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151.
This is the second half of Dr. May's article, “Toward the Understanding of Anxiety,” the first portion of which appeared in the March issue.  相似文献   
152.
Pastoral Psychology -  相似文献   
153.
Four investigations were carried out to assess the feasibility of using eye movement measures as indices of mental workload. In the first experiment, saccadic extent was measured during free viewing while subjects performed low, moderate and high complexity, auditory tone counting as the workload tasks. The range of saccadic extent decreased significantly as tone counting complexity (workload) was increased. In the second experiment the range of spontaneous saccades was measured under three levels of counting complexity with a visual task that did not require fixation or tracking. The results indicated that the extent of saccadic eye movements was significantly restricted as counting complexity increased. In the third experiment, the effects of practice were examined and decreased saccadic range under high tone counting complexity was observed even when significant increases in performance occurred with practice. Finally, in experiment 4, the first experiment was repeated with additional optokinetic stimulation and the saccadic range was again observed to decrease with tone counting complexity. The results indicated that the extent of spontaneous and elicited eye movements was significantly restricted as counting complexity increased. We conclude that this measure may provide a valuable index of mental workload.  相似文献   
154.
Behavioral commitment levels of group members were examined under conflict of interests between individual and collective tasks in a work-group scenario. Commitment was conceptualized as the amount of time and effort resources that individuals chose to allocate to the group task. Seventeen groups of three allocated 100 time and effort resource units to individual and group tasks for each of four trials. The level of commitment to group work increased, partially because over-rewarded persons increased group contributions more than underrewarded persons decreased them. However, the variance of allocations to the group task did not decrease over trials. Potential implications of the findings for organizational research and practice concerning work groups are discussed in terms of the roles of equity, comparative referent use, and information exchange.  相似文献   
155.
In two studies, we compared the size of the spatial discrepancies made by young, good and poor readers when locating patterns in space. In the first study, each child was asked to point to the location of a briefly displayed pattern in a 7 x 7 matrix, and the discrepancy between the target's location and the child's response was recorded. The pattern was either a shape or a letter, and the target appeared at nine distances from the middle of the display. The discrepancies made by both groups of children increased with eccentricity, but the rate of increase was significantly greater for the poor readers. The second study required that two temporally and spatially separated target patterns be located on each trial. The discrepancies between their positions and the positions specified by the children were recorded for each target as a function of its eccentricity, and the results for both targets were similar to those obtained in the first study. That is, the discrepancies made by both groups of children increased with eccentricity, but the rate of increase was significantly greater for the poor readers. It was argued that the results of both studies are consistent with the hypothesis that poor readers are handicapped by a low-level processing or perceptual deficiency in the visual encoding system.  相似文献   
156.
Development of three component skills in reading Chinese was examined in primary school children in Hong Kong. Feature analysis skills, syntax knowledge, and semantic analysis skills were found to differ in their contribution to reading proficiency at different grades. Visual processing skill was not at all a good predictor for reading proficiency, but the phonological access skill was important in predicting children's reading proficiency before grade three. It was an ineffective predictor beyond grade three. Skill in semantic analysis, on the other hand, was insignificant as a predictor at younger grades but it became an important predictor after grade two. Syntax knowledge was an important predictor of reading proficiency in the first grade and remained a significant predictor of reading proficiency right up to grade six. The present data support the idea that some preliminary component processes of reading may become automatic with increasing experience in reading and that this automatization of component processes will leave more resource capacity for higher-order analyses. Chinese reading shares much in common with English reading in terms of the component processes involved at different stages of reading proficiency.  相似文献   
157.
Implicit and explicit memory bias in anxiety   总被引:6,自引:0,他引:6  
Previous investigations of recall and recognition for threatening information in clinically anxious subjects have yielded equivocal results. The present study contrasts implicit (word completion) with explicit (cued recall) memory and shows that indices of bias for emotional material derived from the two types of memory are independent of one another. The explicit measure was correlated with trait anxiety scores, but did not clearly distinguish between subjects with clinical anxiety states and normal control subjects. On the implicit memory measure, clinically anxious subjects produced more threat word completions, but only from a set to which they had recently been exposed. These results are taken as evidence that internal representations of threat words are more readily or more persistently activated in anxiety states, although they are not necessarily better elaborated.  相似文献   
158.
Two experiments were conducted to study the effects of expectanices about test format (recall versus recognition) upon the retention of information from prose. In each study subjects expecting recall recalled better than those expecting a multiple-choice test. Serial position analysis in Experiment 1 suggested differential use of study time in groups expecting different types of test. Examination of study time use in Experiment 2 indicated that subjects expecting multiple-choice showed greater variability in the use of time spent reading prose segments. They were also more likely to employ idiosyncratic orders of reading segments. In general the results seem compatible with the theoretical model of Gillund and Shiffrin (1984) emphasizing the ratio of two types of coding.  相似文献   
159.
160.
Identity integration among bicultural individuals refers to the perception that their two cultural identities are compatible. Previous research has shown that identity integration is likely to lead to enhanced creativity. However, this research was conducted among first‐ and second‐generation immigrants, but not among mixed‐race individuals. The current research examined identity integration and creativity among mixed‐race individuals. We also explored the role of integrated identity experiences at home. We found that identity integration was related to increases in creativity; and this was partly mediated via integrated identity experiences at home. Our findings suggest that positive bicultural experiences at home may create a context for the individual to integrate their biracial identities; and this is ultimately beneficial for creativity.  相似文献   
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