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81.
We present a computational model that provides a unified account of inference, coherence, and disambiguation. It simulates how the build-up of coherence in text leads to the knowledge-based resolution of referential ambiguity. Possible interpretations of an ambiguity are represented by centers of gravity in a high-dimensional space. The unresolved ambiguity forms a vector in the same space. This vector is attracted by the centers of gravity, while also being affected by context information and world knowledge. When the vector reaches one of the centers of gravity, the ambiguity is resolved to the corresponding interpretation. The model accounts for reading time and error rate data from experiments on ambiguous pronoun resolution and explains the effects of context informativeness, anaphor type, and processing depth. It shows how implicit causality can have an early effect during reading. A novel prediction is that ambiguities can remain unresolved if there is insufficient disambiguating information. 相似文献
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Jorge Schneider Douglas Wilkerson Brenda Solomon Caryl Perlman Denise Duval Tsioles Dennis Shelby Molly Witten Leo Sadow 《The International journal of psycho-analysis》2014,95(6):1211-1233
This exploratory study explored the training and post‐training experience of graduates of the Chicago Institute for Psychoanalysis. All living graduates of the past six decades were invited to complete a survey that addressed their training analysis, classroom work, supervision and other training experiences as well as their degree of post‐graduation involvement in teaching, supervising, study groups and other professional endeavors. They were also asked to rate their sense of themselves as psychoanalysts and their satisfaction with their analytic career. Further, they were encouraged to provide spontaneous narrative data. Our findings contribute to the current understanding of the careers of psychoanalysts – including that there is a difference in generational cohorts regarding professional satisfaction, identification as an analyst, and experience of training. We also found that there are no real differences between analysts who do and do not have analytic patients on some important variables: supporting analysis as a treatment method, identifying oneself professionally with psychoanalysis, and disillusionment with psychoanalysis – which is consistent with other studies. Also discovered were differences between male and female analysts' perception of certain aspects of their training. 相似文献
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Selene Fagel Leo de Sonneville Herman van Engeland Hanna Swaab 《Journal of abnormal child psychology》2014,42(5):813-823
How school-associated behavioral problems in childhood and adolescence precede distinctive adult schizotypal symptoms was examined. Gender specific findings were explored. After 11.6 (SD?=?3.1) years, 159 patients of the Department of Child and Adolescent Psychiatry of the University Medical Centre Utrecht, the Netherlands were reassessed for adult schizotypal symptoms. Severity of behavioral symptoms in childhood and adolescence using Teacher Report Form (TRF; Verhulst et al. 1997) and adult schizotypal symptoms using Schizotypal Personality Questionnaire-Revised (Raine in Schizophrenia Bulletin 17:555–564, 1991) were examined by Spearman’s bivariate correlations. Multiple regression analyses were performed to determine the combined predictive value of significant TRF subscales for schizotypal symptomatology. Moderation was tested by adding the interactions of gender with TRF subscales to the models. Disregarding gender, correlational analyses revealed that TRF Total problems, in specific thought problems, social problems, and attentional problems were associated with disorganized schizotypal symptoms in adult life. TRF thought problems was also associated with future positive schizotypal symptoms. When gender was taken into account, for boys only thought problems was associated with adult positive schizotypal symptoms, whereas for girls externalizing problems, specifically attentional and aggressive problems, were associated with the higher levels of adult disorganized schizotypal symptoms. Moderated regression analyses provided trend significant evidence confirming that in girls externalizing problems were positively associated with general and disorganized schizotypal symptoms. When using teachers as informants, it was found that juvenile behavioral abnormalities were differentially associated with type of adult schizotypal symptoms, with these associations being further modified by gender. 相似文献
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Analysis of the Impact of Creative Technique on the Motivation of Physical Education Students in Dance Content: Gender Differences
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Diana Amado Fernando Del Villar Pedro Antonio Sánchez‐Miguel Francisco Miguel Leo Tomás García‐Calvo 《创造性行为杂志》2016,50(1):64-79
The aim of this study was to learn about the effectiveness of two dance teaching techniques, the creative examination technique and the direct instruction technique, on the satisfaction of basic psychological needs, the level of self‐determination, the perception of usefulness, enjoyment and effort of physical education students. Likewise, it purports to analyze the gender difference in the psychological variables addressed in agreement with the teaching technique used, to guide and personalize the treatment of these contents in physical education. A quasi‐experimental design was carried out with four natural groups from two school centers. The direct instruction technique was applied with two groups and the creative examination technique with the other two, in a total of 12 sessions. An initial and final measurement was taken in both groups, and the results revealed the complexity to motivate students after 12 sessions. However, the gender‐dependent analyses offer methodological guidelines, as the creative technique causes adaptative consequences on the male gender and disadaptative consequences on the female gender. By way of conclusion, we can highlight the need to devote more sessions to dance teaching and to apply different treatments depending on the gender. 相似文献