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491.
Current models of verbal short-term memory (STM) propose various mechanisms for serial order. These include a gradient of activation over items, associations between items, and associations between items and their positions relative to the start or end of a sequence. We compared models using a variant of Hebb's procedure in which immediate serial recall of a sequence improves if the sequence is presented more than once. However, instead of repeating a complete sequence, we repeated different aspects of serial order information common to training lists and a subsequent test list. In Experiment 1, training lists repeated all the item-item pairings in the test list, with or without the position-item pairings in the test list. Substantial learning relative to a control condition was observed only when training lists repeated item-item pairs with position-item pairs, and position was defined relative to the start rather than end of a sequence. Experiment 2 attempted to analyse the basis of this learning effect further by repeating fragments of the test list during training, where fragments consisted of either isolated position-item pairings or clusters of both position-item and item-item pairings. Repetition of sequence fragments led to only weak learning effects. However, where learning was observed it was for specific position-item pairings. We conclude that positional cues play an important role in the coding of serial order in memory but that the information required to learn a sequence goes beyond position-item associations. We suggest that whereas STM for a novel sequence is based on positional cues, learning a sequence involves the development of some additional representation of the sequence as a whole. 相似文献
492.
The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance. 相似文献
493.
The Psychology as Science scale was used to assess whether Brazilian students believe psychology is a science. 190 undergraduates from four universities in Brazil participated. Analysis showed that 54% of students strongly agree that psychology is a science, 26% strongly agree that psychological research is necessary and that training in methodology is important, and 25% strongly agree that behavior is predictable. 相似文献
494.
Using information theory to assess the diversity,complexity, and development of communicative repertoires 总被引:1,自引:0,他引:1
McCowan B Doyle LR Hanser SF 《Journal of comparative psychology (Washington, D.C. : 1983)》2002,116(2):166-172
The application of quantitative and comparative measures from information theory on animal communication can provide novel insights into the ecological, environmental, social, and contextual properties that shape the structure, organization, and function of signal repertoires. Using 2 phylogenetically different mammalian species that share similar ecological and social constraints as examples, the authors quantitatively examined the internal structure and development of a subsystem of these species' vocal repertoires in comparison with that of human language and illustrated that these species exhibit convergent developmental processes. The authors also discussed how predictions on the structure and organization of animal communication systems can be made from this new application of information theoretic measures with respect to behavioral ecology. 相似文献
495.
Jessica E. Nargiso Karen B. Friend Crystelle Egan Paul Florin John Stevenson Brenda Amodei Linda Barovier 《American journal of community psychology》2013,51(1-2):222-231
Coalitions are the most common platform for implementing community-level environmental strategies (ES), such as media, policy, or enforcement for substance use prevention. The current study examines the associations between two types of coalition capacity (general and innovation-specific) and ES implementation efforts and outputs within 14 intervention communities over a three-year period. Efforts refer to the amount of energy exerted to implement an ES while outputs refer to the materials produced through these efforts. Quantitative measures of capacity were provided by coalition key informants and expert-raters. Additionally, Training and Technical Assistance (TTA) provided proactively to improve the implementation of ES was also examined. Greater general capacity, as rated by a coalition informant, was associated with more ES policy effort. Both expert-rated general and innovation-specific capacity, however, were associated with greater ES outputs. Study results also found that community coalitions that endorsed weaker mobilization, structure and task leadership, (measures of general capacity), utilized more TTA compared to those who perceived their coalition as having greater capacity. Moreover, communities that utilized more TTA resources reported a greater number of successful policy changes. The study supports the need to consider both general and innovation-specific capacity for ES implementation and offers promising preliminary findings regarding the role of TTA for improving coalitions’ capacity to facilitate policy change. 相似文献
496.
