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871.
Julia Fofanova Mark Vollrath 《Transportation Research Part F: Traffic Psychology and Behaviour》2011,14(6):638-648
As the impairment of older drivers is especially found in perception and attention, one could assume that they are especially prone to distraction effects of secondary tasks performed while driving. The aim of the study was to examine the effect of age on driving performance as well as the compensation strategies of older drivers under distraction. 10 middle-aged and 10 older drivers drove in a simulator with and without a secondary task. To assess driving performance the Lane Change Task (Mattes, 2003) was used. This method aims at estimating driver demand while a secondary task is being performed, by measuring performance degradation on a primary driving-like task in a standardized manner. The secondary task – a self-developed computer-based version of “d2 Test of Attention” was presented both with and without time pressure. The results show that older participants’ overall driving performance (mean deviation from an ideal path) was worse in all conditions as compared to the younger ones. With regard to lane change reaction time both age groups were influenced by distraction in a comparable manner. However, when the lane keeping performance (standard deviation of the lateral position) was examined, the older participants were more affected than the younger ones. This pattern could be explained by compensation strategies of the older drivers. They focused on the most relevant part of the driving task, the lane change manoeuvres and were able to maintain their performance level in a similar way as did younger drivers. The driving performance of the older participants was not additionally impaired when the secondary task imposed time pressure. Overall, subjective rating of driving performance, perceived workload and perceived distraction was found to be similar for both age groups. The observed trends and patterns associated with distraction while driving should contribute to the further research or practical work regarding in-vehicle technologies and older drivers. 相似文献
872.
Julia Tanner 《Ethical Theory and Moral Practice》2011,14(5):569-587
Mark Rowlands argues that, contrary to the dominant view, a Rawlsian theory of justice can legitimately be applied to animals.
One of the implications of doing so, Rowlands argues, is an end to animal experimentation. I will argue, contrary to Rowlands,
that under a Rawlsian theory there may be some circumstances where it is justifiable to use animals as experimental test subjects
(where the individual animals are benefited by the experiments). 相似文献
873.
For group-living animals, it is crucial to distinguish one’s own group members from those of other groups. Studies applying
operant conditioning revealed that monkeys living in relatively small groups are able to recognize their own group members
when tested with photographs of group members and other conspecifics. Employing a simple looking time paradigm, we here show
that Barbary macaques living in two social groups comprising 46 and 57 individuals, respectively, at the enclosure ‘La Forêt
des Singes’ at Rocamadour are able to spontaneously distinguish photographs of members of their own group from those depicting
animals that belong to another group. This ability appears to develop with age, as juveniles did not discriminate between
members of their own group and another group, although they showed generally more interest in the pictures than did adults.
Juveniles frequently displayed picture directed behaviours such as lip-smacking, touching and sniffing in both conditions,
indicating that the stimuli were highly salient to them. In conclusion, it appears that at least adult monkeys are able to
memorize the faces of a large number of individuals. Whether the difference in behaviour is based on individual recognition
of one’s own group members or simply the discrimination based on familiarity remains unresolved. However, both mechanisms
would be sufficient for group membership identification. 相似文献
874.
This study examined how one's own posture influences the perception of another's posture in a task with implicit affective information. In 2 experiments, participants assumed or viewed a body posture and then compared that posture with a viewed posture. They were not told that postures varied in affective valence: positive, negative, neutral-abstract, or neutral-meaningful. Posture affect influenced both accuracy and response time measures of posture discrimination. Participants were slower and less accurate for targets that matched an assumed posture, but only for affective postures. This pattern did not hold for matching affectively neutral postures (meaningful or not), nonmatching postures, or for purely visual comparisons. These results are consistent with both cognitive embodiment theories postulating that personal body posture influences the perception of other's postures and emotional embodiment theories postulating sensorimotor and emotional simulation processes that create correspondences between one's own and another's emotional postures. Nonetheless, these findings differ from studies finding facilitation for explicit emotional judgments of affective congruence. People use different information depending on task requirements. The assumption of an affective posture may activate simulations of personal emotional experiences that may, in turn, serve to differentiate personal posture perception from ostensibly the same posture in another person. 相似文献
875.
Julia Fischer Peter Fischer Birte Englich Nilüfer Aydin Dieter Frey 《Journal of experimental social psychology》2011,47(6):1146-1154
Recent research has shown that social power systematically influences information processing in many ways, and can be induced simply via powerful gestures or postures. The current studies investigated the impact of embodied power on confirmatory information processing after decision making. Based upon previous social power research, we hypothesized that individuals who posed in powerful ways (making a clenched fist or sitting in an open, expansive posture) would systematically prefer decision-consistent over decision-inconsistent information; an effect known as selective exposure, or biased assimilation. Four studies consistently indicated that bodily positioning associated with high levels of power induced greater confirmatory tendencies in the evaluation and search stages of a subsequent, decision-relevant information task (Studies 1–4). This tendency is unlikely to be due to mere physical strain (Study 4), and was mediated by differences in experienced decision certainty (Studies 3 and 4); indicating that the embodiment of high power makes people more confident regarding the validity of their decisions. Consequently, high-power posers systematically prefer information that is consistent with their decision preference. 相似文献
876.
