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141.
Human cognition relies on the ability to extract generalizable knowledge from limited evidence. One type of inductive learning, overhypothesis formation, allows learners to make inferences that take them beyond the limits of direct experience, leading to the creation of abstract knowledge. The developmental roots of this ability have yet to be investigated. We report three experiments examining whether 9-month-old infants are capable of forming overhypotheses. Our results show that when given evidence about a few objects in some category, infants formed a second-order generalization about categories in general. These findings provide evidence that infants possess a powerful mechanism for inductive learning-a mechanism that may be applied to many domains and that can account for the development of many inductive biases later on. 相似文献
142.
Visual attentional processing was examined in adult meditators and non-meditators on behavioral measures of change blindness, concentration, perspective-shifting, selective attention, and sustained inattentional blindness. Results showed that meditators (1) noticed more changes in flickering scenes and noticed them more quickly, (2) counted more accurately in a challenging concentration task, (3) identified a greater number of alternative perspectives in multiple perspectives images, and (4) showed less interference from invalid cues in a visual selective attention task, but (5) did not differ on a measure of sustained inattentional blindness. Together, results show that regular meditation is associated with more accurate, efficient, and flexible visual attentional processing across diverse tasks that have high face validity outside of the laboratory. Furthermore, effects were assessed in a context separate from actual meditation practice, suggesting that meditators’ better visual attention is not just immediate, but extends to contexts separate from meditation practice. 相似文献
143.
Vandana Shashi Matcheri Keshavan Jessica Kaczorowski Kelly Schoch Kathryn E. Lewandowski Allyn McConkie-Rosell Stephen R. Hooper Thomas R. Kwapil 《Journal of genetic counseling》2010,19(5):535-544
The purpose of this study is to examine the association between parental socio-economic status (SES) and childhood neurocognition
and behavior in children with chromosome 22q11.2 deletion syndrome (22q11DS). Although undoubtedly, the deletion of genes
in the 22q11.2 interval is primarily responsible for the psychological manifestations, little is known about the role of the
environment in either mitigating or contributing to these problems. We examined the association of parental socio-economic
status (SES) with cognition and behavior in children with 22q11DS (n = 65) and matched healthy control subjects (n = 52), since SES is a component of family resources. We found that in children with 22q11DS, higher SES correlated with better
overall functioning (p < .01) and social skills (p < .01), and less frequent oppositional defiant behavior (p < .001). These findings were in contrast to the control subjects in whom SES correlated with cognition and achievement, but
not behavior. Our results indicate that environmental factors influence the behavioral phenotype in children with 22q11DS,
providing a framework for developing appropriate interventions. As such, genetic counseling for families with 22q11DS may
include consideration of family resources and inclusion of other health professionals, such as social workers, to explore
with the family available social supports and resources. 相似文献
144.
Ensar Becic Gary S. Dell Kathryn Bock Susan M. Garnsey Tate Kubose Arthur F. Kramer 《Psychonomic bulletin & review》2010,17(1):15-21
It is well known that conversation (e.g, on a cell phone) impairs driving. We demonstrate that the reverse is also true: Language
production and comprehension, and the encoding of the products of comprehension into memory, are less accurate when one is
driving. Ninety-six pairs of drivers and conversation partners engaged in a story-retelling task in a driving simulator. Half
of the pairs were older adults. Each pair completed one dual-task block (driving during the retelling task) and two single-task
control blocks. The results showed a decline in the accuracy of the drivers’ storytelling and of their memory for stories
that were told to them by their nondriving partners. Speech production suffered an additional cost when the difficulty of
driving increased. Measures of driving performance suggested that the drivers gave priority to the driving task when they
were conversing. As a result, their linguistic performance suffered. 相似文献
145.
