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61.
The purpose of this study was to investigate the effects of aging and the role of augmented visual information in the acquisition of a new bimanual coordination pattern, namely a 90° relative phase pattern. In a pilot study, younger and older adults received augmented visual feedback in the form of a real-time orthogonal display of both limb movements after every fifth trial. Younger adults acquired this task over three days of practice and retained the task well over periods of one week and one month of no practice while the older adults showed no improvement at all on the task. It was hypothesized that the amount of augmented information was not sufficient for the older adults to overcome the strong tendency to perform natural, intrinsically stable coordination patterns, which consequently prevented them from learning the task. The present study evaluated the age-related role of augmented visual feedback for learning the new pattern. Participants were randomly assigned within age groups to receive either concurrent or terminal visual feedback after every trial in acquisition. In contrast to the pilot study, all of the older adults learned the pattern, although not to the same level as the younger adults. Both younger and older adults benefitted from concurrent visual feedback, but the older adults gained more from the concurrent feedback than the younger adults, relative to terminal feedback conditions. The results suggest that when learning bimanual coordination patterns, older adults are more sensitive to the structure of the practice conditions, particularly the availability of concurrent visual information. This greater sensitivity to the learning environment may reflect a diminished capacity for inhibitory control and a decreased ability to focus attention on the salient aspects of learning the task. 相似文献
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Attachment to the Missing Object: Infidelity and Obsessive Love 总被引:1,自引:0,他引:1
Lucinda Mitchell Ph.D. 《Journal of Applied Psychoanalytic Studies》2000,2(4):383-395
In an object relations study on infidelity and obsessive love, the author observes that in relationships marked by chronic, repetitive infidelity and obsession, the lover is enamored with that which they can not have and that the psychological development of such individuals may have been traumatized by early attachment disturbances in the primary dyad. Tenacious, unsatisfying love-attachments as seen in sexual addictions and obsessional love may result from the internalization of an absent or intermittent object relationship—a morbid attachment to the missing object of infancy. Such patients often demonstrate depressive/addictive traits and schizoid defenses and typically have difficulty forming an attachment bond with the analyst, perceiving the analyst as a dangerous, rejecting agent who will recapitulate the original trauma. In the clinical case of Gretchen, the author uses Winnicott's (1960) concept of holding to create a progressive therapeutic bond, as toxic resistant forces are gradually resolved. 相似文献
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Stephanie?G.?Murdock Robert?E.?O’NeillEmail author Echo?Cunningham 《Journal of Behavioral Education》2005,14(1):5-18
There is currently controversy over the validity and applicability of functional behavioral assessment (FBA) procedures with students with emotional/behavioral disorders (E/BD). A set of FBA procedures, including teacher and student interviews and direct classroom observations, were carried out with eight students with disabilities (7 classified E/BD, one classified LD). Results indicated that when all three methods (teacher/student interviews, classroom observations) yielded a ranking for a function they agreed 64% of those occasions. For those situations in which there was overall disagreement there was agreement between teacher interview and classroom observations most of the time. Social validity data indicated that both students and teachers felt that the assessment procedures were a useful and productive process. 相似文献
68.
This article presents an approach to graduate (and professional) training that views becoming an ethical psychologist as an acculturation process. J.W. Berry's (1980, 2003) model of acculturation strategies is used as a framework for understanding ethical acculturation, a developmental process during which students can use several types of adaptation strategies. Students enter training with their own moral value traditions and concepts but are confronted with new ethical principles and rules, some of which may be inconsistent with their ethics of origin. The article explores several applications of the framework to ethics courses, practicum supervision, and other areas of training. 相似文献
69.
In a first stage of training, participants learned to associate four visual cues (two different colors and two different shapes)
with verbal labels. For Group S, one label was applied to both colors and another to both shapes; for Group D, one label was
applied to one color and one shape, and the other label to the other cues. When subsequently required to learn a task in which
a given motor response was required to one of the colors and one of the shapes, and a different response to the other color
and the other shape, Group D learned more readily than Group S. The task was designed so that the associations formed during
the first stage of training could not generate differential transfer to the second stage. The results are consistent, however,
with the proposal that training in which similar cues are followed by different outcomes will engage a learning process that
boosts the attention paid to features that distinguish these cues. 相似文献
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Schmitt DP Alcalay L Allik J Angleitner A Ault L Austers I Bennett KL Bianchi G Boholst F Borg Cunen MA Braeckman J Brainerd EG Caral LG Caron G Casullo MM Cunningham M Daibo I De Backer C De Souza E Diaz-Loving R Diniz G Durkin K Echegaray M Eremsoy E Euler HA Falzon R Fisher ML Foley D Fry DP Fry S Ghayur MA Golden DL Grammer K Grimaldi L Halberstadt J Haque S Herrera D Hertel J Hoffmann H Hooper D Hradilekova Z Hudek-Kene-evi J Jaafar J Jankauskaite M Kabangu-Stahel H Kardum I Khoury B 《Journal of personality and social psychology》2004,86(4):560-584