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41.
Dana L. Chesney Nicole M. McNeil James R. Brockmole Ken Kelley 《Memory & cognition》2013,41(7):1079-1095
Prior knowledge in the domain of mathematics can sometimes interfere with learning and performance in that domain. One of the best examples of this phenomenon is in students’ difficulties solving equations with operations on both sides of the equal sign. Elementary school children in the U.S. typically acquire incorrect, operational schemata rather than correct, relational schemata for interpreting equations. Researchers have argued that these operational schemata are never unlearned and can continue to affect performance for years to come, even after relational schemata are learned. In the present study, we investigated whether and how operational schemata negatively affect undergraduates’ performance on equations. We monitored the eye movements of 64 undergraduate students while they solved a set of equations that are typically used to assess children’s adherence to operational schemata (e.g., 3 + 4 + 5 = 3 + __). Participants did not perform at ceiling on these equations, particularly when under time pressure. Converging evidence from performance and eye movements showed that operational schemata are sometimes activated instead of relational schemata. Eye movement patterns reflective of the activation of relational schemata were specifically lacking when participants solved equations by adding up all the numbers or adding the numbers before the equal sign, but not when they used other types of incorrect strategies. These findings demonstrate that the negative effects of acquiring operational schemata extend far beyond elementary school. 相似文献
42.
Ken Levi 《Deviant behavior》2013,34(3-4):281-307
Homicide research at societal, subcultural, and interaction levels of analysis has not produced a comprehensive model for the killer‐victim transaction. But rules for organizing the experience of homicide can be generated from Simmel's definition of conflict as a “resolution of divergent dualisms” (1955:11). A model of homicide as a form of conflict resolution is demonstrated through interviews with a random sample of 35 adjudicated killers. Respondents’ definitions of homicide correspond to the conflict resolution model, with their verbal accounts, their socio‐psychological orientation to the victim at the point of the killing, their method of killing, and the general dynamics of the killer‐victim transaction, all varying as a resolution of a distinctive relationship, either between lovers, adversaries, or strangers. The situational definition casts homicide within the realm of normal behavior and at the same time delineates its distinctive features. 相似文献
43.
Ken Levi 《Deviant behavior》2013,34(2):91-115
This article brings together major new findings on homicide and suicide in order to contribute to an awareness of the similarities and differences between the two at both the structural and process levels of analysis, to make causal inferences, and to stimulate future research. Both homicide and suicide are processes of fixation on conflict resolution. The process of conflict resolution in turn is conditioned by structural disorganization. The process of fixation is conditioned by structural segregation, taking the particular form of estrangement, self‐reliance, and partial isolation. Intentional suicide, as distinct from intentional homicide, involves a negative fixation on self resulting primarily from the physical or psychological unavailability of a victim. The lack of a victim leaves the would‐be suicide feeling overwhelmed by the emotion that he or she fears. This process is conditioned by age and societal centralization, which together deny opportunities for homicide and detract from the kind of social support that might make life seem worthwhile. 相似文献
44.
Ken Wilber 《Humanistic Psychologist》2013,41(2-3):22-49
Abstract Although far from unanimous, there seems to be a general consensus that neither mind nor brain can be reduced without remainder to the other. This essay argues that indeed both mind and brain need to be included in a nonreductionistic way in any genuinely integral theory of consciousness. In order to facilitate such integration, this essay presents the results of an extensive cross‐cultural literature search on the “mind” side of the equation, suggesting that the mental phenomena that need to be considered in any integral theory include developmental levels or waves of consciousness, developmental lines or streams of consciousness, states of consciousness, and the self (or self‐system). A “master template” of these various phenomena, culled from over one‐hundred psychological systems East and West, is presented. It is suggested that this master template represents a general summary of the “mind” side of the brain‐mind integration. The essay concludes with reflections on the “hard problem,” or how the mind‐side can be integrated with the brain‐side to generate a more integral theory of consciousness. 相似文献
45.
John West Graham Douglas Stephen Houghton Vivienne Lawrence Ken Whiting Ken Glasgow 《Child neuropsychology》2013,19(4):241-250
The present study describes the incidence of test refusal at neuropsychological assessment, investigates its correlates, and its stability. The participants were 124 children aged 3.5 years whose development has been followed from birth in the Jyväskylä Longitudinal Study of Dyslexia (JLD). The frequency of test refusal on the Finnish version of the NEPSY was analyzed with respect to the children's concurrent and earlier cognitive and language skills, assessed using tests and parental ratings. Refusal during test-taking was found to be relatively common at this age, and high frequency of refusal at an earlier age was associated with similar tendency at a later age. High test refusal was associated with compromised neuropsychological and linguistic test scores. Missing data due to refusal were more common in neuropsychological tasks requiring verbal production. It is concluded that test refusals reflect a child's poor underlying skills and an attempt to avoid failure, rather than noncompliant or oppositional behavior. 相似文献
46.
