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261.
Emily J. Oliver David Markland James Hardy Caroline M. Petherick 《Motivation and emotion》2008,32(3):200-212
Based within a self-determination theory framework (SDT: Deci and Ryan, Intrinsic motivation and self-determination in human
behaviour. Plenum Publishing Co., New York, 1985), the present study examined the effects of manipulating social-contextual conditions on the content of individuals’ self-talk.
Seventy student volunteers were randomly assigned to a controlling or autonomy-supportive experimental condition. Participants
were instructed to ‘think-aloud’ throughout a 10-min computerized task during which self-verbalizations were recorded. Audio
recordings were transcribed verbatim, and then analysed using the Linguistic Inquiry and Word Count Program (LIWC; Pennebaker
et al., LIWC2001; Linguistic Inquiry and Word Count (software and manual). Lawrence Erlbaum, Mahwah, NJ, 2001). Inductive content analyses were also conducted. Triangulation of the quantitative and qualitative findings revealed that
in the autonomy-supportive condition, individuals’ self-talk was more informational and less controlling, with participants
using more positive emotional words and assents, and fewer negative emotional words, swear words, and first person references
than in the controlling condition. The findings suggest that social-context can affect cognitive factors such as self-talk
and further support the promotion of autonomy-supportive environments. 相似文献
262.
Research employing the Iowa Gambling Task (IGT) has frequently shown that learning is impaired in various clinical populations. However, precisely what constitutes "unimpaired" control group learning remains unclear. In order to understand some of the possible factors underlying variability in control group IGT performance, the present study sought to manipulate features of the task to intentionally disrupt learning. Specifically, the present study investigated the effects of time constraints on emotion-based learning during automated administration of the IGT. For two groups of participants, a time-constraint of either 2-s or 4-s was implemented during the critical decision making period, while a control group received no time constraint. We also evaluated participants' subjective experience after every block of 20 trials. Results demonstrated that the 2-s group differed significantly from the control group. Subjective experience measures revealed rapid development of awareness of the advantageous and disadvantageous decks among all three groups. Overall, our findings demonstrate, for the first time, the effects of decision-phase time constraints on emotion-based learning and indicate that the IGT reward/punishment schedules are to some extent cognitively penetrable. 相似文献
263.
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265.
Klaus Oberauer Robin H rnig Andrea Weidenfeld Oliver Wilhelm 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2005,58(7):1225-1247
Previous research (Oberauer & Wilhelm, 2000) has shown an inherent directionality between the two terms linked in premises of typical deductive reasoning tasks. With three experiments we investigated the effect of inherent directionality on the time to integrate two premises and for the derivation of a conclusion. We varied figure (i.e., order of terms in the premises) and direction of inference (i.e., order of terms in the conclusion) in deduction tasks from various domains (propositional reasoning, syllogisms, spatial, temporal, and linear order reasoning). Effects of figure on premise reading times varied with the directionality of the relations. Effects of direction of inference reflected the same directionality for a subset of relations. We propose that two factors are jointly responsible for a large part of observed directionality effects in premise integration: the inherent directionality of relational statements and a general advantage for a given-new order of terms in the second premise. Difficulty of deriving a conclusion is affected by the directionality or relations if and only if the relation is semantically asymmetric, so that the directionality must be preserved in the integrated mental model. 相似文献
266.
Oliver Belas 《Studies in Philosophy and Education》2018,37(4):347-365
This article offers a detailed reading Gascoigne and Thornton’s book Tacit Knowledge (2013), which aims to account for the tacitness of tacit knowledge (TK) while preserving its status as knowledge proper. I take issue with their characterization and rejection of the existential-phenomenological Background—which they presuppose even as they dismiss—and their claim that TK can be articulated “from within”—which betrays a residual Cartesianism, the result of their elision of conceptuality and propositionality. Knowledgeable acts instantiate capacities which we might know we have and of which we can be aware, but which are not propositionally structured at their “core”. Nevertheless, propositionality is necessary to what Robert Brandom calls, in Making It Explicit (1994) and Articulating Reasons (2000), “explicitation”, which notion also presupposes a tacit dimension, which is, simply, the embodied person (the knower), without which no conception of knowledge can get any purchase. On my view, there is no knowledgeable act that can be understood as such separately from the notion of skilled corporeal performance. The account I offer cannot make sense of so-called “knowledge-based” education, as opposed to systems and styles which supposedly privilege “contentless” skills over and above “knowledge”, because on the phenomenological and inferentialist lines I endorse, neither the concepts “knowledge” nor “skill” has any purchase or meaning without the other. 相似文献
267.
