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排序方式: 共有163条查询结果,搜索用时 15 毫秒
61.
Chao Liu Twila Tardif Haiyan Wu Christopher S. Monk Yue-Jia Luo Xiaoqin Mai 《Brain and language》2013
When asked to judge the membership of typical (e.g., car) vs. atypical (e.g., train) pictures of a category (e.g., vehicle), native English (N = 18) and native Chinese speakers (N = 18) showed distinctive patterns of brain activity despite showing similar behavioral responses. Moreover, these differences were mainly due to the amount and pervasiveness of category information linguistically embedded in the everyday names of the items in the respective languages, with important differences across languages in how pervasive category labels are embedded in item-level terms. Nonetheless, the left inferior frontal gyrus and the bilateral medial frontal gyrus are the most consistent neural correlates of category typicality that persist across languages and linguistic cues. These data together suggest that both cross- and within-language differences in the explicitness of category information have strong effects on the nature of categorization processes performed by the brain. 相似文献
62.
63.
Isobel A. Heck Nadia Chernyak David M. Sobel 《Journal of cognition and development》2013,14(5):568-592
ABSTRACTYoung children are remarkably compliant with social norms, especially those governing fairness and equality. Yet children also frequently observe and face opportunities to violate those social norms, particularly in situations in which doing so is self-beneficial. In 3 studies, we investigated the conditions under which children adhere to social norms using a novel resource distribution paradigm in which children met an experimenter who expressed either a norm-consistent (equal distribution) or norm-inconsistent (unequal distribution) intention. In Experiment 1, we found that preschoolers generally complied with an experimenter’s intention, regardless of its norm consistency. In Experiment 2, the experimenter again expressed a norm-consistent or norm-inconsistent intention but accidentally placed resources in the opposite distribution of that intended. Preschoolers mostly defaulted to the social norm of fairness. However, they were less likely to do so (and more likely to comply with the norm-violating experimenter) when the inequality was self-benefitting. The likelihood of norm defiance in the face of self-benefit appeared to relate to children’s affective perspective taking. In Experiment 3, we found that training preschoolers in affective perspective taking increased the likelihood children would defy a norm-violating experimenter’s unfair intention. Thus, although preschoolers were generally compliant, both fairness norms and affective perspective taking served as important mechanisms to help children selectively defy adults’ instructions and intentions. 相似文献
64.
Nadia Bruschweiler-Stern 《Psychoanalytic Inquiry》2017,37(4):220-227
ABSTRACTIn a persistent quest for understanding of what animates life and produces human experience, Daniel Stern was able to put the unspeakable into words. Impregnated with the world of childhood, he described the Forms of Vitality, rendering as never before the ubiquity of the music of life that animates and underlies the unfolding of movement and action. This concept opens new horizons for many disciplines.Examples will describe advances in neuroscience or for the diagnosis of autism, as well as the essential function of human relationships in early development. 相似文献
65.
Although research has shown that social exclusion undermines well-being, past work has focused primarily on complete and unambiguous social exclusion in which all people in a situation exclude one individual. Might the presence of an inclusive other buffer individuals against the deleterious consequences of social exclusion? The present research investigates a novel situation, one-person exclusion, in which one person includes while another excludes. Participants played a virtual ball-tossing game in which they experienced two-person exclusion, one-person exclusion, or inclusion. Inclusive others did not buffer against the consequences of exclusion; experiencing one-person exclusion (vs. inclusion) led to perceived exclusion and lessened belongingness, similar to two-person exclusion. Moreover, instead of perceiving includers as a form of support, paradoxically, participants inaccurately believed that inclusive others had engaged in exclusion. These findings suggest that one-person exclusion is sufficient to elicit negative outcomes and that inclusive bystanders may be perceived as part of the exclusion. 相似文献
66.
Harriet R. Tenenbaum Darryl B. Hill Nadia Joseph Erin Roche 《British journal of psychology (London, England : 1953)》2010,101(1):137-154
Two studies investigated the development of children's gender knowledge using a procedure designed to tap into children's unconventional gender beliefs. Study 1 revealed a developmental progression with 34 3‐ to 4‐year‐old children providing more unconventional reasons than conventional reasons to explain the gender of a series of drawings. By contrast, 39 5‐ to 6‐year‐old and 42 7‐ to 8‐year‐old children provided more conventional than unconventional reasons. Study 2 found that a second sample of 42 3‐ to 4‐year‐old children mastered a close‐ended assessment of gender stereotyping, while they relied on unconventional and conventional reasoning equally when explaining the gender of a series of drawings displaying conventional cues only. This research supports the model that children's conventional gender schemas do not develop before their unconventional gender schemas. 相似文献
67.
