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81.
D. L. Schurman Mark D. Everson Howard A. Rollins 《Attention, perception & psychophysics》1972,11(6):420-422
A visual analogue of Savin’s (1967) auditory task was used to examine preferred order of recall and order of recall accuracy for two pairs of visually superimposed digits. Savin (1967) and Rollins, Everson, and Schurman (1972) found that Ss preferred to recall simultaneous auditory information in successive order, even though the information was presented over a single channel. In the present experiments, Ss were found to prefer strongly to recall visual information in simultaneous order. On the other hand, the results of Rollins et al (1972), that Ss are equally accurate when forced to recall simultaneous auditory information in either the preferred or nonpreferred mode, were replicated for this visual task. The results of these experiments, together with the experiment reported by Rollins et al (1972), indicate that verbal information is processed differently by these two sensory systems. 相似文献
82.
M. B. Sterman J. J. Lynch M. T. Orne D. Paskewitz J. Costello N. Nicolov O. Diankov M. Popova E. Tsvetanska Robert G. Grenell J. J. Izquierdo V. H. Mark Joseph Germana N. Zill William P. Paré Joseph E. O. Newton George C. Offutt Walter Ehrlich Joseph E. D. Newton Julij Tosef J. Perez-Cruet Chester R. Wilpizeski John F. Lontz Andrew Livingston Joseph W. Cullen Samuel A. Corson Herman R. Weed Elizabeth O. Corson O. D. Murphree Paul N. Morgan Ruth Jarman J. Antal T. A. Ban J. V. Ananth H. E. Lehmann A. Ulric Moore Richard H. Barnes Wilson G. Pond 《Integrative psychological & behavioral science》1970,5(3):185-193
83.
T. R. G. Green P. H. Venables L. L. Iversen S. D. Iversen Martin Richards John Morton O. L. Zangwili Mark P. Haggard 《Quarterly journal of experimental psychology (2006)》1970,22(1):68-75
Encyclopaedia of Linguistics, Information and Control. Edited by A. R. Meetham with the assistance of R. A. Hudson. Oxford: Pergamon Press. 1969. Pp. xiv + 718. 300s.
The Biological Basis of Personality. By H. J. Eysenck. Springfield: Thomas. 1968. Pp. xv + 399. $18.50.
Scientific Basis of Dvug Dependence. Biological Council Symposium. Edited by H. Steinberg. London: Churchill. 1969. Pp. 429. 100s.
Minnesota Symposia on Child Psychology, Vol. 2. Edited by John P. Hill. Minneapolis: University of Minnesota Press. 1969. Pp. viii + 172.
Memory and Attention: an introduction to human information processes. By Donald A. Norman. Chichester, Sussex: John Wiley. 1969. Pp. ix + 201. 84s. (cloth); 44s. (paper). Verbal Learning and Memory: selected readings. By Leo Postman and Geoffrey Keppel. Harmondsworth: Penguin Books. 1969. Pp. 501. 12s.
Handbuch der Kinderheilkunde. Edited by H. Opitz and F. Schmidt. Rand VIII/I: Neurologie-Psychologic-Psychiatrie. Redigiert von F. Schmidt und H. Asperger. Berlin: Springer Verlag. Pp. 1060. Price DM385, S96.25.
Digital Computing. By R. S. Lehman and D. E. Bailey. London: John Wiley & Sons Ltd. 1969. Pp. xxiv + 303. 79s.
Real-Time Computers. By W. R. Uttal. New York: Harper & Row. 1968. Pp. xiv + 338. 93s. 相似文献
The Biological Basis of Personality. By H. J. Eysenck. Springfield: Thomas. 1968. Pp. xv + 399. $18.50.
Scientific Basis of Dvug Dependence. Biological Council Symposium. Edited by H. Steinberg. London: Churchill. 1969. Pp. 429. 100s.
Minnesota Symposia on Child Psychology, Vol. 2. Edited by John P. Hill. Minneapolis: University of Minnesota Press. 1969. Pp. viii + 172.
Memory and Attention: an introduction to human information processes. By Donald A. Norman. Chichester, Sussex: John Wiley. 1969. Pp. ix + 201. 84s. (cloth); 44s. (paper). Verbal Learning and Memory: selected readings. By Leo Postman and Geoffrey Keppel. Harmondsworth: Penguin Books. 1969. Pp. 501. 12s.
Handbuch der Kinderheilkunde. Edited by H. Opitz and F. Schmidt. Rand VIII/I: Neurologie-Psychologic-Psychiatrie. Redigiert von F. Schmidt und H. Asperger. Berlin: Springer Verlag. Pp. 1060. Price DM385, S96.25.
