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61.
Donnelly N Cave K Greenway R Hadwin JA Stevenson J Sonuga-Barke E 《Quarterly journal of experimental psychology (2006)》2007,60(1):120-136
Three experiments investigated visual search for targets that differed from distractors in colour, size, or orientation. In one condition the target was defined by a conjunction of these features, while in the other condition the target was the odd one out. In all experiments, 6-7- and 9-10-year-old children were compared with young adults. Experiment 1 showed that children's search differed from adults' search in two ways. In conjunction searches children searched more slowly and took longer to reject trials when no target was present. In the odd-one-out experiments, 6-7-year-old children were slower to respond to size targets than to orientation targets, and slower for orientation targets than for colour targets. Both the other groups showed no difference in their rate of responding to colour and orientation. Experiments 2 and 3 highlighted that these results were not a function of either differential density across set sizes (Experiment 2) or discriminability of orientation and colour (Experiment 3). Across all three experiments, the results of both conjunction and odd-one-out searches highlighted a development in visual search from middle to late childhood. 相似文献
62.
P. Kyle Stanford 《Erkenntnis》2001,54(2):215-233
Genic selectionism holds that all selection can be understood as operating on particular genes. Critics (and conventional biological wisdom) insist that this misrepresents the actual causal structure of selective phenomena at higher levels of biological organization, but cannot convincingly defend this intuition. I argue that the real failing of genic selectionism is pragmatic – it prevents us from adopting the most efficient corpus of causal laws for predicting and intervening in the course of affairs – and I offer a Pragmatic account of causation itself which ultimately bears out the claim that genic selectionism misrepresents the causal structure of selective contexts. 相似文献
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Abstract— Spatial attention was measured in visual searches tasks using a spatial probe. Both speed and accuracy measures showed that in a conjunction task, spatial attention was allocated to locations according to the presence of target features. Also, contrary to some predictions, spatial attention was used when a clearly distinguishable feature defined the target. The results raise questions about any account that assumes separate mechanisms for feature and conjunction search The probe method demonstrated here allows a very direct measurement of attentional allocation, and may uncover aspects of selection not revealed by visual search 相似文献
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J. T. Whyte 《国际科学哲学研究》1990,4(3):295-304
Intentional mental states have causes and effects. Davidson has shown that this fact alone does not entail the existence of psycho‐physical laws, but his anomalism makes the connection between the content and causation of intentional states utterly mysterious. By defining intentional states in terms of their causes and effects, functionalism promises to explain this connection. If intentional states have their causes and effects in virtue of their contents, then there must be intrinsic states (of the people who have them) which are ‘local causal surrogates’ for the propositions believed, desired, or whatever. We can define these intrinsic states in terms of the laws that govern them, but these laws alone are not sufficient to account for intentional content. To do that we need to invoke laws which link these intrinsic states with their contents. Such a ‘wide’ functional account is sketched; it combines a suggestion of Ramsey's about truth conditions with a ‘feedback’ account of the content of desires. 相似文献
66.
R. M. Foxx Martin J. McMorrow Gerald D. Faw Martha S. Kyle Ron G. Bittle 《Behavioral Interventions》1987,2(2):103-115
This study assessed the applicability of Cues-Pause-Point language training procedures in teaching students to obtain information from the statements of others. Two mentally retarded subjects, one of whom was echolalic, received training on one set of stimuli but not on another. During training the subjects were encouraged to remain quiet before, during, and briefly after the presentation of statements and then verbalize (i.e., answer a question) using the verbal cue(s) that had been presented in the statement. Correct responding reached 100% to the trained stimuli and both subjects' responding improved to the untrained stimuli. Posttests revealed that subjects used the trainer's statements to answer novel questions. The results suggest that Cues-Pause-Point procedures may be useful in teaching severely retarded individuals the functional use of observing and listening to others' verbal behavior. 相似文献
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David J. Hancock Luc J. Martin M. Blair Evans Kyle F. Paradis 《Journal of Applied Sport Psychology》2018,30(2):222-240
Understanding factors that influence sport officials' performance is vital to ensuring fair sport competition. Through semistructured interviews (N = 17), we explored officials' perceptions of group processes that occurred among ice hockey officiating teams. Participant responses revealed numerous ways that group processes were present within officials' interactions, and two unique characteristics involved the transient nature of officiating groups (frequently performing with different officials) and intrateam competition pertaining to postseason assignments. In the discussion, we expand on the unique nature of officiating groups, synthesize activities in which officials seek to enhance groupness, and provide insights for future interventions and researchers. 相似文献
70.
Mark R. Dixon Jordan Belisle Caleb R. Stanley Kyle Rowsey 《Behavioral Interventions》2018,33(2):185-195
Systems‐level interventions built by behavior analysts often rely on others to implement, and this may be especially true in public education settings where behavior analysts are scarce. This study evaluated the effectiveness of the Promoting the Emergence of Advanced Knowledge Direct Training (PEAK‐DT) curriculum when implemented by school teachers and direct care staff. Thirty‐nine children with autism took part in the study (19 PEAK, 15 control), where the experimental group received applied behavior analytic instruction through the PEAK‐DT curriculum, and the quasi‐randomized control group received training as usual. The PEAK‐DT assessment was first administered to the participants at the onset of the study and again following 1 year. Participants who received PEAK training gained more skills on the PEAK‐DT assessment compared to the control group (PEAK: M = 16.0, SD = 17.8; control: M = 6.1, SD = 14.4, F(1,33) = 10.66, p < .05), suggesting that systems level implementation of behavior analytic procedures can be effective in teaching language skills as prescribed in a packaged curriculum designed by behavior analysts. 相似文献