The perception of distance and size in the presence of optical gradient information was investigated under four viewing conditions—binocular view with and without head motion, and monocular view with and without head motion. Subjects (60 adults) matched distance intervals (from 15 to 127 cm) and heights of a target triangle (from 5 to 15 cm) by adjusting the length of a metal tape. Both linear and power functions were fitted to each individual’s distance judgments, and the competing perceptual models were compared. For both models, it was found that binocular information was sufficient to specify relative, but not absolute, distance, that monocular information was sufficient to specify an orderly relation between target distance and judgment but not absolute distance, that average error was less in the binocular conditions, and that perceived distance was not affected in either condition by the addition of head motion. The analysis of size judgments revealed that monocular and binocular judgments did not differ, that matches made with and without head motion did not differ, and that, in all conditions, matches exceeded target heights by an average 30% to 40%. Judged size was also analyzed as a function of target distance. In all conditions but monocular view with head motion, the effect of distance was to increase size judgments. The distance judgments support the hypothesis (Purdy, 1958) that the binocular stimulus carries information that the monocular stimulus does not; they fail to support the hypothesis (Gibson, 1966) that observer motion adds information to the static stimulus. The size judgments support neither hypothesis but suggest an independence of perceived size from perceived distance. 相似文献
A limited national sample of 49 school psychologists and 30 regular education teachers provided information on assessment for the purpose of instructional planning. School psychologists listed the types of information they most often collected for this purpose and teachers listed the types of information considered most useful for this purpose. While some indications of agreement were found between school psychologists and teachers, there were also several inconsistencies in the views of the two groups regarding assessment procedures for instructional planning. The findings are discussed in light of empirical evidence on the contribution of various types of assessment data to instructional planning. 相似文献
Previous research has shown that perceived odor strength does not vary with flow rate of an odorant vapor entering the naris when that variation is produced by subject-controlled changes in sniff pressure, but that it does vary with flow rate when the variation is produced by experimenter-controlled changes in the resistance of the olfactometric system. We have suggested an odor-constancy model in which invariance of perceived odor strength is linked to perceived effort of sniffing, and have hypothesized that changed resistance will have its effect because there is no corresponding change in perceived effort when sniff pressure is held constant. In two studies, subjects made magnitude estimations of the perceived effort of sniffing; sniff pressure was controlled by having the subject match his sniff, displayed on a storage oscilloscope face, to a pattern specifying its required shape, duration, and level. In Experiment 1, resistance was fixed while sniff pressure varied; perceived effort grew as the .8 power of the required sniff pressure. In Experiment 2, sniff pressure and resistance were varied in a factorial design; perceived effort grew as the .8 power of pressure at fixed resistance, but remained unchanged when resistance varied at fixed pressure. This outcome provides indirect support for the odor-constancy model, since it shows that perceived effort covaries with flow rate under the condition in which constancy is found but does not change under the condition in which constancy fails. 相似文献
The study reports relationships between teachers' belief systems (Harvey), a teacher-pupil interaction measure of classroom influence, pupils' perception of the dimate of the dassroom, and pupils' academic achievement. Results demonstrate that more complex teachers encourage more pupil influence, and are perceived as having a more origin climate. In classrooms of high pupil influence and perceived origin climate, the pupils have higher academic achievement. These results are discussed in terms of the theory of personal causation and are cited as evidence for the value of the study of action sequences as related to verbal-utterances of the actors. 相似文献
The investigation analyzed the phonemic paraphasic errors of 10 asphasic patients with posterior cerebral lesions. The results indicated that paraphasic speech is characterized by complex confusions, often occurring at the ends of words and often involving phonemic transpositions. Many of the unusual and unexpected phonemic errors appeared to be due to simultaneous semantic and phonologic confusions. 相似文献
Why do we adopt new rules, such as social distancing? Although human sciences research stresses the key role of social influence in behaviour change, most COVID-19 campaigns emphasize the disease’s medical threat. In a global data set (n = 6,675), we investigated how social influences predict people’s adherence to distancing rules during the pandemic. Bayesian regression analyses controlling for stringency of local measures showed that people distanced most when they thought their close social circle did. Such social influence mattered more than people thinking distancing was the right thing to do. People’s adherence also aligned with their fellow citizens, but only if they felt deeply bonded with their country. Self-vulnerability to the disease predicted distancing more for people with larger social circles. Collective efficacy and collectivism also significantly predicted distancing. To achieve behavioural change during crises, policymakers must emphasize shared values and harness the social influence of close friends and family. 相似文献
Approximately half of mothers receiving substance use treatment are involved with childcare proceedings. This review aims to determine whether integrated treatment programmes for mothers with substance use problems are effective in preventing out-of-home placement (temporally/permanent) and influencing other maternal factors such as patterns of substance use, treatment completion and parenting behaviours. Six trials were identified—two randomised controlled trials and four non-randomised controlled studies. The pooled sample of participants was 1717. The results showed that mothers who participated in integrated treatment programmes were significantly less likely to have the children removed from their care (Odds Ratio (OR)?=?0.40, 95% CI?=?0.27, 0.61), more likely to complete substance use treatment (OR?=?3.01, 95% CI?=?1.79, 5.06), and more likely to reduce their alcohol consumption (Standardised Mean Difference (SMD)?=??0.40, 95% Cl?=??0.78, ?0.01) and drug use (SMD?=??0.30, 95% CI?=??0.53, ?0.07). However, non-significant reductions were observed for parent–child conflict (SMD?=??0.35, 95% CI?=??0.72, 0.03) and child abuse risk (SMD?=??0.03, 95% CI?=??0.36, 0.31). While the findings from this review suggest that mothers involved in integrated treatment programmes could potentially be less likely to experience out-of-home child placements and more likely to improve substance use treatment outcomes, little evidence exists for the effectiveness of these interventions. Further research, particularly high-quality RCTs, is required to demonstrate and persuade health and public policy on the far-reaching value of the integrated approaches.