refer a client to a colleague. The authors call for further debate on how counsellors find meaning in what their clients say, why they ask the questions they do at the assessment stage, and how they achieve coherence in relation to ideas and skills accrued through ongoing training and practice. The implications of such a debate for training and supervision are discussed. 相似文献
189.
Judith S. Kestenberg 《Forum der Psychoanalyse》2003,19(2-3):235-245
The profound influence of the Holocaust on the further fate of survivors and on that of their children remained for a long time unrecognized. Psychoanalysis, too, noticed this influence of persecution not until the seventies. This article reviews the development ten years after and demonstrates by case studies, how the topic of survival determined the whole personal world of the next generation. The topics change along with the phase-specific developmental themes and depending on what happened to the parents. The connections of these topics to the developmental phases are prepared by the auxiliary ego-functions survivor-parents have for their children. 相似文献
190.
Carol A. Lawton Judith E. Owen Blakemore Lesa Rae Vartanian 《Psychology of women quarterly》2003,27(3):215-220
We examined understanding of the title Ms ., in college students and individuals surveyed via the Internet. Participants were asked to define Ms. and other titles, and rate the likely marital status and age of those using the titles. While some participants indicated that Ms. was a title for women of any marital status, a common alternative definition of Ms. was a title for unmarried women. Younger participants (those under 20) were significantly more likely to use this definition. We also asked what title women preferred for themselves. Older unmarried women were more likely to prefer Ms. as their own title than were younger unmarried women, while married women overwhelmingly preferred the use of Mrs . Perhaps this is why many younger people assume that Ms. is a title for unmarried women too old to use Miss . 相似文献