Wayne H. Bylsma Brenda Major Catherine Cozzarelli 《Basic and applied social psychology》2013,35(1-2):223-237
We conducted a laboratory experiment to determine whether legitimacy appraisals (i.e., the extent to which an outcome distribution is thought to be fair and just) would influence the extent to which entitlement beliefs about wages were based on in-group wage comparison information and perceptions of one's own performance. To manipulate legitimacy appraisals, participants were led to believe that the wage allocation procedure was unbiased, potentially biased, or biased. In addition, they were exposed to wage comparison information, indicating that in-group members had earned more than out-group members in the past or vice versa. Results show that, when procedures were thought to be unbiased, participants' beliefs about the amounts they deserved to be paid were influenced more by in-group wage comparison information than perceptions of their own performance. In contrast, when participants perceived allocation procedures to be biased, entitlement beliefs were influenced more by perceptions of their own performance than by in-group wage comparison information. These findings are presented in terms of the paradoxical contentment often observed among members of objectively disadvantaged groups. 相似文献
497.
Stefanie Simon Zoe Kinias Laurie T. O'Brien Brenda Major Eliza Bivolaru 《Basic and applied social psychology》2013,35(6):525-533
This research investigated status asymmetry and stereotype asymmetry features of the racial discrimination prototype. Consistent with status asymmetry predictions, Black observers made greater attributions to discrimination when the victim was Black and the perpetrator was White than when the roles were reversed. In contrast, White observers made similar attributions to discrimination, regardless of status asymmetry. In partial support of the stereotype asymmetry hypothesis, Black and White observers made greater attributions to discrimination for Black victims in a domain where Blacks are negatively stereotyped than positively stereotyped. However, attributions to discrimination for White victims were unaffected by the domain. 相似文献
498.
Brenda Major Jeffrey Feinstein Jennifer Crocker 《Basic and applied social psychology》2013,35(1-2):113-141
We propose that affirmative action policies that are perceived to give preference to individuals solely or primarily on the basis of their group membership create attributional ambiguity about the personal deserving of individuals affected by these procedures. This ambiguity about the extent to which outcomes are deserved is hypothesized to be self-protective for people who are denied a position, but to have detrimental consequences among beneficiaries, especially if they are members of groups whose competence is doubted (either by themselves or others). Selection procedures that are perceived to be based both on individual merit and group membership, in contrast, are hypothesized to reduce attributional ambiguity about deserving and thus attenuate the effects of group-based preferential selection procedures on those who are benefited and bypassed by these procedures. An experiment was conducted to test these hypotheses. Men and women were randomly selected or rejected for a leadership role under one of three procedures: outcomes based (a) solely on sex, (b) solely on merit, or (c) on both sex and merit. Results provided partial support for our hypotheses. 相似文献
499.
A. Gillian Stewart-Wells Brenda Buckley-Hughes 《Journal of Research on Christian Education》2013,22(3):243-262
AbstractThrough a mixed methodology study of college and university faculty and presidents’ perceptions as they experience presidential change in Christian higher education, researchers addressed these research questions: Are there factors present that contribute to successful change during administrative transition in Christian higher education? If so, what are these factors? Faculty were surveyed using the Best Christian Workplaces (BCW) instrument. Following analysis of survey results, faculty participated in focus groups to qualitatively respond to the BCW survey. Finally, an interim president and newly elected president were interviewed to assess their perceptions of presidential transitions in Christian higher education. Researchers affirm conclusions from the literature and explain a key finding that contributes to the field of presidential change in Christian higher education. 相似文献
500.
The Prayers and Tears of Jacques Derrida: Religion Without Religion, John D. Caputo, Bloomington: Indiana University Press. 1997. The Indiana Series in the Philosophy of Religion, xxix + 374 pp. ISBN 0–253–21112–3 (pbk.) Religion in the Contemporary World: A Sociological Introduction, Alan Aldridge, Polity Press: Cambridge, 2000. vii, 232 pp. ISBN 0–7456–2083–3 The Anthropology of Religion, Fiona Bowie, Oxford, Blackwell. 1999. 284pp, tables & bibliogr. ISBN 0–631 20848–8 (pbk) Theorizing about Myth, Robert Segal, Amherst: University of Massachusetts Press. 1999. 184pp. Cloth £45, paper £15. ISBN 1–558–49194–5 (hbk), 1–558–49191–0 (pbk) 相似文献