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11.
D. Stephen Lindsay Kimberley Wade Michael Hunter J. Don Read 《Memory (Hove, England)》2013,21(1):27-43
Adult questionnaire respondents reported, for each of a number of events, if they had experienced that event during childhood and, if so, if they remembered the experience or merely knew it had happened. Respondents also rated the emotion of each event and judged whether they would remember more about each reportedly experienced event if they spent more time trying to do so. Study 1 respondents were 96 undergraduates, whereas Study 2 tested 93 community members ranging widely in age. Respondents often reported no recollections of reportedly experienced events. Reportedly experienced events rated as emotional were more often recollected than those rated as neutral, and those rated as positive were more often recollected than those rated as negative. Predicted ability to remember more was related to current memory. Claims of remembering reportedly experienced events increased with age, but predicted ability to remember more about them declined with age. 相似文献
12.
Kimberley Brownlee 《Ratio》2016,29(3):312-326
We face an epistemic problem in competently judging some types of experience. The problem arises when an experience either defies our efforts to assess its quality, such as a traumatic event, or compromises our abilities to assess quality in general, such as starvation. In the latter type of case, the competent judge problem is actually a paradox since the experience undermines our competence to judge at the same time that it gives us competence to judge it against other experiences. The problem is pressing because it arises for experiences at the more extreme ends of the spectrum, which are precisely the experiences we most want to judge competently. It also has implications for how we approach some practical ethical problems, such as solitary confinement. The paper explores a range of cases and explains why efforts to escape the competent judge problem may prove fruitless. 1 相似文献
13.
John S. Shaw Lisette A. Garcia Kimberley A. McClure 《Journal of applied social psychology》1999,29(1):52-71
To understand more about what laypeople think they “know” about eyewitness testimony, 276 jury-eligible university students were asked to indicate what factors they believe affect the accuracy of eyewitness testimony. In contrast to the large proportion of eyewitness-memory research that concerns system variables, the lay respondents overwhelmingly generated factors related to estimator variables, while system-variable factors such as police questioning and identification procedures were rarely mentioned. Respondents also reported that their own common sense and everyday life experiences were their most important sources of information about the accuracy of eyewitness testimony. Not only do these results clarify the need for further research on the lay perspective of eyewitness testimony, but they also provide some insight into the way in which many jurors might approach cases involving eyewitness evidence. 相似文献
14.
Two experiments were conducted to examine the effects of participants' free‐hand drawings on recognition accuracy and confidence for targets presented in a standard recognition paradigm and a lineup identification task. For both experiments, drawing a target influenced recognition accuracy and the confidence–accuracy correlation. In Experiment 1, the confidence–accuracy correlation was higher for participants completing a drawing than controls. Experiment 2 examined the drawings in relation to participants' decision to choose from the lineups. Once choosing was statistically controlled, the confidence–accuracy correlation for drawers was not higher than controls. These results suggest that the drawing influences the confidence–accuracy correlation by decreasing the likelighood of erroneously rejecting a target‐present lineup. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
15.
This study examined the association between the quality of therapist interventions and client in‐session processing using the York Therapist Process Measure (YTPM; Toukmanian and Armstrong, 1998). The instrument's three dimensions — attunement, tentativeness and meaning exploration — were tested separately for their impact on clients' manner of processing and depth of experiencing. For each of the 20 mild‐moderately depressed clients, treated in short‐term experiential therapy, a high and a low client‐process segment was isolated from a session that was judged by an experienced therapist to manifest the greatest amount of “good therapy moments”. Therapist interventions within these segments were then rated on the YTPM. Results revealed significant differences in the quality of therapist interventions between high and low segments. Attunement and tentativeness were associated significantly with greater complexity in manner of processing, and meaning exploration with greater depth in experiencing. The implications of these findings for psychotherapy research and practice are discussed. 相似文献
16.
The role of spatial co-location between sight and sound in infants' cross-modal learning was examined in three experiments. Four-and 6-month-old infants were familiarized with a toy and an accompanying soundtrack. Across conditions, spatial congruity between sight and sound was varied. Following familiarization, infants were tested to determine under which conditions they learned to associate the toy with the sound. Results indicated age-related differences in how discrepant in location a sight and sound could be for infants to form a cross-modal association based on the amodal invariant of co-location. Specifically, 4-month-olds formed cross-modal associations under conditions of less precise co-location than did 6-month-olds. Parallel improvements in infants' sound localization abilities across this age span are likely a contributing factor to the observed developmental trend in cross-modal learning. 相似文献
17.
The present study adopts a bottom-up approach to work engagement by examining how self-management is related to employees' work engagement on a daily basis. Specifically, we hypothesized that on days that employees use more self-management strategies, they report higher resources at work and in turn, are more vigorous, dedicated, and absorbed in their work (i.e., engaged) on these days. We tested this hypothesis in a sample of 72 maternity nurses who filled out an online diary for 5 days (N = 360 data points). In line with our hypotheses, results of multilevel structural equation modeling analyses showed that daily self-management was positively related to the resourcefulness of the daily work environment (i.e., more skill variety, feedback, and developmental opportunities) and consequently, to employees' daily work engagement. However, contrary to our expectations, the measurement model showed that two of the five included self-management strategies (i.e., self-reward and self-punishment) loaded onto a separate factor and were unrelated to all job resources. The findings contribute to our understanding of employees' role in regulating their own daily work engagement. 相似文献
18.
A content analysis of eight different men’s lifestyle magazines sold in Canada between November 2004 and August 2006 was conducted to explore how masculinities are currently being portrayed in regards to the body, aesthetics and grooming, and fashion. Findings suggest that different men’s magazines represent different forms of masculinity but elements of hegemonic masculinity (culturally normative ideals of masculinity within a structure of social relations where some men are subordinated) are woven throughout. Although the marketed look varies by the magazine, these magazines not only convey the message that appearance can be manipulated—but it should also be enhanced, and that men should engage in bodywork in order to attain the lifestyle they desire. 相似文献
19.
Heather M. Anson James T. Todd Kimberley J. Cassaretto 《Behavior research methods》2008,40(4):1106-1110
Verbal responses, gestures, and other physical stimuli are often used to prompt children to pay attention to their teacher, participate in group responding, and engage in independent activities in the classroom. Prompts can be intrusive and draw attention to the problem, however. In the present study, unobtrusive vibrating pagers were used to discreetly alert children to attend directly to the teacher or the ongoing activity, thus reducing the number of disruptions the children created in their classrooms. The children were then able to learn more effectively and with less interference to others in the vicinity. Specifically, 5 male children, between 4 and 7 years old, who attended a regular education preschool or regular education first-grade classroom, participated. An alternating baseline and treatment conditions design was used, in which periods of overt traditional prompting were alternated with periods of covert tactile and overt traditional prompting. The data showed that covert tactile prompting was successful in reducing the amount of overt traditional prompting that was needed for attention to a teacher, group responding, and engagement in independent activities. 相似文献
20.
Jones Kimberley A. Freijah Isabella Carey Lindsay Carleton R. Nicholas Devenish-Meares Peter Dell Lisa Rodrigues Sara Madden Kelsey Johnson Lucinda Hosseiny Fardous Phelps Andrea J. 《Journal of religion and health》2022,61(2):1051-1094
Journal of Religion and Health - The aim of this research was to describe the evidence examining the approaches taken by mental health providers (MHPs) and chaplains to address symptoms related to... 相似文献