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41.
Audrey Nelson-Schneider 《Journal of psycholinguistic research》1983,12(3):263-273
This study attempted to assess the inductive explanation of language acquisition. It was predicted that inductive acuity, operationally defined by reference to Kagan's concept of Reflection-Impulsivity, would facilitate syntactic and semantic development. Results indicated that children who are superior inductors scored higher on semantic tests, but not on syntactic tests. It was suggested that distinct learning strategies may be involved in the acquisition of syntax and semantics. Various theoretical implications of these findings for models of language encoding were discussed. Suggestions for subsequent research were offered. 相似文献
42.
Christine M. Korsgaard 《Argumentation》1988,2(1):27-49
Kant and Sidgwick are at opposite extremes on whether we may tell paternalistic lies. I trace the extremism to their views about ethical concepts. Sidgwick thinks fundamental ethical concepts must be precise. Common Sense morality says we may tell paternalistic lies to children but not to sane adults. Because the distinction between a child and an adult is imprecise, Sidgwick thinks this principle cannot be fundamental, and must be based on the (precise) principle of utility, which often mandates paternalistic lies to adults. Kant thinks that ethical concepts are ideals of reason, which do not fit the world precisely because the world is imperfect. We lie to children and the insane because they are irrational, but no one is perfectly rational. We must treat all persons with the respect due to rational agents, so the pressure of the theory is toward not lying to anyone. Decisions about where to draw the line must be made pragmatically and to some extent arbitrary. But fear of this is not a good reason to abandon ethical ideals for utilitarianism. 相似文献
43.
Audrey J. Hokoda Frank D. Fincham Carol I. Diener 《European journal of social psychology》1989,19(6):527-542
The present study investigates the effect of social comparison information on learned helpless and mastery-oriented children's attributions, behaviour, and affect following a failure experience. Ninety-one fifth grade children experienced failure in the context of high consensus or group failure feedback, low consensus or personal failure feedback or no social comparison feedback. The Jindings point to the robustness of the helpless and mastery response patterns: the behaviour of learned helpless children, as compared to mastery-oriented children, deteriorated following failure regardless of the social comparison feedback they recieved. However, the attributions made by the two groups of children differed. Mastery-oriented children appeared to use social comparison information more accurately in that they appropriately made higher task difficulty ratings when receiving group failure feedback than when receiving personal failure feedback. Learned helpless children were more likely to use a self-derogatory bias and made attributions to their low ability, even when presented with social comparison feedback that was contrary to their bias. These findings are discussed in terms of their implications for education and for intervention with learned helpless childrens. 相似文献
44.
45.
Gregory L. Murphy Audrey S. Kaplan 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2000,53(4):962-982
Three experiments examined the interactions of category structure and prior knowledge in category learning.Experiment 1 examined the distribution of atypical or 'crossover' features in category learning. In real categories, crossover features may be unevenly distributed found primarily in very unusual examples of a category (like whales or ostriches). In contrast, in many psychology experiments, each item has exactly one crossover feature. Even versus uneven distribution of crossover features did not affect category learning when the features were neutral. However, when the features were connected by prior knowledge, it was much harder for subjects to learn the structure with the uneven distribution of crossover features. Experiments 2 and 3 found similar results with a slightly less uneven condition. We conclude that learning is a function of the interaction of category structure and prior knowledge rather than either one alone. Furthermore, knowledge benefits learning even when the category contains contradictions of the knowledge, so long as the contradictions are not very salient. 相似文献
46.
47.
Audrey Bürki 《Psychonomic bulletin & review》2018,25(6):1973-2004
The pronunciation of words is highly variable. This variation provides crucial information about the cognitive architecture of the language production system. This review summarizes key empirical findings about variation phenomena, integrating corpus, acoustic, articulatory, and chronometric data from phonetic and psycholinguistic studies. It examines how these data constrain our current understanding of word production processes and highlights major challenges and open issues that should be addressed in future research. 相似文献
48.
Tluczek A Koscik RL Modaff P Pfeil D Rock MJ Farrell PM Lifchez C Freeman ME Gershan W Zaleski C Sullivan B 《Journal of genetic counseling》2006,15(4):277-291
Newborn screening (NBS) protocols for cystic fibrosis (CF) are the first regional population-based programs to incorporate DNA analysis into their procedures. Research about these programs can inform policy and practice regarding how best to counsel families with abnormal NBS results. The grounded theory method guided interviews with 33 families whose infants had abnormal CF NBS results. A dimensional analysis of these interviews provided a theoretical framework describing parents’ preferences regarding counseling during their infant's sweat test appointment. This framework describes the contexts and characteristics of the two main dimensions of parents’ preferences: factual information and emotional support. Factual information included learning about the probability of a CF diagnosis, CF disease facts, sweat test procedure, and CF genetics. Social support consisted of offering parents a choice about the timing and amount of CF information, showing empathy for their distress, instilling hope, personalizing counseling, and providing hospitality. This framework also explains the consequences of counseling that matched versus mismatched parental preferences in these domains. Counseling that matched parents preferences reduced parents’ distress while mismatched counseling tended to increase parents’ worry about their infant. 相似文献
49.
Kruzich PJ Mitchell SH Younkin A Grandy DK 《Cognitive, affective & behavioral neuroscience》2006,6(1):86-90
Dopamine is critical for directing goal-oriented behavior. We investigated dopamine D2 receptor involvement in reversal learning and reinforcement efficacy in mice lacking functional dopamine D2 receptors and their heterozygous and wild-type littermates. Mice discriminated between two odors to receive a food reinforcer:
One odor signaled a reinforcer (S+); the other odor signaled no reinforcer (S−). After mice learned the S+/S− relationship, we inverted the reinforcement contingencies. The necessary number of trials to relearn the new reinforcement
contingencies served as our index of reversal learning. Mice lacking functional dopamine D2 receptors repeatedly failed to inhibit previously reinforced responses during reversal trials. In a separate experiment,
mice responded for reinforcers on a progressive ratio schedule of reinforcement. Mice lacking functional dopamine D2 receptors earned significantly fewer reinforcers than did heterozygous mice. Our results suggest that dopamine D2 receptors regulate reversal learning and influence the reinforcing efficacy of natural rewards. 相似文献
50.
In contrast with major theories of attitudes and behavior, the authors propose that individuals are not equally motivated to pursue their self-interests. The authors show that differences in other orientation affect the extent to which actions and attitudes reflect self-interested calculation (instrumental rationality) and the extent to which beliefs represent their external environment (epistemic rationality). These differences have consequences for processes underlying a wide range of attitudes and behavior typically assumed to be rationally self-interested. Thus, the authors' model exposes a common explanation for diverse organizational phenomena. It also clarifies inconsistencies surrounding the validity of certain attitudinal and motivational models, the relationship between job attitudes and actions, cross-cultural differences in attitudes and behavior, escalation of commitment, and the relationship between chief executive officer characteristics and organizational performance. 相似文献