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11.
Muriel Boucart Fatima Naili Pascal Despretz Sabine Defoort-Dhellemmes Michèle Fabre-Thorpe 《Visual cognition》2013,21(6):839-858
Little is known about the ability of human observers to process objects in the far periphery of their visual field and nothing about its evolution in case of central vision loss. We investigated implicit and explicit recognition at two large visual eccentricities. Pictures of objects were centred at 30° or 50° eccentricity. Implicit recognition was tested through a priming paradigm. Participants (normally sighted observers and people with 10–20 years of central vision loss) categorized pictures as animal/transport both in a study phase (Block 1) and in a test phase (Block 2). In explicit recognition participants decided for each picture presented in Block 2 whether it had been displayed in Block 1 (“yes”/“no”). Both visual (identical) and conceptual/lexical (same-name) priming occurred at 30° and at 50°. Explicit recognition was observed only at 30°. In people with central vision loss testing was only performed at 50° eccentricity. The pattern of results was similar to that of normally sighted observers but global performance was lower. The results suggest that vision, at large eccentricity, is mainly based on nonconscious coarse representations. Moreover, after 10–20 years of central vision loss, no evidence was found for an increased ability to use peripheral information in object recognition. 相似文献
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Basic response–event relations can be difficult to demonstrate with individuals with profound multiple impairments who participate in adaptive switch programs. Numerous variables that impede learning and contribute to performance variability present challenges to assessment methods. As switch use may be the only operant under stimulus control with some individuals, however, improvement in assessment methods and measurement technology is important. In three case studies, response–event relations were examined in individuals who were provided with an adaptive switch that could activate an electronic leisure device. With two individuals, evidence of learning was assessed in a novel alternating‐treatments design. Switch use was compared under conditions in which switch closures produced activation and conditions in which closures deactivated the device. With the remaining individual, the effects of momentary activation by switch closure were compared to timed activation. Data were collected with a combination of data collection technologies. Whole‐session rate and response‐duration data provided some evidence of learning in all participants. Data also were converted into within‐session cumulative graphs, which aided data interpretation. The results demonstrate advances in assessment of learning in people with profound multiple impairments. Copyright © 2003 John Wiley & Sons, Ltd. 相似文献
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An historical review of authorship definitions and publication practices that are embedded in directions to authors and in
the codes of ethics in the fields of psychology, sociology, and education illuminates reasonable agreement and consistency
across the fields with regard to (a) originality of the work submitted, (b) data sharing, (c) human participants’ protection,
and (d) conflict of interest disclosure. However, the role of the professional association in addressing violations of research
or publication practices varies among these fields. Psychology and sociology provide active oversight with sanction authority.
In education, the association assumes a more limited role: to develop and communicate standards to evoke voluntary compliance.
With respect to authorship credit, each association’s standards focus on criteria for inclusion as an author, other than on
the author’s ability to defend and willingness to take responsibility for the entire work. Discussions across a broad range
of research disciplines beyond the social sciences would likely be beneficial. Whether improved standards will reduce either
misattribution or perceptions of inappropriate attribution of credit within social science disciplines will likely depend
on how well authorship issues are addressed in responsible conduct of research education (RCR), in research practice, and
in each association’s ongoing efforts to influence normative practice by specifying and clarifying best practices. 相似文献
20.
Jacques-Philippe Leyens Ginette Herman Muriel Dunand 《European journal of social psychology》1982,12(2):131-142
In order to examine audience effects when viewing firmed violence, 5 to 6 year old pre-school boys who had been rated as submissive by their teachers watched an aggressive or a neutral movie either alone, accompanied by another submissive classmate, or a dominant one. Subsequent aggression against a frustrating, unknown and unseen boy was delivered via a modified Buss machine, especially adapted for children. Subjects accompanied by a dominant peer were more aggressive than the others but did not react differentially to the movies. Subjects tested alone were more aggressive after the violent film than after the neutral one and the opposite pattern occurred for the boys accompanied by a submissive classmate. These findings stress the importance of the social context when viewing filmed violence. It is suggested that the quality of the audience can have different directional (e.g. fear and aggression) as well as energizing properties. Links with the literature on social facilitation and audience effects are underlined. 相似文献