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111.
James D Wiggins Doris A Lederer Andrea Salkowe Gail S Rys 《Journal of Vocational Behavior》1983,23(1):112-121
Tested personality-environment congruence and differentiation, singly and in combination, as measured by the Vocational Preference Inventory (J. L. Holland, Palo Alto, California, Consulting Psychologists Press, 1977b), were predictive of reported job satisfaction for teachers employed in five subject matter areas. Time-related variables and sex were not significantly related to the job satisfaction measure used in the study. 相似文献
112.
113.
Similarity information versus relational information: differences in the time course of retrieval 总被引:1,自引:0,他引:1
Two experiments are reported that examine the time course of retrieval in a sentence matching procedure. Subjects learned lists of active and passive sentences and were tested with sentences in active or passive, correct or incorrect versions; for example, if "John hit Bill" was a studied sentence, "Bill hit John" would be an incorrect active test sentence. A response signal procedure was used so that accuracy could be measured as a function of time. The data show that sentences containing words from studied sentences are discriminable early in processing from sentences containing all new words, but discrimination of correct from incorrect versions of studied sentences occurs only later in processing (after 600-700 ms). These results demonstrate that different kinds of information are available at different points during the time course of retrieval and so suggest that modifications are required of models that provide only a unitary value for the amount of match between a test probe and information in memory. Early in processing, the growth of accuracy can be explained by a simple model that assumes independent contributions to total amount of match for each of the content words of a sentence, but this independent processing model cannot account for discrimination later in processing. Several, more general, memory models are examined with respect to their abilities to produce independent item information early in processing and relational information later in processing. 相似文献
114.
A critical examination of the concept of gender 总被引:1,自引:0,他引:1
Although psychologists have become increasingly interested in such areas as sex differences, gender identity, and sex roles, the concept of gender remains ill defined. We undertake a critical review of this concept and try to show that (a) if the term gender is taken to refer to a set of biological and psychological variables which are related to one another in a complex way, and (b) if gender differences are treated as differences in degree and not in kind, then the concept of gender can be used in a meaningful way to make sense of the things we observe about people.This article is based in part on a symposium entitled Psychosexual Development and the Nature of Androgyny presented at the annual meeting of the Association for Women in Psychology, Pittsburgh, March 1978. Since both authors contributed equally to the conceptualization and writing of this paper, the order of authorship was determined by the toss of a coin. The authors would like to thank James Laird, Dennis Wixon, and Roger Bibace, Clark University, who read and commented on an earlier draft of this paper, and several anonymous reviewers whose comments helped us to clarify our presentation. 相似文献
115.
An outcome-expectancy mediation theory of learning was tested in a series of transfer experiments with pigeons. The principal technique employed was a delayed two-choice conditional discrimination in which the subject's correct choice yielded a food reward on one kind of trial and a feedback tone on the other. According to the theory, this task engenders two-link mediational chains in that each conditional cue controls a particular outcome expectancy (S-E link) and the expectancy, in turn, cues a specific choice response (E-R link). Relative to the hypothetical mediators established by preceding training, transfer problems required either the same mediational chains, the alteration of one link in each chain, or the alteration of both links in both chains for optimal performance. The results of four separate transfer experiments confirmed detailed theoretical predictions, including that of an unusual nonmonotonic transfer effect. The relation of the present theory to earlier mediation theories is discussed. 相似文献
116.
Three cases of semantic aphasia are reported. Computerized brain tomography showed bilateral temporo-parieto-occipital junction hemorrhages in one patient, and left parieto-occipital junction infarctions in the other two patients. The auditory comprehension defect of the three patients was characterized by preserved understanding of single words and impaired understanding of grammatically complex constructions. It is suggested that this comprehension defect reflects an inability to fully grasp the meaning of words and grammatical constructions imbued with spatial or quasi-spatial significance. Each of the three patients showed a complex spatial disorder that included constructional apraxia, spatial agnosia, and elements of Gerstmann's syndrome. The aphasic as well as the spatial disorder of semantic aphasics may be manifestations of a common defect in the perception of spatial relationships produced by left temporo-parieto-occipital region damage. 相似文献
117.
118.
Gail G. McGee Patricia J. Krantz Lynn E. McClannahan 《Journal of applied behavior analysis》1985,18(1):17-31
In a comparison of incidental teaching and traditional training procedures, three language-delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed children. 相似文献
119.
R Ratcliff G McKoon M Verwoerd 《Journal of experimental psychology. Learning, memory, and cognition》1989,15(3):378-387
In a typical perceptual identification task, a word is presented for a few milliseconds and masked; then subjects are asked to report the word. It has been found that an earlier presentation of the test word will improve identification of the test word by as much as 30%. In addition, this facilitation has been shown to be preserved under amnesia. In this article we examine a fundamental question: Is the facilitation the result of bias toward the earlier presented item, an improvement in perceptual sensitivity, or both? The experiments presented here use a forced choice procedure to show that prior presentation of an item biases the subject to choose that item but does not improve discriminability. This result is obtained when the distractor items are visually similar to the target items. When distractors are dissimilar, earlier presentation affects neither bias nor discriminability. Two models of word identification are examined in light of the bias effects, and implications for understanding savings in amnesia are also examined. 相似文献
120.