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41.
婴儿共同注意能力的发展 总被引:5,自引:0,他引:5
本研究采用严格的实验室测验法,从年龄趋势、学习能力、性别差异三方面考察了8~11个月婴儿共同注意能力的发展。结果表明:1)婴儿的共同注意力在8~11个月间逐步提高,9个月左右出现显著的发展性变化,但1岁以前,该能力的发展水平都较低;2)就共同注意而言,婴儿具有从练习经验中学习的可能性,且学习能力存在年龄差异,8个月的婴儿基本不能从练习中受益,而8个月以上的其他三组婴儿在练习后共同注意水平都有不同程度的提高;3)总体而言,女婴共同注意能力的发展水平显著地高于男婴。 相似文献
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In a previous study of two-choice reactions, pairings of spatial stimuli with bimanual presses made on a keyboard and verbal stimuli with unimanual aimed movements made on a display screen showed higher set-level compatibility than the opposite pairings; element-level compatibility (i.e., mapping) effects were also larger for the conditions with high set-level compatibility than for those whose set-level compatibility was low. In the 4 experiments described here, the relevant factors were isolated, allowing the determinants of those compatibility differences to be evaluated in more detail. Forty-eight students participated in Experiment 1, and 24 each in Experiments 2, 3, and 4. The primary determinant of the set-level compatibility variation was whether the response alternatives involved 1 or 2 effectors, but the differences in element-level compatibility effects were determined primarily by the distinction between responding on the screen as opposed to on the keyboard. Implications for models of stimulus-response compatibility are examined. 相似文献
43.
该文提出了计量测验效度的一种统一方法。首先,根据测量目标由测验编制者提出一组可能的线性拟合模型,拟合模型的集合称作“测量目标结构空间”。然后运用实证性因素分析对各个假设的拟合模型进行多方面的拟合良好性检验。若其中的某一假设模型能最优地拟合预测资料,则该模型中的公共因素的方差总贡献与观测变量的总方差的比就可定义为该测验的效度 相似文献
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Jörg R. J. Schirra 《Kognitionswissenschaft》1997,6(4):177-195
How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation. 相似文献
47.
Summary feedback involves withholding feedback from subjects until the last trial in a block is completed, and then presenting feedback about each trial. A variation of this method, called average feedback (Young & Schmidt, 1992), presents subjects with only the mean of the trial block. We investigated whether these methods have similar effects on acquisition and retention of a simple motor skill. Five groups of subjects (n = 16 per group) performed 60 acquisition trials of an aiming task involving both spatial and temporal accuracy. We presented average and summary feedback based on either 5-trial blocks or 15-trial blocks and compared these schedules with every-trial feedback. During acquisition, all groups improved with practice, with a slight tendency for the every-trial condition to have less absolute error than the longer summary and average conditions. Analysis of delayed no-feedback retention tests, however, revealed a strong advantage for the 5-trial summary and average conditions compared with the every-trial condition. In addition, we found that for long blocks of acquisition trials without augmented feedback, the performance variability of those trials was associated with retention performance. Results are discussed in terms of how these different manipulations may make feedback less useful during acquisition, but foster the use of certain information processing activities that enhance overall learning. 相似文献
48.
Single-route models attribute stimulus-response compatibility effects to the difficulty of translation from stimulus to response. Dual-route models propose that compatibility effects reflect in part an additional direct, or automatic, activation route. Selected findings from three lines of research are reported that converge to provide evidence consistent with the view that the automatic activation route plays a role in compatibility effects. The data suggest that the activation produced via this route by relevant stimulus attributes influences response selection only when all mappings of stimuli to responses are known to be compatible. 相似文献
49.
教师评分用语词义赋值特征的分析 总被引:2,自引:0,他引:2
本研究运用模糊统计试验方法对教师的六组定性的评分用语词 (符号 )进行了经验赋值。参加赋值的是 2 66名小学教师。结果表明 ,六组评分用语词 (符号 )都是模糊概念 ,其中每种评分方式中处于最高等级的词 (符号 )的模糊度最小 ,处于中间等级的词 (符号 )的模糊度居中 ,处于最低等级的词 (符号 )的模糊度最大。词 (符号 )义的模糊度与评价的把握度呈现负相关 ,即词 (符号 )义越具体 ,模糊度越小 ,赋值的把握度就越大 ;反之 ,词义越含混 ,模糊度越大 ,赋值的把握度就越小。教师对各种评分用语词 (符号 )的赋值受百分制的“及格—不及格”的划分的影响 ,受评分方式中等级数目的影响 ,即增加评分等级会减少评分用语词 (符号 )的模糊度 ,增加赋值的把握度 ,还受评分用语词 (符号 )本身数量特征的影响。在各种评分方式中 ,评语词 (符号 )在心理量表上的距离是不等的。本研究的结果对教育评价的实践具有一定的参考价值。 相似文献
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