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John M. Robertson Mary Moore Vandendorpe Paul J. Cody Celia Jaes Falicov 《Sex roles》1995,32(5-6):423-426
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Tim Valentine Viv Moore 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1995,48(4):849-878
The effects of the frequency of a surname in the population and of the distinctiveness of a face on the latency to name famous faces were explored. Distinctive faces were named more quickly than were typical faces. Celebrities with low-frequency surnames were named faster than celebrities with high-frequency surnames, but only if their faces were distinctive. Subsequent experiments showed that the effect of surname frequency could not be attributed to differences in the articulatory onsets of the surnames and was not present in a task that did not require a naming response. Experiments in which surnames were taught to previously unfamiliar faces showed that familiar surnames (e.g. the surnames of celebrities) were produced more rapidly than were unfamiliar surnames. If familiar surnames were taught, no effect of surname frequency was observed. It is concluded that lexical access to peoples' names is frequency sensitive—surnames shared by few individuals are accessed faster than are high-frequency surnames. However, when learning names to unfamiliar faces, familiar surnames (i.e. the surnames of people already known to the subject) are learned and accessed more quickly than unfamiliar surnames. 相似文献
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Two experiments tested McGarrigle and Donaldson's (1975) claim that the intentionality of the experimenter's action in performing the transformation in number conservation tasks misleads competent children into performance errors. In the first experiment, their naughty teddy paradigm for presenting ‘accidental’ transformations was replicated and extended by including transformations that altered number as well as ones that left number unchanged. Results with 5-year-olds showed that the naughty teddy procedure promoted inappropriate conservation with additions as well as appropriate conservation with length changes for small numbers of items (four). With larger numbers (seven) the naughty teddy effect was not apparent at all. It was concluded that the children were distracted by the teddy bear so they tended to judge the final display according to appearance-based strategies, such as counting, subitizing, and length. A new paradigm was devised to test the McGarrigle and Donaldson (1975) hypothesis more adequately. Intentionality was bypassed by giving th children explicit reason to doubt the validity of the experimenter's intention as a cue to the required answer. Conservation tasks were set in the context of a game in which the experimenter was said to be trying to trick the child. The child had to be on guard for the tricks. Results showed that, even under these conditions, 5-year-olds do confuse number with length. The results conformed closely to Siegler's (1981) characterization of conservation development in terms of movement from appearance-based strategies towards transformational strategies. It was concluded that the study of context will be best continued in relation to analyses of the knowledge and strategies children have available in a task. 相似文献