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41.
In a previous behavioral study, we showed that parents of children with SLI had a subclinical deficit in phonological short-term memory. Here, we tested the hypothesis that they also have a deficit in nonverbal auditory sensory memory. We measured auditory sensory memory using a paradigm involving an electrophysiological component called the mismatch negativity (MMN). The MMN is a measure of the brain's ability to detect a difference between a frequent standard stimulus (1000 Hz tone) and a rare deviant one (1200 Hz tone). Memory effects were assessed by varying the inter-stimulus interval (ISI) between the standard and deviant. We predicted that parents of children with SLI would have a smaller MMN than parents of typically developing children at a long ISI (3000 ms), but not at a short one (800 ms). This was broadly confirmed. However, individual differences in MMN amplitude did not correlate with measures of phonological short-term memory. Attenuation of MMN amplitude at the longer ISI thus did not provide unambiguous support for the hypothesis of a reduced auditory sensory memory in parents of affected children. We conclude by reviewing possible explanations for the observed group effects. 相似文献
42.
Parents of monozygotic twins typically learn to recognise their own children and also to tell them apart on photographs. However, it is unknown whether such exemplar expertise can be generalised to unfamiliar faces of equal similarity (ie other twins). In the present study, parents of monozygotic twins were compared to 'control' parents whose children were non-twin siblings. In a same/different task with familiar and unfamiliar twin faces as stimuli, twins' parents were faster than control parents in distinguishing their own children, but slower when distinguishing unfamiliar twin faces. These unexpected findings can be interpreted as a generalisation of a habitual perceptual strategy that is efficient only with familiar face exemplars. When pictures of the twins' faces were inverted by 180degrees, the typical inversion costs for familiar faces were observed, but the twins' parents recognised unfamiliar twins' faces better when these were inverted than when upright. This inverted inversion effect could be caused by the high similarity of the face pairs as well as by experience with familiar faces of equally high similarity. We conclude that the facial expertise of twins' parents is idiosyncratic to their own children and not based on an enhanced general facial expertise. 相似文献
43.
Line Guylaine Tremblay Rashmi Garg Elizabeth Levin 《Social Psychology of Education》2007,10(2):193-212
In September 2003, Ontario universities accepted a double cohort of new students resulting from the Ontario government’s decision
to eliminate Grade 13. The admission to university of two categories of students distinguished by their age and high school
program raised a number of questions, not only in terms of admission infrastructure but mostly in what concerns the sum of
student retention, academic success, and graduation. Factors associated with success and with the maintenance of university
studies are numerous: stress, socioeconomic status, parents’ education, intellectual capacities, motivation, social abilities,
and social support (Olds & Papalia, 2000). Therefore, the objectives of this study were: (1) to test the hypothesis of a double
cohort effect on student academic success during the first year of university, (2) to verify the hypothesis that high school
academic history, socioeconomic variables related to stress and perceived stress predict academic success and retention at
the end of first year university. In September 2003, 300 first year students answered questionnaires inquiring about their
high school program and high school GPA, their socioeconomic characteristics, and their perceived stress. These measures were
then used to predict drop out, final GPA, number of credits attempted, passed and failed in June 2004. Results showed that
school persistence and first year university academic achievement are mostly predicted by gender, high school GPA, type of
financial resources, and number of hours worked at a paid job. Although not significant, we have found a higher proportion
of Grade 12 students who dropped out during first year at university, suggesting a possible long-term effect of high school
program on academic achievement. 相似文献
44.
Jessica?L.?CundiffEmail author Theresa?K.?Vescio Eric?Loken Lawrence?Lo 《Social Psychology of Education》2013,16(4):541-554
The present research examined whether gender–science stereotypes were associated with science identification and, in turn, science career aspirations among women and men undergraduate science majors. More than 1,700 students enrolled in introductory science courses completed measures of gender–science stereotypes (implicit associations and endorsement of male superiority in science), science identification, and science career aspirations. Results were consistent with theoretically based predictions. Among women, stronger gender–science stereotypes were associated with weaker science identification and, in turn, weaker science career aspirations. By contrast, among men stronger gender–science stereotypes were associated with stronger science identification and, in turn, stronger science career aspirations, particularly among men who were highly gender identified. These two sets of modest but significant findings can accumulate over large populations and across critical time points within a leaky pipeline to meaningfully contribute to gender disparities in STEM domains. 相似文献
45.
The brain’s frontal eye fields (FEF), responsible for eye movement control, are known to be involved in spatial working memory (WM).In a previous fMRI experiment (Wallentin, Roepstorff & Burgess, Neuropsychologia, 2008) it was found that FEF activation was primarily related to the formation of an object-centered, rather than egocentric, spatial reference frame. In this behavioral experiment we wanted to demonstrate a causal relationship between eye movement control and manipulation of spatial reference frames. Sixty-two participants recalled either spatial (“Was X in front of Y?”) or non-spatial (“Was X darker than Y?”) relations in a previously shown image containing two to four objects, each with an intrinsic orientation and unique luminance. During half of all recall trials a moving visual stimulus was presented, which participants had to ignore, thus suppressing eye movement. Response times were significantly slower for spatial relations with distraction while there was no effect on non-spatial relations. There was no effect on accuracy, i.e. WM maintenance. This is consistent with the hypothesis that in spatial representations the FEFs are involved in WM content manipulation, such as establishing an object-centered spatial frame of reference. 相似文献
46.
W. Line 《The Journal of general psychology》2013,140(4):495-513