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221.
Morrison I Lloyd D di Pellegrino G Roberts N 《Cognitive, affective & behavioral neuroscience》2004,4(2):270-278
Results obtained with functional magnetic resonance imaging show that both feeling a moderately painful pinprick stimulus
to the fingertips and witnessing another person’s hand undergo similar stimulation are associated with common activity in
a pain-related area in the right dorsal anterior cingulate cortex (ACC). Common activity in response to noxious tactile and
visual stimulation was restricted to the right inferior Brodmann’s area 24b. These results suggest a shared neural substrate
for felt and seen pain for aversive ecological events happening to strangers and in the absence of overt symbolic cues. In
contrast to ACC 24b, the primary somatosensory cortex showed significant activations in response to both noxious and innocuous
tactile, but not visual, stimuli. The different response patterns in the two areas are consistent with the ACC’s role in coding
the motivational-affective dimension of pain, which is associated with the preparation of behavioral responses to aversive
events. 相似文献
222.
We examined whether the time course of exogenous spatial-cuing effects is sensitive to the allocation of attention in time.
Expectation for a target within a particular time window following the cue was manipulated by varying the proportion of trials
that appeared at each of three stimulus onset asynchronies in both a detection task and a two-alternative forced-choice discrimination
task. The time course of spatial-cuing effects was sensitive to the temporal expectation manipulation only in the discrimination
task. The results are discussed with reference to the role of attentional set in exogenous spatialcuing paradigms. 相似文献
223.
Despite the intense debate surrounding the use of orthographic analogy in the clue word paradigm, little is known about the skills and strategies children actually use and how these compare with their everyday reading of single words. This study, with 4- and 5-year-olds (N=125), supports previous work which suggests children rely on phonological, rather than orthographic, priming in the clue word task since children most frequently produced rhyming words in response to the clue word. The extent to which phoneme and rhyme-based skills, along with letter-sound knowledge, predicted children's performance in the analogy task and in a test of single word reading was contrasted and compared. Our findings suggested that the balance of skills which children drew upon was determined by the demands of the task. The implications of these findings for the validity of the 'orthographic'-analogy task and for teaching beginning readers is discussed. 相似文献
224.
225.
Much of the literature on ceteris paribus laws is based on a misguided egalitarianism about the sciences. For example, it
is commonly held that the special sciences are riddled with ceteris paribus laws; from this many commentators conclude that
if the special sciences are not to be accorded a second class status, it must be ceteris paribus all the way down to fundamental
physics. We argue that the (purported) laws of fundamental physics are not hedged by ceteris paribus clauses and provisos.
Furthermore, we show that not only is there no persuasive analysis of the truth conditions for ceteris paribus laws, there
is not even an acceptable account of how they are to be saved from triviality or how they are to be melded with standard scientific
methodology. Our way out of this unsatisfactory situation to reject the widespread notion that the achievements and the scientific
status of the special sciences must be understood in terms of ceteris paribus laws.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
226.
We investigated the perceptual grouping of sequentially presented sounds--auditory stream segregation. It is well established that sounds heard as more similar in quality, or timbre, are more likely to be grouped into the same auditory stream. However, it is often unclear exactly what acoustic factors determine timbre. In this study, we presented various sequences of simple sounds, each comprising two frequency components (two-tone complexes), and measured their perceptual grouping. We varied only one parameter between trials, the intercomponent separation for some of the complexes, and examined the effects on stream segregation. Four hypotheses are presented that might predict the extent of streaming. Specifically, least streaming might be expected when the sounds were most similar in either (1) the frequency regions in which they have energy (maximum spectral overlap), (2) their auditory bandwidths, (3) their relative bandwidths, or (4) the rate at which the two components beat together (intermodulation rate). It was found that least streaming occurred when sounds were most similar in either their auditory or their relative bandwidths. Although these two hypotheses could not be distinguished, the results were clearly different from those predicted by hypotheses (1) and (4). The implications for models of stream segregation are discussed. 相似文献
227.
It is theoretically and practically important to know whether children confuse memories of different events to which they have been exposed. In two studies, children aged 4 and 10 years watched two related events; one event was live and the other was a video recording. Half of the children watched a video that was similar to the live event, and the remaining children watched a video that was dissimilar. One week later, children in the similar condition confused the two events more than those in the different condition when freely recalling (Experiments 1 and 2) and in response to focused questions (Experiment 1). The 10-year olds reported more information than the 4-year olds and were more accurate overall, confusing the events less than the 4-year olds. When the events were presented 1 day after each other (Experiment 2), the reports were more inaccurate than when the events were separated by a 2-day interval, but this did not affect the number of times the events were confused. The results suggest that mere exposure to similar events in different media can contaminate memories, and the findings are discussed in relation to children's source monitoring and eyewitness memory. 相似文献
228.
Purdy JE Roberts AC Garcia CA 《Journal of comparative psychology (Washington, D.C. : 1983)》1999,113(4):443-449
Two groups of cuttlefish (Sepia officinalis) were used to demonstrate classical conditioning in this species and to determine whether the resulting approach response would be that of sign tracking or goal tracking. For cuttlefish in the paired condition, a flashing light was presented at one end of a long tank followed by food dropped into the center of the tank. For cuttlefish in the unpaired condition, food was dropped into the center of the tank either before or after the flashing-light stimulus. Paired cuttlefish oriented to the light, positioned themselves within striking distance, and occasionally attacked the light. Unpaired cuttlefish showed no reliable response to either stimulus. The results demonstrate that cuttlefish are capable of signal learning and that, under the conditions tested, cuttlefish sign tracked. This study begins a comparative analysis of learning in cuttlefish and offers a possible ecological advantage for sign-tracking behavior. 相似文献
229.
Raymond G. Miltenberger Jennifer A. Roberts Sherry Ellingson Tami Galensky John T. Rapp Ethan S. Long Vicki A. Lumley 《Journal of applied behavior analysis》1999,32(3):385-388
Previous research has shown that behavioral skills training to teach sexual abuse prevention skills to women with mental retardation results in skill acquisition but poor generalization. In this investigation we evaluated procedures for enhancing generalization following training. Five women with mental retardation received 10 behavioral skills training sessions followed by in situ training when the skills did not fully generalize. Behavioral skills training resulted in skill acquisition and in situ training produced generalized responding during naturalistic assessments. 相似文献
230.
A D Roberts J M Pearce 《Journal of experimental psychology. Animal behavior processes》1999,25(2):225-235
Four experiments demonstrate that spatial blocking is governed by the same principles that govern blocking in Pavlovian conditioning. In the 2nd stage of each experiment, rats escaped from a Morris swimming pool by swimming to a submerged platform with a beacon attached to it. Test trials were then conducted in the absence of the platform and the beacon to assess the extent to which subjects had learned about the position of the platform with reference to the room cues. For the 1st stage of their training, rats either swam to the platform and beacon in the presence of curtains that prevented the room cues from being seen (Experiments 1 & 2), or they swam to the platform and beacon that were moved from trial to trial (Experiments 3 & 4). In each experiment, learning about the room cues in the 2nd stage of the experiment was blocked by the presence of the beacon. This blocking effect was disrupted by changing the appearance of the beacon for the 2nd stage of training or by restricting the amount of exposure to the beacon during the 1st phase of training. 相似文献