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271.
Wiley J Mason RA Myers JL 《Journal of experimental psychology. Learning, memory, and cognition》2001,27(5):1238-1249
In 4 experiments, the authors investigated the accessibility of potential antecedents that were either referents or nonreferents of categorical anaphors using several methodologies. In 2 preliminary experiments, using an immediate probe recognition task, the authors replicated previous findings of inhibition for nonreferents following categorical anaphors. In Experiments 1-3, naming times to nonreferent probes were inhibited, but only at a delay and at the end of the sentence. Eye movements were monitored in Experiment 4, and reading times were found to be slower in end-of-sentence regions following the remention of the nonreferent but not on the nonreferent itself. These results suggest that decreases in nonreferent accessibility are due to postanaphoric processes, such as integrating the nonreferent into the discourse structure, and are not due to more immediate changes in activation occurring as part of the resolution process. Further, some inhibition effects may result from the use of probe tasks that require decisions. 相似文献
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Henry D. Mason 《Journal of Psychology in Africa》2019,29(1):67-72
This exploratory study examined students’ conceptions of factors that enhance the use and application of academic learning and study strategies (LSS). A qualitative approach was used to explore the conceptions of 23 first-year university students (female = 14; age range = 18–24 years). Data were collected using unstructured interviews and narrative sketches. Thematic analysis revealed three themes; namely clarity, emotional intelligence, and life circumstances. LSS clarity showed that knowledge of the self as a learner and well-defined educational goals can enhance engagement in the academic study process. Emotional intelligence as LSS referred to the importance of self-management and emotional regulation; while life circumstances in LSS emphasised the impact of real world challenges that affect the learning process. Student development counselling for LSS should consider the extent to which students have a sense of clarity, emotional intelligence, and life orientation important for their education success. 相似文献
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Alice Mason Casimir Ludwig Simon Farrell 《Quarterly journal of experimental psychology (2006)》2017,70(11):2306-2318
Reward is thought to enhance episodic memory formation via dopaminergic consolidation. Bunzeck, Dayan, Dolan, and Duzel [(2010). A common mechanism for adaptive scaling of reward and novelty. Human Brain Mapping, 31, 1380–1394] provided functional magnetic resonance imaging (fMRI) and behavioural evidence that reward and episodic memory systems are sensitive to the contextual value of a reward—whether it is relatively higher or lower—as opposed to absolute value or prediction error. We carried out a direct replication of their behavioural study and did not replicate their finding that memory performance associated with reward follows this pattern of adaptive scaling. An effect of reward outcome was in the opposite direction to that in the original study, with lower reward outcomes leading to better memory than higher outcomes. There was a marginal effect of reward context, suggesting that expected value affected memory performance. We discuss the robustness of the reward memory relationship to variations in reward context, and whether other reward-related factors have a more reliable influence on episodic memory. 相似文献
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Three individuals who exhibited self-injurious behavior (SIB) were exposed to sensory-integrative therapy. Prior to treatment, a functional analysis baseline was conducted to identify the motivational features of their SIB. One subject's SIB appeared to be an attention-getting response (maintained by positive reinforcement), which varied subsequently as a function of attention being either withheld or provided noncontingently during sensory-integration sessions. The 2nd subject displayed a pattern of responding suggestive of stereotypic SIB (maintained by automatic reinforcement), which paradoxically increased during sensory-integration sessions. The 3rd subject's SIB appeared to function as an escape response (maintained by negative reinforcement), and his behavior during sensory-integration sessions was similar to that observed during baseline sessions in which demands were not present. The SIB of all 3 subjects later was reduced when behavioral interventions were applied. The data presented raise questions about the active components of sensory-integrative therapy and the functional types of SIB for which it might be appropriate. 相似文献
279.
Preference paradigm: provides better self-stimulation reward discrimination than a rate-dependent paradigm 总被引:1,自引:0,他引:1
To obtain a better understanding of how well the Y-maze preference test paradigm indexes electrical brain stimulation reward, the present experiment compared the abilities of this rate-independent paradigm and a rate-dependent paradigm to assess the rewarding effectiveness of brain stimulation. The rate-dependent paradigm used was an operant chamber. The results showed that over a wide range of stimulation parameters the rate-independent paradigm provided a better assessment of the rewarding effectiveness of the brain stimulation than did the rate-dependent paradigm. 相似文献
280.
Selwyn Mason Malcolm H. Johnson Cheryl Woolley 《Journal of clinical psychology in medical settings》1999,6(3):239-248
Distraction is a strategy that has been shown to be effective and safe in the control of pain and distress. We assessed the utility of two simple distraction procedures for reducing children's pain and distress. Three conditions, control, brief film, and short story, were delivered during repeated medical procedures in a randomized sequence to eight young children with cancer. Scores on the Observational Scale of Behavioral Distress (OSBD-R) as well as observer ratings of overall behavioral distress showed that the short story procedure was more effective than either the control condition or the cartoon film. These results argue for the utility of simple parent–child interactive distraction tasks to ameliorate children's procedural distress. 相似文献