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41.
Irrelevant Pictures in Visual Working Memory 总被引:8,自引:0,他引:8
J. G. Quinn 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1996,49(1):200-215
The aim of the paper is to establish firmly the phenomenon of an irrelevant picture effect and to demonstrate that the phenomenon can be used to investigate the characteristics of the visuo-spatial sketchpad. Experiment 1 introduces the use of dynamic visual noise as an interfering technique. This technique is shown to cause interference with a word list learned under visual mnemonic mediation instructions but to cause no interference when the word list is learned under verbal mediation instructions. Experiment 2 serves both to replicate this selective interference effect and to illustrate how the dynamic visual noise technique can be used to characterize further the nature of interference in the visuo-spatial sketchpad. Experiment 3 confirms the robustness of the dynamic visual noise technique. Additionally, this experiment demonstrates a double dissociation between two types of interference, dynamic visual noise and irrelevant speech, and two types of mediation, rote and visual mnemonic. 相似文献
42.
R Dunn M C Giannitti J B Murray I Rossi G Geisert P Quinn 《The Journal of social psychology》1990,130(4):485-494
The present study examined the effects of matching and mismatching American middle-school students with a preference for learning alone or learning with peers with selected instructional treatments in order to determine the impact upon their attitudes and achievement in social studies. Analysis revealed that the learning-alone preference performed significantly better in the learning-alone condition and that the learning-with-peers preference performed significantly better in the learning-with-peers condition. However, no-preference students also performed significantly better in the learning-alone condition than with peers. In addition, data revealed that the learning-alone and the learning-with-peers students had significantly more positive attitudes when matched with their preferred learning style; the nopreference students had more positive attitudes in the learning-alone condition. 相似文献
43.
Kathleen M. Quinn 《Behavioral sciences & the law》1984,2(3):319-329
The clinical impact of Tarasoff (1976) has meant an increased emphasis on violence as a topic in treatment and a concern for therapists. This paper discusses the limits of confidentiality and the management of dangerous patients both before and after the landmark decision of Tarasoff. The existing research surveys on therapists' responses to Tarasoff are reviewed. Some of the clinical implications of recent court cases such as Jablonski are described. Recommendations for the management of threatening patients are made. 相似文献
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45.
Deitz SM Gaydos GR Lawrence AD Quinn PC Brasher LD Fredrick LD 《Journal of the experimental analysis of behavior》1987,48(2):209-220
Under various feedback conditions, 38 college undergraduates were asked to rearrange abstract graphic characters on a computer screen, placing them in arbitrarily designated “correct” sequences. Two sets of seven horizontally arrayed stimuli were used. In Experiment 1, subjects in Group 1 learned to arrange the first set under Selection Feedback in which a “+” appeared above each character after it was selected in the correct order and to arrange the second set under Order Feedback in which a correct response produced a copy of the character in its correct ordinal position at the top of the screen. For Group 2 the order of these conditions was reversed. In Experiment 2, for subjects in Group 3, correct responses produced neither of these types of feedback. Subjects in Group 4 received Order Feedback only until the first set was correctly ordered once. Order Feedback was more effective than Selection Feedback during initial acquisition of the first set but not during maintenance; no differences were found for the second set. Only 2 of 9 subjects successfully put the characters in correct sequential order under the No Feedback condition. When, in Experiment 2, Order Feedback was eliminated after the first correctly arranged sequence, the steady-state criteria were met more slowly than in Experiment 1. 相似文献
46.
Note on the sampling error of the difference between correlated proportions or percentages 总被引:29,自引:0,他引:29
Quinn McNemar 《Psychometrika》1947,12(2):153-157
Two formulas are presented for judging the significance of the difference between correlated proportions. The chi square equivalent of one of the developed formulas is pointed out. 相似文献
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48.
Dan R. Johnson Mara E. Tynan Andy S. Cuthbert Juliette K. O’Quinn 《Cognition & emotion》2018,32(3):566-578
Overestimation of one’s ability to argue their position on socio-political issues may partially underlie the current climate of political extremism in the U.S. Yet very little is known about what factors influence overestimation in argumentation of socio-political issues. Across three experiments, emotional investment substantially increased participants’ overestimation. Potential confounding factors like topic complexity and familiarity were ruled out as alternative explanations (Experiments 1–3). Belief-based cues were established as a mechanism underlying the relationship between emotional investment and overestimation in a measurement-of-mediation (Experiment 2) and manipulation-of-mediator (Experiment 3) design. Representing a new bias blind spot, participants believed emotional investment helps them argue better than it helps others (Experiments 2 and 3); where in reality emotional investment harmed or had no effect on argument quality. These studies highlight misguided beliefs about emotional investment as a factor underlying metacognitive miscalibration in the context of socio-political issues. 相似文献
49.
What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development 下载免费PDF全文
A close relationship between children's vocabulary size and the grammatical complexity of their speech is well attested but not well understood. The present study used latent change score modeling to examine the dynamic relationships between vocabulary and grammar growth within and across languages in longitudinal data from 90 simultaneous Spanish–English bilingual children who were assessed at 6‐month intervals between 30 and 48 months. Slopes of vocabulary and grammar growth were strongly correlated within each language and showed moderate or nonsignificant relationships across languages. There was no evidence that vocabulary level predicted subsequent grammar growth or that the level of grammatical development predicted subsequent vocabulary growth. We propose that a common influence of properties of input on vocabulary and grammatical development is the source of their correlated but uncoupled growth. An unanticipated across‐language finding was a negative relationship between level of English skill and subsequent Spanish growth. We propose that the cultural context of Spanish–English bilingualism in the US is the reason that strong English skills jeopardize Spanish language growth, while Spanish skills do not affect English growth. A video abstract of this article can be viewed at: https://youtu.be/qEHSQ0yRre0 相似文献
50.
Older but not younger infants associate own‐race faces with happy music and other‐race faces with sad music 下载免费PDF全文
Naiqi G. Xiao Paul C. Quinn Shaoying Liu Liezhong Ge Olivier Pascalis Kang Lee 《Developmental science》2018,21(2)
We used a novel intermodal association task to examine whether infants associate own‐ and other‐race faces with music of different emotional valences. Three‐ to 9‐month‐olds saw a series of neutral own‐ or other‐race faces paired with happy or sad musical excerpts. Three‐ to 6‐month‐olds did not show any specific association between face race and music. At 9 months, however, infants looked longer at own‐race faces paired with happy music than at own‐race faces paired with sad music. Nine‐month‐olds also looked longer at other‐race faces paired with sad music than at other‐race faces paired with happy music. These results indicate that infants with nearly exclusive own‐race face experience develop associations between face race and music emotional valence in the first year of life. The potential implications of such associations for developing racial biases in early childhood are discussed. 相似文献