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101.
Cerebral laterality was examined for third-, fourth-, and fifth-grade deaf and hearing subjects. The experimental task involved the processing of word and picture stimuli presented singly to the right and left visual hemifields. The analyses indicated the deaf children were faster than the hearing children in overall processing efficiency, and that they performed differently in regard to hemispheric lateralization. The deaf children processed the stimuli more efficiently in the right hemisphere, while the hearing children demonstrated a left-hemisphere proficiency. This finding is discussed in terms of the hypothesis that cerebral lateralization is influenced by auditory processing. 相似文献
102.
Summary Familiarity effects in visual letter processing were examined by means of a mutilation detection task. The uppercase E was used as the non-mutilated letter. One or two horizontal bars of the E were delected, to produce an upright or inverted F or L. These four mutilations of the E were assigned to the same response. In Experiment 1, brief exposure of the stimuli was followed by a backward mask. Experiment 2 was identical to Experiment 1, except that the display duration of the stimulus was increased and the backward mask was omitted. In Experiment 3, the overall luminance of the stimuli (luminance per point times length of the constituent line segments) was held constant. In Experiment 4, the upright and inverted non-E letter occurred in different blocks to encourage a normal (upright) letter processing strategy in the upright letter blocks. Accuracy (Experiment 1) and mean correct response times (all experiments) were not different for the upright and inverted F or for the upright and inverted L. These findings and converging results from other studies indicate that the higher familiarity of the upright letters did not aid feature extraction. 相似文献
103.
104.
Utilizing a cross-age tutoring context, this study examined the effects of reward on the teaching behaviors of the tutor, the tutor's subsequent motivation to continue to teach during a free choice period, and the social interaction between a tutor and a tutee. Third-grade boys and girls (n = 96) who exhibited a positive reinforcement style were asked to teach six addition problems to a first-grade boy or girl (n = 96). The children were randomly assigned to pairs and to one of the three reward conditions. In the performance-contingent reward condition, the tutors were promised a toy if the first-grader learned all of the arithmetic problems. In the noncontingent reward condition, the tutors were promised a toy for teaching the first-grader. In the no reward condition, the tutors taught the first-grader without promise of a toy. The results indicated that the social interaction was rated lower for the children in the performance-contingent group and that the tutors in this group spent less time teaching during the free choice period. However, neither the tutor's teaching style nor the tutee's post-test performance was adversely affected by the reward. 相似文献
105.
Two parallel experiments used pigeons in a transfer of control design to determine the basis of the transfer of the use of the “advance strategy” across successive discriminations (W. K. Honig & H. Lindsay, Learning and Motivation, 1975, 6, 157–178). Pigeons were first trained under instrumental contingencies to use an “advance” response to maximize their exposure to SD and minimize their exposure to SΔ. Then orthogonal stimuli (key lights in Experiment 1 and diffuse illuminations in Experiment 2) were independently established through separate discriminative Pavlovian procedures as CS+ and CS? or as CSo's. Later in special tests, it was demonstrated that the associative values of the Pavlovian CS's were a major factor governing the use of the advance strategy: only pigeons exposed to used the advance response to regulate their exposure to either CS. Although these experiments showed that the necessary and sufficient conditions for utilization of the advance strategy are the Pavlovian associative values of the discriminative stimuli, opportunity for differential “operant” responding during the discriminative stimuli seems to be a contributor to the optimal use of the advance response across successive discriminations. 相似文献
106.
Steven W. Zucker Kent A. Stevens Peter Sander 《Attention, perception & psychophysics》1983,34(6):513-522
The Gestalt studies demonstrated the tendency to visually organize dots on the basis of similarity, proximity, and global properties such as closure, good continuation, and symmetry. The particular organization imposed on a collection of dots is thus determined by many factors, some local, some global. We discuss computational reasons for expecting the initial stages of grouping to be achieved by processes with purely local support. In the case of dot patterns, the expectation is that neighboring dots are grouped as a function of proximity and similarity of contrast, by processes that are independent of the overall organization and the various global factors. We describe experiments that suggest a purely local relationship between proximity and brightness similarity in perceptual grouping. 相似文献
107.
