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231.
Theories of embodied cognition hold that the conceptual system uses perceptual simulations for the purposes of representation. A strong prediction is that perceptual phenomena should emerge in conceptual processing, and, in support, previous research has shown that switching modalities from one trial to the next incurs a processing cost during conceptual tasks. However, to date, such research has been limited by its reliance on the retrieval of familiar concepts. We therefore examined concept creation by asking participants to interpret modality-specific compound phrases (i.e., conceptual combinations). Results show that modality switching costs emerge during the creation of new conceptual entities: People are slower to simulate a novel concept (e.g., auditory jingling onion) when their attention has already been engaged by a different modality in simulating a familiar concept (e.g., visual shiny penny). Furthermore, these costs cannot be accounted for by linguistic factors alone. Rather, our findings support the embodied view that concept creation, as well as retrieval, requires situated perceptual simulation. 相似文献
232.
Louise Richardson 《European Journal of Philosophy》2010,18(2):227-243
Abstract: In this paper I offer an account of a particular variety of perception of absence, namely, visual perception of empty space. In so doing, I aim to make explicit the role that seeing empty space has, implicitly, in Mike Martin's account of the visual field. I suggest we should make sense of the claim that vision has a field—in Martin'ss sense—in terms of our being aware of its limitations or boundaries. I argue that the limits of the visual field are our own sensory limitations, and that we are aware of them as such. Seeing empty space, I argue, involves a structural feature of experience that constitutes our awareness of our visual sensory limitations, and thus, in virtue of which vision has a field. 相似文献
233.
Holly Etchegary Louise Lemyre Brenda Wilson 《Current psychology (New Brunswick, N.J.)》2010,29(3):171-187
As increasing numbers of people are identified at risk for multi-factorial diseases, questions of how to assess, communicate
and manage genetic risk will be critical from health services and policy perspectives. However, there is currently no evidence-based
genetic risk assessment and management framework to assist policy makers, clinicians and other stakeholders. A comprehensive
psychosocial framework for risk assessment and management has been developed in the context of security hazards or threats.
In an adaptation of that model, we present the Psychosocial Genetics Risk Assessment and Management framework (PG-RAM). It
offers principles to enhance the integration of evidence-based best practices into genetics health services, as well as to
identify issues, knowledge and gaps. The framework identifies the core elements of the situation, effects, population and
interventions, all spanning several phases of genetic disorders. The framework provides an excellent starting point for knowledge
syntheses in the context of genetic risk and could serve as the conceptual basis for practical tool development to guide healthcare
professionals and decision makers in preparing for and responding to the psychosocial aspects of genetic risk. 相似文献
234.
Ann Dalzell Christine Bonsmann Deborah Erskine Maria Kefalogianni Katie Keogh Kalliopi Maniorou 《Counselling and Psychotherapy Research》2010,10(2):126-138
Aims: Drawing on their engagement in a specific collective biography research project, the co-authors aim to demonstrate how the weaving together of creative story-telling and the theory underlining collective biography practices resulted in an understanding of rhizomatic research methodologies from within the process. This paper aims to demonstrate one way in which research methodologies training can become more firmly embedded within counsellor training courses. Method: A collective of counselling students and a session tutor colleague used collective biography practices to research their memories of traversing the liminal space between ‘counsellor’ and ‘counselling researcher’. Alongside the resulting collective stories, a collaborative review of the research process examined our chosen ways of working within the project. Outcomes: Engaging in collective biography practices resulted in an experiential shift from ‘learning to do counselling research’ to ‘becoming counselling researchers’. Weaving together research processes and researcher reflexivity generated personal and professional learning. Ways in which these research methodologies complement core components of counselling training, within and beyond the teaching of research, were identified. Conclusions: Collective biography practices offer a way of introducing non-arboreal creative research methodologies into counsellor training. Careful consideration of potential challenges surrounding the introduction of these practices is required. 相似文献
235.
