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171.
Jefferies E Jones R Bateman D Ralph MA 《Cognitive, affective & behavioral neuroscience》2004,4(1):20-42
Patients with semantic dementia can show superior immediate recall of words that they still understand relatively well, as compared with more semantically degraded words, suggesting that conceptual knowledge makes a major contribution to phonological short-term memory. However, a number of studies have failed to show such a recall difference, challenging this view. We examined the effect of several methodological factors on the recall of known and degraded words in 4 patients with semantic dementia, in order to investigate possible reasons for this discrepancy. In general, our patients did exhibit poorer recall of the degraded words and made more phonological errors on these items. In addition, set size affected the magnitude of the recall advantage for known words. This finding suggests that semantic degradation influenced the rate of learning in the immediate recall task when the same items were presented repeatedly. The methods used to select known and degraded items also impacted on the recall difference. List length, however, did not affect the advantage for known words. The coherence of items in phonological short-term memory was affected by their semantic status, but not by the length of the material to be retained. The implications of these findings for the role of semantic and phonological representations in verbal short-term memory are discussed. 相似文献
172.
173.
A 2003 comparative study on learning environments at two military officer training sites was replicated using different methodology. Satisfaction with learning environment and with administrative inprocessing was higher at Fort Leavenworth than at Fort Dix. Most students expressed a preference for Fort Leavenworth. Satisfaction with institutional support and educational facilities appears to influence perceived satisfaction with a learning environment and with preference for training sites among senior military officers. 相似文献
174.
Pearce JM Good MA Jones PM McGregor A 《Journal of experimental psychology. Animal behavior processes》2004,30(2):135-147
In 3 experiments, rats were required to find a submerged platform located in 1 corner of an arena that had 2 long and 2 short sides; they were then trained to find the platform in a new arena that also had 2 long and 2 short sides but a different overall shape. The platform in the new arena was easier to find if it was in a corner that was geometrically equivalent, rather than the mirror image, of the corner where it had previously been located. The final experiment revealed that hippocampal lesions impaired rats' ability to find the platform in these arenas. The results suggest that rats did not use the overall shape of the arena to locate the platform but relied on more local cues and that the hippocampus plays a role in navigation based on these cues. 相似文献
175.
Jones RA 《The Journal of analytical psychology》2003,48(5):619-628
Post-modern psychology embodies two core themes, the social mind and the narrative self. Whereas the social-mind thesis seems diametrically opposed to Jung's position regarding human nature, the narrative-self thesis is associated with research and theorizing about personal myth and mythmaking in ways that could make contact with Jung's concerns. Jung's view is examined here with particular attention to McAdams' theory of narrative identity. It is suggested that the ostensible differences between Jung and post-modern psychology might reflect divergent interests, rather than necessarily irreconcilable worldviews. 相似文献
176.
Hughes R Jones DM 《Journal of experimental psychology. Human perception and performance》2003,29(1):199-218
A novel negative priming (NP) effect is reported in which serial recall for a sequence of visually presented digits was poorer if the same sequence was presented as an irrelevant auditory sequence on the previous trial (Experiments 1 and 2). The effect was enhanced when attention was divided between the to-be-repeated auditory sequence and the concurrent to-be-remembered (TBR) sequence (Experiment 3). When the TBR sequences were also presented auditorily, NP arose only when the repeated TBR sequence was in the same voice as the previous irrelevant sequence; a voice mismatch produced positive priming (Experiment 4). The results suggest that the order of auditory events is registered preattentively and that inhibition may be applied to the acoustic transitions between irrelevant events. 相似文献
177.
Jones M Sieck WR 《Journal of experimental psychology. Learning, memory, and cognition》2003,29(4):626-640
Recency effects (REs) have been well established in memory and probability learning paradigms but have received little attention in category earning research. Extant categorization models predict REs to be unaffected by learning, whereas a functional interpretation of REs, suggested by results in other domains, predicts that people are able to learn sequential dependencies and incorporate this information into their responses. These contrasting predictions were tested in 2 experiments involving a classification task in which outcome sequences were autocorrelated. Experiment 1 showed that reliance on recent outcomes adapts to the structure of the task, in contrast to models' predictions. Experiment 2 provided constraints on how sequential information is learned and suggested possible extensions to current models to account for this learning. 相似文献
178.
179.
Jones LC 《The journal of pastoral care & counseling : JPCC》2003,57(3):353-354
180.
Jones RT Frary R Cunningham P Weddle JD Kaiser L 《Cultural diversity & ethnic minority psychology》2001,7(1):103-108
The impact of Hurricane Andrew on 212 African American, Caucasian, and Hispanic elementary and middle school children was examined at 6 months postdisaster. Using self-report instruments, this case study examined the predictive utility of several hypothesized mediators of children's reactions to disaster. Results showed higher levels of intrusive symptomatology for girls and for elementary school children as compared with their middle school counterparts. No differences were found with reference to race. The lack of findings concerning race is addressed, as well as implications for future studies. 相似文献