Kent A. Stevens 《Attention, perception & psychophysics》1983,33(3):241-250
Surface slant (the angle between the line of sight and the surface normal) is an important psychophysical variable. However, slant angle captures only one of the two degrees of freedom of surface orientation, the other being thedirection of slant. Slant direction, measured in the image plane, coincides with the direction of the gradient of distance from viewer to surface and, equivalently, with the direction the surface normal would point if projected onto the image plane. Since slant direction may be quantified by the tilt of the projected normal (which ranges over 360 deg in the frontal plane), it is referred to here assurface tilt. (Note that slant angle is measured perpendicular to the image plane, whereas tilt angle is measured in the image plane.) Compared with slant angle’s popularity as a psychophysical variable, the attention paid to surface tilt seems undeservedly scant. Experiments that demonstrate a technique for measuring apparent surface tilt are reported. The experimental stimuli were oblique crosses and parallelograms, which suggest oriented planes in 3-D. The apparent tilt of the plane might be probed by orienting a needle in 3-D so as to appear normal, projecting the normal onto the image plane, and measuring its direction (e.g., relative to the horizontal). It is shown to be preferable, however, to merely rotate a line segment in 2-D, superimposed on the display, until it appears normal to the perceived surface. The apparent surface tilt recorded in these experiments corresponded closely to that predicted by assuming the 3-D configurations consist of equal-length lines and perpendicular intersections. 相似文献
108.
Ronald J. Prinz deRosset Myers E. Wayne Holden Kenneth J. Tarnowski William A. Roberts 《Journal of abnormal child psychology》1983,11(3):393-399
In previous work, investigators have found a relationship between marital discord and childhood conduct problems (aggression) in clinic samples. Given the wide variability of aggression found among hyperactive children,it would follow from previous work that child aggression may be associated with marital discord in a hyperactive population. This hypothesis was tested in a sample of 23 boys (ages 5 to 8) diagnosed as attention deficit with hyperactivity. Aggressive behaviors were tracked by the children's teachers for 12 school days. Parental and teacher ratings of conduct problems were also obtained. Additionally, the auditory version of the laboratory Continuous Performance Test was administered. Marital adjustment, overt hostility, and conflict tactics, as reported by the mothers, were not significantly correlated with any of the measures of aggression or conduct problems. In other words, marital discord in families with a hyperactive boy did not explain differential rates of aggressive behavior despite definite variability in both the marital and child behavioral measures. Marital discord was marginally related to severity of attentional deficit on the Continuous Performance Test. The results underscore the need for caution in attempting to extend findings from a general population (i.e., undifferentiated clinicreferred children) to a specific diagnostic subgroup (i.e., attention-deficit hyperactive children). 相似文献
109.
Ronald C. Johnson Craig T. Nagoshi Frank M. Ahern James R. Wilson Gerald E. McClearn Steven G. Vandenberg 《Personality and individual differences》1983,4(6):709-713
Substantial differences exist across ethnic groups and sexes in generational changes in status among groups residing in Hawaii. Despite these generational differences across groups, age differences in personality are remarkably consistent across sexes and racial/ethnic groups, and the few Sex x Age, Ethnicity x Age or Sex x Ethnicity x Age interactions account for little variance in scores. It is concluded that age/generational differences in personality factor scores in these populations result from age and not, to any major degree, from cohort effects. 相似文献
110.
Five hundred and ten first-year junior high school students were administered a battery of psychological tests. On the basis of their scores from two gender-role adoption measures, three smaller groups were extracted within each biological sex: masculine, feminine, and undifferentiated individuals. Feminine students reported a greater amount of discomfort (vulnerability). A battery of tests administered toward the end of that school year revealed that females attained greater neuroticism and alienation scores than did their male peers. Possible explanations for this pubescent self-report of maladjustment are the more masculine orientation of the junior high school in comparison to the elementary school and the menarche.The authors wish to thank Ms. S. Chesterman, Regional Director of the Montreal Catholic School Commission, and Mr. K. Quinn, Principal of Sir Wilfred Laurier Junior High School, for granting us permission to disrupt school activities in order to test their students. We also wish to acknowledge the assistance of the following members of Sir Wilfred Laurier: Mr. O. Hruby, Vice-Principal; Sr. G. Larocque, Vice-Principal; Mr. S. Radeschi, key teacher; and members of the administrative and teaching staff. 相似文献