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991.
Depression and the perception of reinforcement 总被引:1,自引:0,他引:1
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Ss reported visibility fluctuations in a luminous target consisting of small, medium, and large circles. Each S had previously learned a response to each of the three circles. The experimental group learned two words which were free associates of each other and a third unrelated word. The control group learned three unrelated words. Concurrent visibility for the pair of circles associated with related words was greater than for the pairs associated with unrelated words. Thus word associations influence perception of stimuli for which the words are responses. 相似文献
995.
Matthew Hugh Erdelyi Shira Finkelstein Nadeanne Herrel Bruce Miller Jane Thomas 《Cognition》1976,4(4):311-319
Recent experiments indicate that recall of pictures, unlike recall of words, may increase (hypermnesia) with time and effort. This study demonstrates that by recoding word inputs into ‘mental pictures’, i.e., images, subjects can transform inert word lists into hypermnesic ones. Thus, when word inputs are recoded into images, recall increases over time, and resembles in other respects the recall of pictures. 相似文献
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This study examined the relation between number conservation and attention to number, density, and length or area in kindergarteners (age 5 years, 8 months) and third graders (age 8 years, 11 months). Attention was assessed by the dimensional preference technique, using triads. Both the attention and conservation tasks included stimulus factors known to facilitate or hinder conservation: small or large numbers of objects, nonlinear or linear arrays, and trials ordered from easiest to hardest, hardest to easiest, or randomly. The number of objects and type of array affected both tasks similarly and there was an order effect in the attention task. There was an increase in attention to number from kindergarten nonconservers to kindergarten conservers to third-graders. Possible developmental interactions between attention and conservation were suggested. 相似文献
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This study compared provoked and spontaneous one-to-one correspondence along with two tasks having more perceptual support for correspondence. These four levels of correspondence appeared in a conservation of number condition and two conservation-related conditions (a partially static array or a static array). There were two sets of stimuli (toy animals or corks) in each condition. In opposition to Piaget's predictions, the four levels of correspondence did not differ in difficulty for kindergarteners. There was a strong order effect (p<.001) in the direction of increasing conservation over the eight trials. There was some evidence that the standard conservation condition was easier than the other two conditions. Implications for Piaget's theory are discussed. 相似文献
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Depressed and nondepressed subjects were given escapable, inescapable, or no noise. Then, their perceptions of reinforcement contingencies in skill and chance tasks were assessed. Depressed-no noise and nondepressed-inescapable noise subjects exhibited smaller decreases in expectancy following failure in skill, but not in chance, than nondepressed-no noise subjects. So, depression and inescapable noise both produced perception of failure in skill as response-independent. Contrary to predictions, neither depression nor inescapable noise had a significant effect on increases in expectancy after success. These results partially support the learned helplessness model of depression which claims that a belief in independence between responding and reinforcement is central to the etiology and symptoms of depression in man. 相似文献
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