It is proposed that arithmetical facts are organized in memory in terms of a principle that is unique to numbers—the cardinal magnitudes of the addends. This implies that sums such as 4 + 2 and 2 + 4 are represented, and searched for, in terms of the maximum and minimum addends. This in turn implies that a critical stage in solving an addition problem is deciding which addend is the larger. The COMP model of addition fact retrieval incorporates a comparison stage, as well as a retrieval stage and a pronunciation stage. Three tasks, using the same subjects, were designed to assess the contribution of these three stages to retrieving the answers to single-digit addition problems. Task 3 was the addition task, which examined whether reaction times (RTs) were explained by the model; Task 1 was a number naming task to assess the contribution of the pronunciation stage; Task 2 was a magnitude comparison task to assess the contribution, if any, of the comparison stage. A regression equation that included just expressions of these three stages was found to account for 71% of the variance. It is argued that the COMP model fits not only the adult RT data better than do alternatives, but also the evidence from development of additional skills. 相似文献
It is often assumed that graphemes are a crucial level of orthographic representation above letters. Current connectionist models of reading, however, do not address how the mapping from letters to graphemes is learned. One major challenge for computational modeling is therefore developing a model that learns this mapping and can assign the graphemes to linguistically meaningful categories such as the onset, vowel, and coda of a syllable. Here, we present a model that learns to do this in English for strings of any letter length and any number of syllables. The model is evaluated on error rates and further validated on the results of a behavioral experiment designed to examine ambiguities in the processing of graphemes. The results show that the model (a) chooses graphemes from letter strings with a high level of accuracy, even when trained on only a small portion of the English lexicon; (b) chooses a similar set of graphemes as people do in situations where different graphemes can potentially be selected; (c) predicts orthographic effects on segmentation which are found in human data; and (d) can be readily integrated into a full‐blown model of multi‐syllabic reading aloud such as CDP++ (Perry, Ziegler, & Zorzi, 2010). Altogether, these results suggest that the model provides a plausible hypothesis for the kind of computations that underlie the use of graphemes in skilled reading. 相似文献
Young children understand pedagogical demonstrations as conveying generic, kind‐relevant information. But, in some contexts, they also see almost any confident, intentional action on a novel artefact as normative and thus generic, regardless of whether this action was pedagogically demonstrated for them. Thus, although pedagogy may not be necessary for inferences to the generic, it may nevertheless be sufficient to produce inductive inferences on which the child relies more strongly. This study addresses this tension by bridging the literature on normative reasoning with that on social learning and inductive inference. Three‐year‐old children learned about a novel artefact from either a pedagogical or non‐pedagogical demonstration, and then, a series of new actors acted on that artefact in novel ways. Although children protested normatively in both conditions (e.g., ‘No, not like that’), they persisted longer in enforcing the learned norms in the face of repeated non‐conformity by the new actors. This finding suggests that not all generic, normative inferences are created equal, but rather they depend – at least for their strength – on the nature of the acquisition process. 相似文献
Although objectification is a common experience for women (Fredrickson & Roberts, 1997), little is understood about how women perceive sources of objectifying commentary and behaviors. The current work provides a novel integration of objectification and consistency theories to understand how valence of sexual objectification and women’s feelings about sexual attention interact to predict perceptions of objectifying sources. In two online vignette studies with 121 and 110 U.S. women recruited through MTurk, female participants were asked to recall an experience of complimentary or critical objectification and report perceptions of source warmth, approach behavioral intentions, perceived overlap between the self and the source, and enjoyment of sexualization. Consistent with hypotheses, regression analyses revealed that reporting experiences of complimentary objectification led to more positive source perceptions among women who reported that they enjoy being sexualized relative to reporting experiences of critical objectification. Furthermore, path analyses revealed that self-other overlap emerged as a mechanism of women’s more positive source perceptions, with a significant indirect effect of self-other overlap emerging for the link between enjoyment of sexualization and warmth and approach in the complimentary objectification condition. The effects were replicated across two studies. The discussion centers on how understanding women’s objectifying source perceptions could illuminate when interpersonal objectification will lead to more experiences of objectification or women’s internalization of objectifying self-perceptions.
Three experiments investigated whether reading aloud is affected by a semantic variable, imageability. The first two experiments used English, and the third experiment used Japanese Kanji as a way of testing the generality of the findings across orthographies. The results replicated the earlier findings that readers were slower and more error prone in reading low-frequency exception words when they were low in imageability than when they were high in imageability (Strain, Patterson, & Seidenberg, 1995). This result held for both English and Kanji even when age of acquisition was taken into account as a possible confounding variable, and the imageability effect was stronger in Kanji compared to English. 相似文献
AbstractThe author explores the relationship between Sándor Ferenczi and Sigmund Freud in the light of their correspondence. This allows us to see how Freud was able to offer and create for Ferenczi a “professional and personal home” that enabled the latter to find a much more meaningful and creative contact with himself. According to the author, this experience played an important role in Ferenczi’s later readiness to offer to and create with his patients a similar “psychoanalytic home.” As Freud was not able to share such clinical research work with Ferenczi, a conflict developed between them whose nature has occupied psychoanalysts ever since, and whose seeds can be found in the 1246 letters that they exchanged between January 1908 and May 1933. From this point of view, Ferenczi’s Clinical diary (written in 1932 and published only in 1985) can be seen as the continuation of the dialogue they had entertained for so many years, as well as Ferenczi’s attempt not to give up the “professional and personal home” that they had created together. 相似文献