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Kathleen B. McDermott Cynthia L. Wooldridge Heather J. Rice Jeffrey J. Berg Karl K. Szpunar 《Quarterly journal of experimental psychology (2006)》2016,69(2):243-253
According to the constructive episodic simulation hypothesis, remembering and episodic future thinking are supported by a common set of constructive processes. In the present study, we directly addressed this assertion in the context of third-person perspectives that arise during remembering and episodic future thought. Specifically, we examined the frequency with which participants remembered past events or imagined future events from third-person perspectives. We also examined the different viewpoints from which third-person perspective events were remembered or imagined. Although future events were somewhat more likely to be imagined from a third-person perspective, the spatial viewpoint distributions of third-person perspectives characterizing remembered and imagined events were highly similar. These results suggest that a similar constructive mechanism may be at work when people remember events from a perspective that could not have been experienced in the past and when they imagine events from a perspective that could not be experienced in the future. The findings are discussed in terms of their consistency with—and as extensions of—the constructive episodic simulation hypothesis. 相似文献
124.
Karl E. Peters 《Zygon》2013,48(3):578-591
This essay develops a theological naturalism using Gordon Kaufman's nonpersonal idea of God as serendipitous creativity in contrast to the personal metaphorical theology of Sallie McFague. It then develops a Christian theological naturalism by using Kaufman's idea of historical trajectories, specifically Jesus trajectory1 and Jesus trajectory2. The first is the trajectory in the early Christian church assuming a personal God in the framework of Greek philosophy that results in the Trinity. The second is the naturalistic‐humanistic trajectory of creativity (God) that evolves from nonpersonal interactions in the universe and life to creativity in persons and is manifested in Jesus as love. This is elaborated further with Dean Keith Simonton's Darwinian understanding of genius and Marcus Borg's analysis of Jesus as Jewish mystic, teacher of alternative wisdom, and nonviolent resister to the domination system of the Roman Empire. What makes Jesus a religious genius is his exemplifying unconditional, universal love—a new mode of creativity (God) that has evolved from nonhuman to a human form. 相似文献
125.
Stefan Stefa-Missagli MSc PsyD PhD Human-Friedrich Unterrainer PhD PsyD Giancarlo Giupponi MD Sandra-Johanna Holasek PHD Hans-Peter Kapfhammer MD Andreas Conca MD Michela Sarlo PhD Denise Erbuto PhD Elena Rogante PsyD Heidrun Moujaes-Droescher MD Katrin Davok PsyD PhD Isabella Berardelli MD PhD Karolina Krysinska PhD Karl Andriessen PhD David Lester PhD Maurizio Pompili MD PhD 《Suicide & life-threatening behavior》2020,50(1):220-232
126.
David Menendez Karl S. Rosengren Martha W. Alibali 《Applied cognitive psychology》2020,34(5):1101-1117
People often have difficulty in understanding processes of biological change, and they typically reject drastic life cycle changes such as metamorphosis, except for animals with which they are familiar. Even after a lesson about metamorphosis, people often do not generalize to animals not seen during the lesson. This might be partially due to the perceptual richness of the diagrams typically used during lessons on metamorphosis, which serves to emphasize the individual animal rather than a class of animals. In two studies, we examined whether the perceptual richness of a diagram influences adults' learning and transfer of knowledge about metamorphosis. One study was conducted in a laboratory setting, and the other was online. In both studies, adults who saw the bland diagram during the lesson accurately transferred more than adults who saw the rich diagram during the lesson. 相似文献
127.
Movement speed-accuracy trade-off is a function of the space-time constraints of the task. We investigated the space-time account of Hancock and Newell (1985) and the hypothesis of complementarity between the four moments of the error distribution in space and time. Twelve participants performed 15 conditions in a line drawing task composed of different spatial (10, 20, and 30 cm) and temporal (250 to 2,500 ms) criteria. The results showed that all moments of distributions changed systematically between conditions but there were some departures from the Hancock and Newell predictions. In contrast, individual analysis revealed the complementarity of the spatial and temporal error including a trade-off between the four moments of error. These findings support a complementary space-time account of movement speed and accuracy. 相似文献
128.
Madhur Mangalam Matheus M. Pacheco Dorothy M. Fragaszy Karl M. Newell 《Ecological Psychology》2019,31(1):14-29
We investigated whether perceptual learning via dynamic touch can facilitate the discovery of tooling affordances. Twelve blindfolded participants manipulated two structurally identical aluminum objects consisting of a blade and a shaft; one object was seven and a half times heavier than and twice as large as the other object. Flexions/extensions at two joints in the shaft changed the configuration and functionality of each object. A rigid shaft (one of four possible configurations) rendered each object a functional hoe. The number of changes in the configuration produced prior to determining that the grasped object had been rendered a functional hoe greatly exceeded the number of possible configurations and declined with experience, whereas the rate of change in configuration increased with experience. Inertial properties specifically support perception via dynamic touch and explained the observed differences in actions with the two objects. These findings demonstrate that perceptual learning via dynamic touch can facilitate the discovery of tooling affordances. 相似文献
129.
Karl Ask Emma Ejelv Pr Anders Granhag 《Journal of Investigative Psychology & Offender Profiling》2019,16(1):3-17
Eliciting information from semicooperative sources presents a major challenge in investigative and intelligence settings. This research examines the role of the human need to belong in individuals' willingness to disclose critical information. We hypothesised that social exclusion would exert a threat to individuals' need to belong and self‐esteem, which would make them strive for social reconnection through sharing information with others. In two experiments (N = 150 and N = 135), social exclusion and inclusion were manipulated before participants were given the opportunity to disclose critical information in a semicooperative game setting (Study 1) or a mock intelligence interview (Study 2). Social exclusion did not influence information disclosure in any of the experiments. Instead, however, social inclusion unexpectedly increased information disclosure in the interview setting. We conclude that prior social experiences can influence the outcome of subsequent interviews, but the precise mechanisms underlying such influence are currently unknown. 相似文献
130.
Wendy Kliewer Basil J. Pillay Karl Swain Nishola Rawatlal Alicia Borre Thirusha Naidu Lingum Pillay Thiroshini Govender Cathy Geils Lena Jäggi Tess K. Drazdowski Anna W. Wright Naseema Vawda 《Journal of child and family studies》2017,26(7):1768-1779
Research on cumulative risk is growing, however, little work has occurred in low- or middle-income countries, and few studies have focused on processes linking risk to outcomes. This study explored relations between components of cumulative risk and adjustment in a sample of 324 South African youth (M age?=?13.11 years; SD?=?1.54 years; 65% female; 56% Black/African; 14% Colored; 23% Indian; 7% White), and tested competing models of emotion dysregulation as a mediator or moderator of risk—adjustment links. Data was collected from youth and their female caregivers during home interviews. Structural equation models and regression analyses accounting for age and sex contributions revealed that emotion dysregulation mediated associations between sociodemographic risk and internalizing symptoms, externalizing problem behavior, and drug use severity, and moderated links between psychosocial risk and internalizing symptoms and externalizing problem behavior. For the mediator models, sociodemographic risk was associated with impaired emotion regulation, which in turn was linked with heightened adjustment difficulties. For the moderator models, psychosocial risk was linked with adjustment problems only when emotion dysregulation was high. These data indicate the importance of disentangling components of cumulative risk. Future research within the South African cultural context might build on these findings by adapting and testing school- or family-based prevention or intervention programs that include modules on emotion regulation. 相似文献