Kate Breckenridge Oliver Braddick Shirley Anker Margaret Woodhouse Janette Atkinson 《The British journal of developmental psychology》2013,31(2):257-269
Attentional problems are commonly reported as a feature of the behavioural profile in both Williams syndrome (WS) and Down's syndrome (DS). Recent studies have begun to investigate these impairments empirically, acknowledging the need for an approach that considers cross‐syndrome comparisons and developmental changes across the different component functions of attention. The present study assessed children with WS and DS using a new preschool attention battery (ECAB: early childhood attention battery), designed to be suitable for mental age 3–6 years including groups with developmental disorders. The ECAB has the advantage of giving an individual profile of attentional abilities for each child, covering different components of attention. In relation to test norms for their mental age, both groups showed a profile of strengths and weaknesses in the attention domain. Both syndrome groups performed relatively well on tests of sustained attention and poorly on aspects of selective attention and attentional control (executive function). The DS group showed a specific strength in auditory sustained attention, whilst the WS group showed a particular deficit in visuo‐spatial response control. There was also evidence for considerable differences in the developmental trajectory of these abilities across the two groups. The results provide evidence for syndrome‐specific patterns of impairment, and distinct profiles of strengths and weaknesses that may be useful in understanding the nature of everyday attention difficulties in these groups and tailoring interventions to meet these needs. 相似文献
268.
Kate Breckenridge Oliver Braddick Janette Atkinson 《The British journal of developmental psychology》2013,31(3):271-288
This article introduces a new battery of attention tests for typically developing and atypically developing children with a mental age of 3–6 years. In the light of adult and child studies supporting a model of distinct networks for specific attentional operations, tests in the current battery were selected with the aim of measuring functions of selective attention, sustained attention and attentional control (executive function). Normative data were collected from 154 typically developing children aged 3–6 years and examined using exploratory factor analysis to determine latent constructs underlying test performance. This analysis suggested increasing differentiation of attention functions over the age range, with support for the hypothesized three‐factor model only after 4½ years of age. Additional analyses supported the validity of the new attention battery with respect to (1) parent/teacher report measures of everyday attention behaviour and (2) later performance on the Test of Everyday Attention for Children (TEA‐Ch), a battery designed for children aged 6–16 years. The results show the developing differentiation of attention functions and support the ecological and predictive validity of the battery as providing early performance‐based measures of attention and an attention ‘profile’ for each individual child, which may aid characterization and remediation of neurodevelopmental disorders. 相似文献
269.
Jessie Bullens Marko Nardini Christian F. Doeller Oliver Braddick Albert Postma Neil Burgess 《Developmental science》2010,13(1):170-180
It has been suggested that learning an object's location relative to (1) intramaze landmarks and (2) local boundaries is supported by parallel striatal and hippocampal systems, both of which rely upon input from a third system for orientation. However, little is known about the developmental trajectories of these systems' contributions to spatial learning. The present study tested 5- and 7-year-old children and adults on a water maze-like task in which all three types of cue were available. Participants had to remember the location of an object hidden in a circular bounded environment containing a moveable intramaze landmark and surrounded by distal cues. Children performed less accurately than adults, and showed a different pattern of error. While adults relied most on the stable cue provided by the boundary, children relied on both landmark and boundary cues similarly, suggesting a developmental increase in the weighting given to boundary cues. Further, adults were most accurate in coding angular information (dependent on distal cues), whereas children were most accurate in coding distance, suggesting a developing ability to use distal cues to orient. These results indicate that children as young as 5 years use boundary, intramaze landmark, and distal visual cues in parallel, but that the basic accuracy and relative weighting of these cues changes during subsequent development. 相似文献
270.
This paper illustrates how perception is achieved through interactions among the psychophysical functions of judged features of an object. The theory is that the perceiver places processed features in a multidimensional space of discriminal processes. Each dimension is scaled in units of discrimination performance. The zero coordinate of each feature is its level in an internal standard (norm) established by previous experience of that category of object in context. Experiments are reported which show that one, two, or three concurrent single-featured objects matched the multiple features of another object in two ways. Either stimulation from the two objects had discrimination distances from norm that added, or the stimulation by one object was processed through a concept describing stimulation by the other object. It follows that, in this case, perception via a receptor for the multi-featured object can be replaced by a point of balance among receptors for each single feature. The object with its own receptor is the gustatory stimulant L-glutamic acid as its monosodium salt. The features that stimulate diverse gustatory receptors of their own are sodium chloride, citric acid, sucrose, and caffeine. A more complex approach to dimensional coding was developed earlier for photoreceptors in colour judgments. The present approach is modality independent, mathematically simple, and economical in experimental data. 相似文献