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271.
A study is reported that examined memory for past experiences and anticipation of future experiences within panic disorder patients (N = 17), depressed patients (N = 16), and controls (N = 17). Anticipation and recall of positive and negative experiences were examined by administering an adapted verbal fluency paradigm. Participants were asked to generate future and past, positive and negative experiences in response to various time-frame cues. Anxiety was associated with generating more negative experiences but not fewer positive experiences; depression was associated with generating fewer positive experiences but not more negative experiences. The patterns for recall of past experiences and anticipation of future experiences were very similar. 相似文献
272.
Philip A. Higham Lee R. Brooks 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1997,50(1):199-215
Two experiments are reported that draw an analogy between experiments on verbal memory and experiments on tacit learning. Rules that experimenters use to select words for memory experiments, such as frequency, length, and grammatical class, produce consistencies to which subjects can become sensitive. Replicating the key results from the tacit learning literature, subjects in our experiments discriminated new words consistent with the experimenters' selection rules from inconsistent words, even when they could not describe those rules. The results also reveal a close relation between the information underlying both recognition memory and classification judgements. In particular, a 'mirror effect' (Glanzer & Bowles, 1976) is found with both tasks. Implications for research on memory and learning are discussed. 相似文献
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Philip R. Zelazo 《Developmental Review》1998,18(4):449-471
McGraw's research and theoretical principles concerning early neuromotor development are reexamined in light of contemporary research—primarily for unaided walking. McGraw studied emergence of higher order control of neuromotor behavior with special emphasis on development from the neonate's reflexive repertoire to the onset of purposive behavior toward the end of the first year. Contemporary research supports and clarifies her observations providing greater detail about the factors involved in the formation of higher order control and amplifying the role of experience, particularly for decreasing disorganization during periods of transition. The development from reflexive to instrumental control is clarified as an alternative to the disorganized phase and to the “disappearance” of “reflexive” behaviors. A cognitive metamorphosis at the end of the first year not only explains the onset of qualitatively new behaviors, including purposive neuromotor actions, but provides the infant with characteristics that define our species: unaided walking, functional object use, and naming. Possible mechanisms underlying this transition are discussed in terms of the emergence of a higher level of consciousness. 相似文献
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Eighteen Ss performed an item recognition task involving memorized lists of one, two, and three nonsense forms at one of two levels of stimulus complexity. Analysis of RT-set size functions and serial position functions suggested that (a) when the memorized list consisted of simple figures, Ss engaged in a serial exhaustive search of items stored in memory prior to responding and (b) when the memorized items were complex, an increase in set size was accompanied by a change in search strategy from a backward self-terminating search to a random self-terminating search. 相似文献
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