Anna J. Cunningham Julia M. Carroll 《The British journal of educational psychology》2011,81(3):475-490
Background. There is evidence that children who are taught to read later in childhood (age 6–7) make faster progress in early literacy than those who are taught at a younger age (4–5 years), as is current practice in the UK. Aims. Steiner‐educated children begin learning how to read at age 7, and have better reading‐related skills at the onset of instruction. Therefore, it is hypothesized that older Steiner‐educated children will make faster progress in early literacy than younger standard‐educated controls. Samples. A total of 30 Steiner‐educated children (age 7–9) were compared to a matched group of 31 standard‐educated controls (age 4–6). Method. Children were tested for reading, spelling, phonological awareness, and letter knowledge at three time points during their first year of formal reading instruction and again at the end of the second year. Results. There were no significant differences between groups in word reading at the end of the first and second year or reading comprehension at the end of the second year; however, the standard group outperformed the Steiner group on spelling at the end of both years. The Steiner group maintained an overall lead in phonological skills while letter knowledge was similar in both groups. Conclusions. The younger children showed similar, and in some cases, better progress in literacy than the older children; this was attributed to more consistent and high‐quality synthetic phonics instruction as is administered in standard schools. Consequently, concerns that 4‐ to 5‐year‐olds are ‘too young’ to begin formal reading instruction may be unfounded. 相似文献
877.
LaGrange B Cole DA Jacquez F Ciesla J Dallaire D Pineda A Truss A Weitlauf A Tilghman-Osborne C Felton J 《Journal of abnormal psychology》2011,120(3):511-527
In a four-wave, cohort-longitudinal design with a community sample of 515 children and adolescents (grades 2 through 9), this study examined the longitudinal structure of and prospective interrelations between maladaptive cognitions and depressive symptoms. Multigroup structural equation modeling generated four major findings. First, the longitudinal structures of maladaptive cognitions and depressive symptoms consist of a single time-invariant factor and a series of time-varying factors. Second, evidence supported a model in which depressive symptoms predicted negative cognitions but not the reverse. Third, the time-invariant components of cognition and depression were highly correlated. Fourth, the strength of the depression-to-cognition relation increased with age. Implications regarding the mechanisms underlying clinical interventions with depressed children are discussed. 相似文献
878.
This study investigated how culture influences the association between autobiographical memory retrieval and depression. Thirty clinically depressed patients and 30 controls, 15 each from Britain and Taiwan, completed the English and Chinese versions of the Autobiographical Memory Cueing Task (AMT). Overall, the depressed individuals from both cultural groups retrieved significantly fewer specific and more categoric autobiographical memories than their matched, nondepressed controls. Within the control groups, the British participants retrieved significantly more specific autobiographical memories and fewer categoric memories than their Taiwanese counterparts. These results suggest that difficulty in retrieving specific autobiographical memories typical of depression may be a cognitive bias that occurs across cultures. 相似文献
879.
Reineman J 《The International journal of psycho-analysis》2011,92(5):1241-1261
During Argentina's 'Dirty War' (1976-83), the military regime attempted to erase an entire population; today the photographs of the dead/missing stand in defiance, contradicting that attempted erasure of the desaparecidos. In this essay, I explain the connection between photography and loss, and how photography fits within Lacan's understanding of the Imaginary, the Symbolic, the Real, and the 'gaze'. I discuss complicated mourning (circumstances which inhibit/delay mourning) and the difficulties created by political disappearances: as long as the family members maintain the belief that their loved one(s) might still be alive, they cannot begin the process of mourning the permanently lost object. Beginning with the Madres de Plaza de Mayo and, using the web-based art exhibits of Marcelo Brodsky and Inés Ulanovsky, I analyze the role of the photograph in Argentina, how it serves as a linking object, how it is used to symbolize the dead/missing, and how it can function to facilitate mourning, or to serve as proof of pathological melancholia. I argue that such artistic representations of loss function to reinscribe healthy mourning rituals within the Argentine society. 相似文献
880.
The way children evaluate the reporting of peers' transgressions to authority figures was investigated. Participants, ages 6-11 years (N = 60), were presented with a series of vignettes, each of which depicted a child who committed either a minor transgression (such as not finishing the vegetables at lunch) or a more serious transgression (such as stealing from a classmate). Participants were asked to evaluate the decision of a child observer who either did or did not report the transgression to a teacher. Younger children considered reporting to be appropriate for both types of transgressions, but older children considered reporting to be appropriate for major transgressions only. Results are interpreted with reference to (a) a changing peer culture in which the social cost of reporting transgressions increases and (b) a developmental change in children's cognitive capabilities. 相似文献