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861.
The role of emotion in complex decision-making can be assessed on the Iowa Gambling Task (IGT), a widely used neuropsychological measure that may tap a different aspect of executive function than that assessed by conventional measures. Most notably, the 'feeling' about which decks are good or bad, often described in relation to IGT performance, seems reminiscent of decision-making based on intuition-linked to a long history of research in decision-making contrasting the 'intuition' versus 'reasoning' styles of problem solving. To test the claim that the performance on the IGT relies more on emotion-based learning than conventional executive resources for normal performance, a group of participants completed the IGT simultaneously with one of two secondary-tasks, one of which (random number generation) is known to load executive resources. A third group performed the IGT with no secondary-task. If performance on the IGT requires the properties associated with intuitive operations, then participants should either show no disruption when completing a secondary-task, or at least show no selective disruption on a secondary-task that loads for executive function. The rate of learning in the three groups was not significantly different. This suggests that the sorts of cognitive resources loaded by traditional executive tasks such as random number generation do not overlap, in the cognitive architecture, with the emotion-based learning skills that are required for Iowa Gambling Task performance. The findings of the present study are also consistent with a previous claim of the Iowa group that emotion-based learning and working memory resources are doubly dissociable. 相似文献
862.
Roth PL Van Iddekinge CH Huffcutt AI Eidson CE Bobko P 《The Journal of applied psychology》2002,87(2):369-376
Previous studies of standardized ethnic group differences in the employment interview have shown differences to be relatively small. Unfortunately, many researchers conducting interview studies have not considered the issue of range restriction in research design. This omission is likely to lead to underestimates of standardized ethnic group differences (d) when the interview is considered as an initial screening device or used in combination with other initial screening devices. The authors found that 2 forms of a behavioral interview were associated with standardized ethnic group differences of .36 and .56 when corrected for range restriction. These differences are substantially larger than previously thought and demonstrate the importance of considering a variety of study design characteristics in obtaining the appropriate parameter estimates. 相似文献
863.
Functional equivalence and stimulus equivalence classes were established, reversed, and tested for stability with college students. Functional stimulus classes were established using a task in which students were trained to say nonsense words in the presence of arbitrarily assigned sets of symbols. Computer-controlled speech-recognition technology was used to record and analyze students' vocal responses for accuracy. After the establishment of stimulus classes was demonstrated with a transfer-of-function test, the effects of reversing selected baseline simple discriminations were assessed during an additional transfer-of-function test and a follow-up test that occurred several weeks later. With the same students, stimulus equivalence classes were established and demonstrated with computerized matching-to-sample procedures. The effects of reversing selected baseline conditional discriminations also were assessed during a postreversal equivalence test and a follow-up test. Both functional stimulus classes and stimulus equivalence were sensitive to contingency reversals, but the reversals with stimulus equivalence closses affected stimulus class organization whereas reversals with functional stimulus classes did not. Follow-up performances were largely consistent with the original baseline contingencies. The similarities and differences between stimulus equivalence and functional equivalence are related to the specific contingencies that select responding in the presence of the stimuli that form the classes. 相似文献
864.
Bloodstein O 《Journal of Fluency Disorders》2002,27(2):163-6, quiz 166-7
EDUCATIONAL OBJECTIVES: The reader will learn about and be able to describe (1) the characteristics of incipient stuttering, (2) how it differs from stuttering in older children, and (3) the relationship of such early stuttering to developing language skills. 相似文献
865.
This experiment investigated how contextual cues affect recognition of conspecific odors in laboratory rats (Rattus norvegicus). Rats received 5 encounters with the same odor in the same context. For the 6th test encounter, all rats received a simultaneous presentation of the original odor and a novel odor. The authors tested 1 group of rats (context same) in the same context as before. For the remaining 2 groups, the test encounter was in a different context that 1 group (context different) had experienced but that 1 group (context novel) had not. A significant preference to investigate the novel odor by context-same and context-different rats, but not by context-novel rats, suggests that odor recognition can occur following transfer to a different, but familiar, test context, indicating a lack of context specificity. 相似文献
866.
We systematically manipulated social proximity to examine its influence on multiple topographies of aggression. Aggression occurred at high levels during close-proximity sessions and at low levels during distant-proximity sessions even though social contact was presented continuously during both conditions. Topographies of aggression emerged sequentially across the close-proximity sessions, and all topographies were reduced to zero following extended sessions of this condition. 相似文献
867.
This study examined gender differences in children's responses to animated scenes from an action adventure versus a sad film, and to animated previews of a prototypical male versus female movie. Females were more likely than males to express sadness in response to the sad scene, and gender differences in intensities of sadness increased with age. Children were much more likely to stereotype the male preview as most liked by other boys, whereas the majority of children perceived the female preview as liked by either gender equally. In terms of enjoyment of the male and female previews, gender differences in enjoyment of the male preview were apparent only among children who perceived the film as more appealing to boys, and gender differences in enjoyment of the female preview were apparent only among children who perceived the film as more appealing to girls. Implications for children's programming are discussed. 相似文献
868.
869.
870.
David Litalien Oliver Lüdtke Philip Parker Ulrich Trautwein 《Motivation and emotion》2013,37(3):444-456
Using self-determination theory as a theoretical framework, this study examines the associations between autonomous goal regulation and subjective well-being (life satisfaction, positive and negative affect, self-esteem) during the post-school transition. The sample consisted of 2,284 academic track students (62 % female) in Germany who answered a questionnaire at the end of high school and again 2 years later, allowing us to differentiate three post-school trajectories (university, vocational training, not in education). Structural equation modeling showed that autonomous goal regulation measured at Time 1 positively predicted Time 2 life satisfaction, positive affect, self-esteem, and autonomous goal regulation and negatively predicted negative affect, controlling for construct stability. However, subjective well-being indicators at Time 1 did not predict autonomous goal regulation at Time 2. Multigroup analyses indicated comparable associations between goal regulation and subjective well-being across groups, highlighting the strength and generalizability of the effect of autonomous goal regulation on subjective well-being during the post-school transition. 相似文献