Digital Computing. By R. S. Lehman and D. E. Bailey. London: John Wiley & Sons Ltd. 1969. Pp. xxiv + 303. 79s.
Real-Time Computers. By W. R. Uttal. New York: Harper & Row. 1968. Pp. xiv + 338. 93s. 相似文献
84.
M. J. Morgan N. S. Sutherland Philip T. Smith Diana R. Haslam Ivana Markov Moyra Williams P. E. Bryant Mark P. Haggard 《Quarterly journal of experimental psychology (2006)》1969,21(3):291-297
Animal Discrimination Learning. Edited by R. M. Gilbert and N. S. Sutherland. London: Academic Press. 1969. Pp. xvi + 501. 1358.
Luce, R. D. and Tukey, J. W. (1964). Simultaneous conjoint measurement: a new type of fundamental measurement. J. math. Psychol. I, 1-27.
Discrimination Learning. By D. A. Riley. Boston: Allyn and Bacon Inc. 1968. Pp. 172. Paperback 21s.
Annual Review of Psychology. Vol. 20. Palo Alto: Annual Reviews Inc. 1969. Pp. ix + 544. $9.00.
Cutaneous Sensation. By David Sinclair. London: Oxford University Press. 1967. Pp. xii + 306. 63s.
Modelling of Thinking and the Mind.. By N. M. Amosov. Translated by L. Finegold. New York: Spartan Books. London: Macmillan. 11967. Pp. xiii + 192.
The Mind of Mnemonist. By A. R. Luria. London: Jonathan Cape. 1969. Pp. xi + 160. 25s.
Determinants of Infant Behaviour IV. Edited by B. M. Foss. London: Methuen. 1969. Pp. 303. £3 10s.
Brain and Behaviour. Volumes 1-4. Edited by Karl Pribram. Harmondsworth: Penguin Books Ltd. 1969. Pp. 496 +573 + 523 + 524. 12s. 6d. per volume. 相似文献
Luce, R. D. and Tukey, J. W. (1964). Simultaneous conjoint measurement: a new type of fundamental measurement. J. math. Psychol. I, 1-27.
Discrimination Learning. By D. A. Riley. Boston: Allyn and Bacon Inc. 1968. Pp. 172. Paperback 21s.
Annual Review of Psychology. Vol. 20. Palo Alto: Annual Reviews Inc. 1969. Pp. ix + 544. $9.00.
Cutaneous Sensation. By David Sinclair. London: Oxford University Press. 1967. Pp. xii + 306. 63s.
Modelling of Thinking and the Mind.. By N. M. Amosov. Translated by L. Finegold. New York: Spartan Books. London: Macmillan. 11967. Pp. xiii + 192.
The Mind of Mnemonist. By A. R. Luria. London: Jonathan Cape. 1969. Pp. xi + 160. 25s.
Determinants of Infant Behaviour IV. Edited by B. M. Foss. London: Methuen. 1969. Pp. 303. £3 10s.
Brain and Behaviour. Volumes 1-4. Edited by Karl Pribram. Harmondsworth: Penguin Books Ltd. 1969. Pp. 496 +573 + 523 + 524. 12s. 6d. per volume. 相似文献
85.
86.
Recent studies have called for the abandonment of the relative-time-spent scale in task inventories. This recommendation is based on findings that the job profile created with the scale data is highly correlated with the profile created from a much simpler “Do you perform this task?” checklist. We examined this issue using 3 inventories and 42 jobs (N=2252). Profile correlations were computed on only the tasks actually performed by incumbents to avoid possibly inflated rs due to including irrelevant tasks. The specificity of task inventory items was proposed as an explanation for the high correlation between the two job profiles. Specificity of items was examined by looking at both the type (job duties versus tasks) and the amount (number of items in job profile and average number of items relevant to each job) of items used in the inventory. Correlations between time spent and checklist profiles were in the .80's and .90's regardless of the number of irrelevant tasks or the specificity of tasks. We agree with previous military research and conclude that the relative-time-spent scale has limited incremental utility beyond a dichotomous checklist. 相似文献
87.
Mark Sheldon 《Theoretical medicine and bioethics》1990,11(3):201-212
The paper is an attempt to review the basis for the claim that physicians have a professional obligation to treat AIDS patients. Considered are the historical record, two professional codes of ethics, and several recent articles. The paper concludes that the arguments considered, which attempt to support the claim that physicians have an obligation to treat, fail. It is suggested, rather, that common humanity, which physicians share with those who suffer from AIDS, ought to be the basis for engaging in the care of AIDS patients. 相似文献
88.
John W. Thomas Linda Bol Robert W. Warkentin Mark Wilson Amy Strage William D. Rohwer 《Applied cognitive psychology》1993,7(6):499-532
This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship. 相似文献
89.
90.