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At the behavioural level, the activity of a writer can be described as periods of typing separated by pauses. Although some studies have been concerned with the functions of pauses, few have investigated motor execution periods. Precise estimates of the distribution of writing processes, and their cognitive demands, across periods of typing and pauses are lacking. Furthermore, it is uncertain how typing skill affects these aspects of writing. We addressed these issues, selecting writers of low and high typing skill who performed dictation and composition tasks. The occurrences of writing processes were assessed through directed verbalization, and their cognitive demands were measured through interference in reaction times (IRT). Before writing a narrative, 34 undergraduates learned to categorize examples of introspective thoughts as different types of activities related to writing (planning, translating, or revising). Then, while writing, they responded to random auditory probes, and reported their ongoing activity according to the learned categories. Convergent with previous findings, translating was most often reported, and revising and planning had fewer occurrences. Translating was mostly activated during motor execution, whereas revising and planning were mainly activated during pauses. However, none of the writing processes can be characterized as being typical of pauses, since translating was activated to a similar extent as the other two processes. Regarding cognitive demands, revising is likely to be the most demanding process in narrative writing. Typing skill had an impact on IRTs of motor execution. The demands of execution were greater in the low than in the high typing skill group, but these greater demands did not affect the strategy of writing processes activation. Nevertheless, low typing skill had a detrimental impact on text quality. 相似文献
694.
Age-related positivity enhancement is not universal: older Chinese look away from positive stimuli 总被引:1,自引:0,他引:1
Socioemotional selectivity theory postulates that with age, people are motivated to derive emotional meaning from life, leading them to pay more attention to positive relative to negative/neutral stimuli. The authors argue that cultures that differ in what they consider to be emotionally meaningful may show this preference to different extents. Using eye-tracking techniques, the authors compared visual attention toward emotional (happy, fearful, sad, and angry) and neutral facial expressions among 46 younger and 57 older Hong Kong Chinese. In contrast to prior Western findings, older but not younger Chinese looked away from happy facial expressions, suggesting that they do not show attentional preferences toward positive stimuli. 相似文献
695.
冯特的宗教心理学思想研究 总被引:1,自引:0,他引:1
在进化论思想指导下,冯特从心理学角度对宗教的起源、发展、本质等诸问题进行了分析.他认为:宗教起源于由死亡和疾病带来的恐惧;经历了魔鬼崇拜、图腾崇拜、英雄和诸神崇拜以及人性宗教四个发展阶段;宗教在本质上是人类高级心理活动的产物,是民族智慧的结晶,其发展符合民族心理发展的一般规律;宗教和其他文化现象之间有着极为密切的联系.他的研究不仅丰富了宗教人类学理论,而且对宗教心理学的发展具有深远的影响. 相似文献
696.
A cross-sectional study, testing a model of predictors and consequences of body dissatisfaction, was undertaken in Taiwan from December 30, 2006 to January 10, 2007. Two hundred and thirty-two female college students enrolled at a major university completed the self-administered questionnaire. Analytical results revealed that body dissatisfaction among respondents increased with BMI (beta=.32, p<.001), perceptions of how others viewed their bodies (beta=.38, p<.001), and upward social comparisons (beta=.17, p<.01). Body dissatisfaction also markedly influenced respondent weight-loss intentions (beta=.51, p<.001). Results imply that medical, psychological and social factors must be considered by school health educators wishing to understand the causes and consequences of body dissatisfaction among female college students. 相似文献
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以189名大学生为被试,在开放式问卷预调查的基础上.编制包含4方面内容,78个项目的情绪社会分享公众观正式调查问卷.对210名大学生正式调查的结果表明:大学生认为情绪社会分享具有情绪改善、认知应对、人际融洽三类功能,具有传播负效、承载负效两类风险;分享对象的反应促进和反应阻断行为以及分享事件性质和分享限制行为影响分享过程. 相似文献
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皮亚杰的方法论:体系、优势与启示 总被引:1,自引:0,他引:1
皮亚杰的方法论体系包括:(1)发生学的理念;(2)“适应”和“运演”的理论解释工具;(3)获取资料的临床访谈法.他以这样的方法论体系而建立起来的理论具有:理性性、解释性、整体性等特征。皮亚杰方法论对我们当前的心理学研究具有启示意义。当前的一些研究在很大程度上,恪守着“实证”与“量化”的规范;却忽视研究主体的理性建构作用。 相似文献