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91.
The study presented here investigated the role of memory in normal sentence processing by looking at ERP effects to normal sentences and sentences containing grammatical violations. Sentences where the critical word was in the middle of the sentence were compared to sentences where the critical word always occurred in sentence-final position. Grammaticality judgments were required at the end of the sentence. While the violations in both conditions result in the expected increase in the P600 component (reflecting the fact that the syntactic violation is being processed), the sentences with the sentence-medial critical word also result in a late frontal negativity effect. It is hypothesized that this effect is due to greater memory requirements that are needed to keep the violation in mind until a response can be made at the end of the sentence. The maintenance of the decision that a sentence is ungrammatical must be kept in memory longer for sentence-medial violations as opposed to when the violation occurs at the end of the sentence (immediately preceding the moment at which the judgment can be made). 相似文献
92.
Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have been delineated for conducting these skills assessments or interpreting the results. In this study, we evaluated an efficient methodology for conducting skills assessments. Six children who had been diagnosed with autism participated. The relative efficacy of two assessment packages--one containing several reinforcement procedures and one containing several potentially effective prompts--was evaluated across two to three skills for each child using multiple baseline and reversal designs. Results suggested that the methodology was useful for matching targeted skills to appropriate interventions. 相似文献
93.
94.
The authors investigated the relation between affective and cognitive processes in fantasy play and emotional understanding of 50 Italian children (25 boys and 25 girls) enrolled in regular elementary school in Northern Italy. Children were administered a standardized play task, the Affect in Play Scale, and answered questions about their understanding of emotions. Consistent, yet modest, relationships were found between dimensions of fantasy play and emotional understanding. 相似文献
95.
Roberson D Davidoff J Davies IR Shapiro LR 《Journal of experimental psychology. General》2004,133(4):554-571
This study unites investigations into the linguistic relativity of color categories with research on children's category acquisition. Naming, comprehension, and memory for colors were tracked in 2 populations over a 3-year period. Children from a seminomadic equatorial African culture, whose language contains 5 color terms, were compared with a group of English children. Despite differences in visual environment, language, and education, they showed similar patterns of term acquisition. Both groups acquired color vocabulary slowly and with great individual variation. Those knowing no color terms made recognition errors based on perceptual distance, and the influence of naming on memory increased with age. An initial perceptually driven color continuum appears to be progressively organized into sets appropriate to each culture and language. 相似文献
96.
Beliefs in personality disorders: a test with the personality disorder belief questionnaire 总被引:1,自引:0,他引:1
The hypothesis that each personality disorder (PD) is characterized by a specific set of beliefs was tested in a sample of 643 subjects, including non-patient controls, axis-I and axis-II patients, diagnosed with SCID-I and -II interviews. Beliefs of six PDs (avoidant, dependent, obsessive-compulsive, paranoid, histrionic, borderline) were assessed with the Personality Disorder Belief Questionnaire (PDBQ). Factor analyses supported the existence of six hypothesized sets of beliefs. Structural equation modeling (SEM) supported the hypothesis that each PD is characterized by a specific set of beliefs. Path coefficients were however in the medium range, suggesting that PDs are not solely determined by beliefs. Nevertheless, empirically derived cutoff scores of the six belief subscales were reasonably successful in classifying subjects, percentages ranging form 51% to 83%. It appeared that there was a monotonical increase in scores on each belief subscale from non-patient controls, to patients without any PD, to patients with PDs (other than the pertinent PD), to patients with the pertinent PD. This suggests that PD-related beliefs are at least partly associated with (personality) psychopathology in general. Another explanation is that many patients' position on the underlying dimensions is not high enough to lead to a DSM PD diagnosis, but high enough to lead to an elevated belief score. 相似文献
97.
Emotional security and cognitive appraisals mediate the relationship between parents' marital conflict and adjustment in older adolescents 总被引:1,自引:0,他引:1
In this study, the authors evaluated a model of the effects of parental conflict witnessed in childhood on psychosocial adjustment in 175 college students. Using this model, which integrated the cognitive-contextual framework (J. H. Grych & F. D. Fincham, 1990) and the emotional-security hypothesis (P. T. Davies & E. M. Cummings, 1994), the authors proposed that both cognitive appraisal of parents' conflict and emotional security mediate the conflict-adjustment link in late adolescence. Furthermore, the authors proposed that cognitive appraisals are associated with emotional security. The results suggested that appraisals and security were both important mediators in the model but that they were not related to each other. Instead, there appeared to be parallel, yet separate, cognitive and emotional channels through which exposure to parental conflict in childhood can have detrimental effects on later adjustment. 相似文献
98.
99.
Directed forgetting of related words: evidence for the inefficient inhibition hypothesis 总被引:2,自引:0,他引:2
Lehman EB Srokowski SA Hall LC Renkey ME Cruz CA 《The Journal of general psychology》2003,130(4):380-398
Fifth-grade children and college students were asked to remember some words and to forget others in an item-cued-directed-forgetting task. Taxonomically related pairs of words and control pairs that were unrelated in meaning were used as stimuli. Children found it more difficult than did adults to ignore forget-cued words that followed associatively related words that were remember-cued. The results provide support for D. F. Bjorklund and K. K. Harnishfeger's (1990) inefficient inhibition hypothesis (i.e., that the efficiency of inhibitory mechanisms improves as children develop). The results also suggest that the inhibition is occurring primarily in the early stages of processing. 相似文献
100.
Corbit LH Balleine BW 《Journal of experimental psychology. Animal behavior processes》2003,29(2):99-106
Two experiments compared the effects of Pavlovian stimuli and incentive learning on the performance of a heterogeneous chain of instrumental actions. Using a Pavlovian-instrumental transfer design, the authors found that only a stimulus paired with the same outcome as that earned by performance of the chain produced positive transfer, an effect that was restricted to the action in the chain most proximal to reward delivery. In contrast, after a shift to a nondeprived state, only animals that had previously consumed the instrumental outcome when they were nondeprived decreased instrumental performance. Furthermore, this effect of the incentive learning treatment was limited to performance of the distal action. Together these data suggest that Pavlovian and instrumental incentive manipulations have dissociable effects on instrumental performance. 相似文献