Ken Cheng Janellen Huttenlocher Nora S. Newcombe 《Psychonomic bulletin & review》2013,20(6):1033-1054
The purpose of this article is to review and evaluate the range of theories proposed to explain findings on the use of geometry in reorientation. We consider five key approaches and models associated with them and, in the course of reviewing each approach, five key issues. First, we take up modularity theory itself, as recently revised by Lee and Spelke (Cognitive Psychology, 61, 152–176, 2010a; Experimental Brain Research, 206, 179–188, 2010b). In this context, we discuss issues concerning the basic distinction between geometry and features. Second, we review the view-matching approach (Stürzl, Cheung, Cheng, & Zeil, Journal of Experimental Psychology: Animal Behavior Processes, 34, 1–14, 2008). In this context, we highlight the possibility of cross-species differences, as well as commonalities. Third, we review an associative theory (Miller & Shettleworth, Journal of Experimental Psychology: Animal Behavior Processes, 33, 191–212, 2007; Journal of Experimental Psychology: Animal Behavior Processes, 34, 419–422, 2008). In this context, we focus on phenomena of cue competition. Fourth, we take up adaptive combination theory (Newcombe & Huttenlocher, 2006). In this context, we focus on discussing development and the effects of experience. Fifth, we examine various neurally based approaches, including frameworks proposed by Doeller and Burgess (Proceedings of the National Academy of Sciences of the United States of America, 105, 5909–5914, 2008; Doeller, King, & Burgess, Proceedings of the National Academy of Sciences of the United States of America, 105, 5915–5920, 2008) and by Sheynikhovich, Chavarriaga, Strösslin, Arleo, and Gerstner (Psychological Review, 116, 540–566, 2009). In this context, we examine the issue of the neural substrates of spatial navigation. We conclude that none of these approaches can account for all of the known phenomena concerning the use of geometry in reorientation and clarify what the challenges are for each approach. 相似文献
47.
Joseph DeGutis Garga Chatterjee Rogelio J. Mercado Ken Nakayama 《Visual cognition》2013,21(10):1242-1253
Face identification deficits in developmental prosopagnosics (DPs) have been thought to be due to general difficulties with processing configural face information and integrating configural and parts information into a coherent whole (holistic processing). Gender recognition provides a further opportunity to more fully examine this issue as this ability may be intact in DPs and it has been shown to depend on processing configural information and holistic processing in neurotypical individuals. In the present study we first determined that, indeed, gender discrimination performance was similar in DPs and controls. Second, we found that inversion and scrambling (which we propose measures holistic processing and sensitivity to configural information, respectively) produced comparable deficits in DPs and controls, suggesting that both groups use holistic processing and configural information to recognize gender. This indicates that holistic processing and using configural face information are not general impairments in DP and may be more specific to face identity. 相似文献
48.
We report two experiments in which participants categorized target words (e.g., BLOOD or CUCUMBER) according to their canonical colour of red or green by pointing to a red square on the left or a green square on the right. Unbeknownst to the participants, the target words were preceded by the prime words “red” or “green”. We found that the curvature of participants’ pointing trajectories was greater following incongruent primes (green–BLOOD) than it was following congruent primes, indicating that individuals initiated a response on the basis of the prime and then corrected that response mid-flight. This finding establishes that the processing of masked orthographic stimuli extends down to include the formulation of an overt manual response. 相似文献
49.
Hiroshi Yama Ken I. Manktelow Hugo Mercier Jean-Baptiste Van der Henst Kyung Soo Do Yayoi Kawasaki 《Thinking & reasoning》2013,19(4):346-371
Hindsight bias is a mistaken belief that one could have predicted a given outcome once the outcome is known. Choi and Nisbett (2000) reported that Koreans showed stronger hindsight bias than Americans, and explained the results using the distinction between analytic cognition (Westerners) and holistic cognition (Easterners). The purpose of the present study was to see whether hindsight bias is stronger among Easterners than among Westerners using a probability judgement task, and to test an “explicit–implicit” hypothesis and a “rule-dialectics” hypothesis. We predicted that the implicit process is more active among Easterners to generate hindsight bias, and that Easterners are more dialectical thinkers, whereas Westerners are more rule-based thinkers. French, British, Japanese, and Korean participants were asked to make probabilistic judgements in a Good Samaritan scenario (Experiment 1) and in a scenario including conditional probabilistic judgement (Experiment 2). In both Experiments, we presume that the implicit revision of causal models is made just by being given unexpected outcome information, and that explicit revision is made by being asked to point out possible factors for an unexpected outcome. In the results Easterners showed greater hindsight bias generally and it was greater in the Good Samaritan scenario. We conclude that the reason why hindsight bias was lower among Westerners is primarily that they tried to follow a rule to suppress the bias. 相似文献
50.
探讨个人幸福指数-中小学生版(PWI-SC)在中国的适用性以及中澳两国中学生个人幸福指数的跨文化差异。采用PWI-SC施测522名中国中学生、185名澳洲中学生,进行区分度、信度和效度检验,发现该问卷可运用于中国中学生个人幸福指数的调查,个别项目需稍加修改。比较中澳中学生的施测结果,中国中学生的个人幸福指数低于澳洲中学生,中国中学生得分为47-70,澳洲中学生得分为51-72;中国中学生除在个人已有成就项目上得分高于澳洲中学生外,其他方面均较低;中澳两国初中生的个人幸福指数均显著高于高中生,两国初高中生个人幸福指数的差异体现在不同方面;中澳两国中学生个人幸福指数的年龄差异均显著,进一步事后分析发现,两国中学生个人幸福指数的基本趋势均为随年龄增长,个人幸福指数降低,中国15岁中学生的个人幸福指数较高。PWI-SC基本适用于中国中学生;中学生随年龄增长,个人幸福指数降低;中国中学生的个人幸福指数低于澳洲中学生。 相似文献