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171.
172.
The technique of Waugh & Norman (1965) is widely used in measuring the capacity of primary memory. Watkins (1974) has proposed a modification of the technique which takes into account registration failure. A further modification is proposed which takes into account findings of negative recency in delayed recall. 相似文献
173.
L T Martin J R Alberts 《Journal of comparative psychology (Washington, D.C. : 1983)》1979,93(3):430-445
The development of taste aversion learning to novel cues contained in mother's milk was examined in rat pups. Pups receiving distinctive mild by experimenter-delivered oral infusions followed by toxicosis formed an aversion to the dam's diet. Robust aversions were learned as early as Day 10 and were retained for at least 11 days. When the same distinctive milk was obtained directly from a foster mother through nursing, however, only weanling-age pups (over 20 days) formed an aversion. X-ray analysis of nipple location in the mouths of suckling pups suggested that pups between the ages of 10 and 21 days receive milk at a similar tongue locus. Flavored milk was then delivered at specific time intervals in controlled quantities through tongue cannulas implanted at loci corresponding to the nipple position shown by the X-rays. Cannulated preweanling pups that were attached to a nipple during milk delivery failed to associate the taste cue with illness, whereas both preweanlings off the nipple and weanlings on the nipple acquired aversions to the taste cue in the milk. The evidence obtained in these experiments suggests that pups of all ages are incapable of expressing a taste aversion in a nursing situation and that preweanling pups in particular are also dificient in acquiring aversions within a suckling context. The inability of preweanling pups to acquire taste aversions in a nursing situation appears to result from a failure to associate taste cues with illness rather than a failure to detect taste cues obtained from a nipple. 相似文献
174.
J. Curtis Russell Frank H. Gowaty David A. Harland Robin P. Martin 《Journal of personality》1979,47(3):470-491
Two experiments confirmed sequential mediation of social interaction by investigating the effects of generalized expectancies on specific expectancies and the effects of specific expectancies on performance. Both experiments used a simulated tutoring task in which the subject took the role of tutor while a confederate took the role of student. In Experiment 1 subjects combined generalized expectancies about the effectiveness of certain tutoring responses with specific situational information to produce specific expectancies about the results of the tutoring responses under the experimental circumstances. Experiment 2 replicated this finding and showed that specific expectancies of the relative effectiveness of different responses influenced which response was performed more. Results were discussed in terms of cognitive motivation theory and social learning theory. 相似文献
175.
The general psychophysical differential equation, dy/dx = W2(y)/W1(x), with the solution y = f(x), where x and y are subjective variables and W1 and W2 their subjective Weber functions, is (a) compared with a corresponding functional equation, and (b) studied from a stochastic point of view by error calculus, Methods for evaluating and handling divergences are proposed and illustrated for a number of combinations of Weber functions. It is shown that either the differential: and the functional equations have the same solution or the difference between the solutions is negligible compared to empirical scatter. The error calculus gives the same result: either no error at all or a negligible one. 相似文献
176.
A rating instrument was developed to assess the personality functioning of problem adolescents who have a brief history of official delinquency. Subjects were 186 residents at a short-term diagnostic detention facility. The instrument that emerged from a factor analysis was tested for reliability, validity, and cross-situational generality. Two major orthogonal factors emerged, Apathy-Withdrawal (I) and Anger-Defiance (II). Each factor was found to be congruent with the corresponding dimension on behavior rating instruments that had previously yielded two orthogonal factors and that had been shown to be relevant to a large number of psychological and educational issues. Significant correlations between the factors and a series of global ratings measuring behavior and measures indicative of the frequency and seriousness of official delinquency provided further evidence of construct and discriminant validity as well as evidence of cross-setting consistency of personality functioning. 相似文献
177.
Jenö Putnoky 《Journal of psycholinguistic research》1979,8(6):543-558
This article deals with relations between mental motor evoking capacity (motority, Putnoky, 1975a, b) and the sensory and affective connotations, as well as certain denotations, of words. Sensory connotation is indexed by degree of visual auditory, and tactual imagery, as assessed on a 7-point scale, while affective connotation is indexed by the usual three factors tapped by the semantic differential. The aspect of denotation used here is the abstractness value of words, also based on rating by scales. The general conclusions about motority are as follows: (1) the finding that its sensory connotations are mainly via theauditory modality of imagery, and especially in correlation with abstract words, suggests that it has a specific function that may have originated in the processing of heard language; (2) it correlates with thepotency andactivity factors of affective connotation, which suggests the existence of a nonspecific function or component in it; (3) correlations with abstractness reflect that motority must have a denotative function or component, especially in case of abstract verbal stimuli. On the basis of the results, motority is supposed to play a regulative role at higher levels of the organization of word meaning in particular.Computation of SD data was carried out under the direction and according to the programming of Professor William H. May in the Center for Comparative Psycholinguistics (Director: Charles E. Osgood), University of Illinois, Urbana-Champaign, with support provided by the National Institute of Mental Health (NIMH 07705) and National Science Foundation (NSF GS 360 and 2012-X). 相似文献
178.
179.
Two experiments were simultaneously conducted in which two different groups of 40 rats each were exposed to one of two different stressors. In both experiments half the subjects were pretreated with shock, half with underwater exposure. For each pretreatment stressor, half the subjects were allowed to escape, the other half were not. The experiments differed in the test task used. Approximately 24 hr after pretreatment, one-half the subjects from each pretreatment group received 20 water-escape trials in an underwater maze, the other half received 20 shock-escape trials in a two-way shuttle box. The subjects in each of the inescapable pretreatment conditions were slower to escape in the subsequent shock-escape and water-escape tasks when compared with subjects in the corresponding escapable pretreatment condition. The “learned helplessness” effect appeared to be no smaller when aversive stimuli were changed between pretreatment and test than when they remained the same. 相似文献
180.