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611.
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
612.
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
613.
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
614.
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
615.
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
616.
617.
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
618.
Oliver Genschow Arnd Florack Vikram S. Chib Shinsuke Shimojo Martin Scarabis Michaela Wänke 《Basic and applied social psychology》2013,35(3):298-315
In three studies, an easy-to-apply response time task that differentiates between recognition and approach speed was applied. The results indicate that individuals recognized and approached positive stimuli faster than negative stimuli (Pilot Study). But, when the choice options differed less in valence, approach movement time was a better predictor of consumer choice and willingness to pay than recognition time (Study 1) and a better predictor of consumer choice than self-reports when the choice was made with an affective compared to a cognitive focus (Study 2). Moreover, approach movement time, but not recognition time correlated with other implicit measures. 相似文献
619.
Kateri McRae S. Megan Heller Oliver P. John James J. Gross 《Basic and applied social psychology》2013,35(4):346-350
Two studies investigated the combined effects of cultural practices, ancestry, and phenotype on ethnic categorization and the distribution of resources to minorities. Perceivers formed impressions of Latino internship candidates who varied in Spanish language fluency, White/European ancestry, and skin color. Spanish fluency influenced the distribution of minority resources to all targets, but only influenced the Latino categorization of targets who had White/European ancestry. The effect of Spanish fluency on minority resource distribution was explained by the White/European target's Latino categorization and perceived commitment to minority communities. We discuss why factors beyond racial/ethnic categorization may matter in minority resource distribution decisions. 相似文献
620.
Michael Oliver Wiitala 《British Journal for the History of Philosophy》2013,21(4):649-666
Plotinus calls the first principle the One and the Good. According to Plotinus, ‘Good’ is an appropriate name for the One because the One is that which all things desire. Since he says that the One is beyond knowledge, beyond language, beyond intellect, and beyond being, however, what philosophical evidence can he provide for his claim that the One is that which all desire? In this article I offer some philosophical evidence, aside from mystical union with the One, for why ‘the Good’ is an appropriate name for the One, and for why calling the One ‘Good’ is not at odds with the fact that it is beyond knowledge, but rather entails it. To this end, after an initial consideration of the relationship between the good and desire in Plato and Aristotle, I focus on the role that desire plays in relation to the Good in Plotinus' thought. 相似文献