Clinical and experimental theories assume that processing biases in attention and interpretation are a causal mechanism through
which anxiety develops. Despite growing evidence that these processing biases are present in children and, therefore, develop
long before adulthood, these theories ignore the potential role of child development. This review attempts to place information
processing biases within a theoretical developmental framework. We consider whether child development has no impact on information
processing biases to threat (integral bias model), or whether child development influences information processing biases and
if so whether it does so by moderating the expression of an existing bias (moderation model) or by affecting the acquisition
of a bias (acquisition model). We examine the extent to which these models fit with existing theory and research evidence
and outline some methodological issues that need to be considered when drawing conclusions about the potential role of child
development in the information processing of threat stimuli. Finally, we speculate about the developmental processes that
might be important to consider in future research. 相似文献
146.
This study examined a pathway to heterosexual women’s experience of anger and anxiety in response to lesbian interactions. Participants were 149 18–30 year old heterosexual female undergraduates (56% African American) from a southeastern United States university. Participants completed measures of female gender role beliefs, sexual prejudice, and state affect, viewed a video depicting relationship behavior between a female–female or male–female dyad, and again completed a measure of state affect. Results indicated that traditional beliefs about women were associated with higher levels of sexual prejudice toward lesbians. In turn, higher levels of sexual prejudice predicted increased anger (not anxiety) in response to the female–female, but not the male–female, dyad. Findings elucidate determinants of heterosexual women’s anger, and potentially aggression, toward lesbians. 相似文献
147.
Kathryn Dingman Boger Martha C Tompson Margaret J Briggs-Gowan Lauren Escott Pavlis Alice S Carter 《Journal of family psychology》2008,22(5):784-788
Expressed emotion (EE), an index of family member criticism and emotional overinvolvement, predicts outcome among adults and children with mental disorders. However, limited research exists on factors contributing to EE. Aims of the current study were to (a) examine EE in mothers of young children; (b) assess relationships between demographic factors and EE in a diverse sample; and (c) investigate whether family stress and functioning, including quality of marital relationship, life events, maternal stress, and family environment, predict EE. In the current study, 276 mothers completed questionnaires when their children were between 1 and 3 years of age and a measure of EE when their children were in kindergarten. Results indicated that family expressiveness was the most consistent predictor of EE. Further research seems warranted to better delineate associations between family functioning and EE. 相似文献
148.
149.
Kathryn E. Chaffee Isabelle Plante Catherine Good Joshua M. Aronson Simon-Benoît Kinch Isabelle Gauvin 《Journal of applied social psychology》2024,54(2):71-82
There is growing concern about boys' lagging performance in school, not only in language arts, where the gap is particularly pronounced, but also in mathematics. Stereotypes associating one gender with language arts or with mathematics are likely to contribute to these gaps. Such stereotypes can translate into explicit beliefs such as the extent to which students are aware of societal stereotypes or the extent to which they personally believe stereotypes to be true, but also indirectly into performance following a stereotype threat manipulation. However, few studies have considered these multiple stereotype expressions in both mathematics and language arts to examine their importance in predicting boys' and girls' actual grades in school. To fill this gap, two complementary studies examined high school boys' and girls' awareness and endorsement of stereotypes about both language arts (n = 299) and mathematics (n = 243), as well as whether stereotype threat impaired boys' performance on a spelling test. Although the effect of stereotype threat was not significant overall, our results showed that students were aware of and endorsed strong stereotypes advantaging girls in language arts. In mathematics, students endorsed counter-traditional stereotypes slightly advantaging girls. Our results also showed that these multiple expressions of stereotypes related to students' grades. In doing so, our work provides insights regarding possible targets for interventions to reduce gender gaps disadvantaging boys in school. 相似文献
150.
Video game characters are icons in youth popular culture, but research on their role in gender socialization is rare. A content analysis of images of video game characters from top-selling American gaming magazines showed male characters (83%) are more likely than female characters (62%) to be portrayed as aggressive. Female characters are more likely than male characters to be portrayed as sexualized (60% versus 1%), scantily clad (39% versus 8%) and as showing a mix of sex and aggression (39 versus 1%). A survey of teens confirmed that stereotypes of male characters as aggressive and female characters as sexually objectified physical specimens are held even by non-gamers. Studies are discussed in terms of the role media plays in socializing sexism. 相似文献