Shelley A. Jackson Mary Louise Holt Kaye W. Nelson 《Journal of multicultural counseling and development》2005,33(4):205-216
This study examined the attributions made by school counselors about responsibility for the causes of and solutions to students' problems. A total of 433 school counselors completed an instrument measuring attributions of responsibility and controllability of student problems. The hypothesis was supported that school counselors' attribution styles differ according to counselor ethnicity. Este estudio examinó las atribuciones hechas por consejeros de escuela acerca de responsabilidad para las causas de y de las soluciones a los problemas de los estudiantes. Un suma de 433 consejeros de la escuela completó un instrumento que mide atribuciones de responsabilidad y la habilidad de controlar los problemas de los estudiantes. La hipótesis se sostuvo que los estilos de atribución de los consejeros de escuela se difieren según el origin étnico del consejero. 相似文献
236.
Marijke Keus van de Poll Louise Sjdin Mats E. Nilsson 《Applied cognitive psychology》2019,33(4):537-543
It is not unusual that people have to write in an environment where background speech is present. Background speech can vary in both speech intelligibility and location of the sound source. Earlier research has shown disruptive effects of background speech on writing performance. To expand and reinforce this knowledge, the present study investigated the role of number of voices and sound source location in the relation between background speech and writing performance. Participants wrote texts in quiet or in background speech consisting of one or seven voices talking simultaneously located in front of or behind them. Overall, one voice was more disruptive than seven voices talking simultaneously. Self‐reports showed that sound from the front was more disruptive compared with sound from behind. Results are in line with theory of interference‐by‐process, attentional capture, and the cross‐modal theory of attention. The relevance of the results for open‐office environments is discussed. 相似文献
237.
Neurobiological and Cognitive Profile of Young Binge Drinkers: a Systematic Review and Meta-Analysis
Lees Briana Mewton Louise Stapinski Lexine A. Squeglia Lindsay M. Rae Caroline D. Teesson Maree 《Neuropsychology review》2019,29(3):357-385
Neuropsychology Review - This review provides the first systematic and quantitative synthesis of the literature examining the relationship between binge drinking, cognition, brain structure and... 相似文献
238.
Several studies have found an association between frequency of dream recall and creativity. We tested the hypothesis that training individuals to increase dream recall by means of a daily dream log would increase scores on the Torrance Test of Creative Thinking (TTCT). One hundred twenty‐five participants completed a baseline measure of creativity (TTCT, figural version) as well as of dream recall, dissociation, thinness of psychological boundaries, mindful‐attention awareness, and well‐being. Participants were randomly allocated to two groups: the experimental group (n = 55) received a daily dream log; while the control group (n = 32) received a similarly phrased log registering memories of a vivid episode from the previous day. After 27 days, all participants completed follow‐up measurements identical to those at baseline. A non‐randomized non‐intervention group (n = 35) was used to test for practice effects on the TTCT. There was significant selective increase for the “creative strengths” component, which was only observed in the experimental group. There were significant correlations between creativity and dissociation as well as between creativity and thinness of psychological boundaries. Enhanced dream recall through daily dream logging fosters aspects of creativity. Associations between creativity, dissociation, and thinness of boundaries, suggest that increased awareness to dreams increases creativity through a “loosening” of stereotyped thinking pattern. 相似文献
239.
Cosand LD Cavanagh TM Brown AA Courtney CG Rissling AJ Schell AM Dawson ME 《Consciousness and cognition》2008,17(4):1105-1113
There are wide individual differences in the ability to detect a stimulus contingency embedded in a complex paradigm. The present study used a cognitive masking paradigm to better understand individual differences related to contingency learning. Participants were assessed on measures of electrodermal arousal and on working memory capacity before engaging in the contingency learning task. Contingency awareness was assessed both by trial-by-trial verbal reports obtained during the task and by a short post-task recognition questionnaire. Participants who became aware had fewer non-specific skin conductance responses and tended to score higher on a digit span assessment. Skin conductance level was not significantly lower in the aware group than in the unaware group. These findings are consistent with studies showing that lower arousal and greater cognitive processing capacity facilitate conscious perception of a greater breadth of information within a scene or a task. 相似文献
240.