Timothy R. Broady Gerard J. Stoyles Kim McMullan Peter Caputi Nadia Crittenden 《Journal of child and family studies》2010,19(5):559-571
We sought to provide a new framework for understanding the training and ongoing support of foster parents. The experiences
of authorized foster parents were viewed in the context of an experiment, whereby foster parents entered an out-of-home care
placement with preconceived ideas and expectations of what the provision of care would be like. We have investigated the experience
of foster care from the perspective of the foster parent who tests expectations of providing care as one might conduct any
experiment. Focus group discussion yielded five global domains of foster care experience: birth family, motivation, agency
influences, relationship impacts, and attachment. Foster carers commonly described these domains as central to the overall
experience of providing foster care. Furthermore, specific experiences within each domain were seen to either encourage or
discourage the further provision of foster care. Individual interviews regarding the practical experiences related to these
domains uncovered struggles of foster parents who sought to understand their role identity as a “foster parent”, and their
self identity as a “mother”. We discuss implications arising from the experience of these domains of care and their related
struggles. 相似文献
68.
Isella V Mapelli C Morielli N Pelati O Franceschi M Appollonio IM 《Behavioural neurology》2008,19(1-2):59-63
The "frontal aging hypothesis" predicts that brain senescence affects predominantly the prefrontal regions. Preliminary evidence has recently been gathered in favour of an age-related change in a typically frontal process, i.e. decision making, using the Iowa Gambling Task (IGT), but overall findings have been conflicting. Following the traditional scoring method, coupled with a qualitative analysis, in the present study we compared IGT performance of 40 young (mean age: 27.9+/-4.7) and 40 old (mean age: 65.4+/-8.6) healthy adults and of 18 patients affected by frontal lobe dementia of mild severity (mean age: 65.1+/-7.4, mean MMSE score: 24.1+/-3.9). Quantitative findings support the notion that decision making ability declines with age; moreover, it approximates the impairment observed in executive dysfunction due to neurodegeneration. Results of the qualitative analysis did not reach statistical significance for the motivational and learning decision making components considered, but approached significance for the attentional component for elderly versus young normals, suggesting a possible decrease in the ability to maintain sustained attention during complex and prolonged tasks as the putative deficit underlying impaired decision making in normal aging. 相似文献
69.
学前儿童对“知道”和“会”的认知 总被引:1,自引:0,他引:1
72名3至5岁儿童接受了陈述性知识和程序性知识的学习任务,探查他们在获得新知识前后对自己是否“知道”和 “会”的认知和知识获取方式的认知 。结果显示,有部分学前儿童在不知道或不会的情况下报告自己“知道”或“会”,对自己的判断倾向于作出肯定回答;在学习新知识之后,学前儿童对自己是否“知道”的认识要比是否“会”的认知准确;儿童对陈述性知识的获取方式的认识好于程序性知识,3岁儿童对知识获取方式的认识存在困难。 相似文献
70.
Roger Lcuyer Sophie Berthereau Amel Ben Taïeb Nadia Tardif 《Infant and child development》2004,13(4):287-300
Previous research has demonstrated infants' capacity to discriminate between situations in which all the objects successively hidden behind a screen are present, or not, after the removal of the screen. Two types of interpretation have been proposed: counting capacity or object memorization capacity. In the usual paradigm, the missing object in the impossible event is usually the last object which is placed behind the screen. Following this, a third interpretation can be offered: infants' exploration is first directed to this object's location, and its presence or absence is noticed. Two experiments using Wynn's (Nature 1992; 358 :749) paradigm were performed to test the third hypothesis. The first experiment involved four objects (teddy bears) placed in four squares. Infants looked longer at the impossible event (3 objects, the last one missing) than at the possible event (4 objects) when the impossible event was presented first. No difference in looking duration was observed for the opposite order. In the second experiment, the four objects were disposed in a line and an eye‐tracking system was used. No difference in the number of looks was observed between the impossible event (3 objects, the second one missing) and the possible event (4 objects). Therefore, it appears that at least in this complex situation (4 objects used instead of 2 usually), the location of the missing object is a key factor for event discrimination. Eye‐tracking also indicated in the second experiment that infants looked less at the second location during an impossible event (object missing) than during the possible event (object present), indicating that the impossibility of the event was not a determining factor for looking durations. Altogether, the data indicate the potential usefulness of eye‐tracking analysis in this type of situation. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献