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101.
Amy M. Briesch Hariharan Swaminathan Megan Welsh Sandra M. Chafouleas 《Journal of School Psychology》2014
Generalizability Theory (GT) offers increased utility for assessment research given the ability to concurrently examine multiple sources of variance, inform both relative and absolute decision making, and determine both the consistency and generalizability of results. Despite these strengths, assessment researchers within the fields of education and psychology have been slow to adopt and utilize a GT approach. This underutilization may be due to an incomplete understanding of the conceptual underpinnings of GT, the actual steps involved in designing and implementing generalizability studies, or some combination of both issues. The goal of the current article is therefore two-fold: (a) to provide readers with the conceptual background and terminology related to the use of GT and (b) to facilitate understanding of the range of issues that need to be considered in the design, implementation, and interpretation of generalizability and dependability studies. Given the relevance of this analytic approach to applied assessment contexts, there exists a need to ensure that GT is both accessible to, and understood by, researchers in education and psychology. Important methodological and analytical considerations are presented and implications for applied use are described. 相似文献
102.
In the present experiments, we examined the effects of environmental support on participants’ ability to rehearse locations and the role of such support in the effects of secondary tasks on memory span. In Experiment 1, the duration of interitem intervals and the presence of environmental support for visuospatial rehearsal (i.e., the array of possible memory locations) during the interitem intervals were both manipulated across four tasks. When support was provided, memory spans increased as the interitem interval durations increased, consistent with the hypothesis that environmental support facilitates rehearsal. In contrast, when environmental support was not provided, spans decreased as the duration of the interitem intervals increased, consistent with the hypothesis that visuospatial memory representations decay when rehearsal is impeded. In Experiment 2, the ratio of interitem interval duration to intertrial interval duration was kept the same on all four tasks, in order to hold temporal distinctiveness constant, yet forgetting was still observed in the absence of environmental support, consistent with the decay hypothesis. In Experiment 3, the effects of impeding rehearsal were compared to the effects of verbal and visuospatial secondary processing tasks. Forgetting of locations was greater when presentation of to-be-remembered locations alternated with the performance of a secondary task than when rehearsal was impeded by the absence of environmental support. The greatest forgetting occurred when a secondary task required the processing visuospatial information, suggesting that in addition to decay, both domain-specific and domain-general effects contribute to forgetting on visuospatial working memory tasks. 相似文献
103.
ASSESSMENT OF MENTAL DISORDERS IN PRESCHOOLERS: THE MULTIAXIAL PROFILES OF DIAGNOSTIC CLASSIFICATION 0–3 下载免费PDF全文
104.
Controversy still persists on whether emotional valence and arousal influence cognitive activities. Our study sought to compare how these two factors foster the spread of activation within the semantic network. In a lexical decision task, prime words were varied depending on the valence (pleasant or unpleasant) or on the level of emotional arousal (high or low). Target words were carefully selected to avoid semantic priming effects, as well as to avoid arousing specific emotions (neutral). Three SOA durations (220, 420 and 720 ms) were applied across three independent groups. Results indicate that at 220 ms, the effect of arousal is significantly higher than the effect of valence in facilitating spreading activation while at 420 ms, the effect of valence is significantly higher than the effect of arousal in facilitating spreading activation. These findings suggest that affect is a sequential process involving the successive intervention of arousal and valence. 相似文献
105.
Limb apraxia is a neurological deficit characterized by an inability to pantomime and/or imitate gestures, which can result from neurodegenerative disorders such as Alzheimer's disease (AD). The major goal of the study was to describe comprehensively the apraxia deficits observed in AD patients and to relate those deficits to general cognitive status, measures of daily activity, and other neuropsychological measures. Limb apraxia was assessed on a variety of conceptual and gesture production tasks in 30 AD patients. As a group, AD patients were impaired across gesture production tasks: of note was the greater impairment in imitation, as opposed to pantomime, which was especially pronounced when patients were imitating with a delay. Imitation performance was best predicted by measures of visuospatial processing, while imitation with delay was best predicted by measures of working memory. In addition, pantomime in response to pictures of tools was less accurate than Pantomime to Verbal Command and holding the tool during performance did not decrease the participants' impairment, while introducing a verbal cue during imitation increased the severity of deficits. Furthermore, investigation into patterns of deficits clearly demonstrated that the nature of limb apraxia deficits observed in AD can be quite heterogeneous and that dissociations between the conceptual and the production system exist. Finally, we also report on significant correlations between general cognitive status and limb apraxia. 相似文献
106.
Umesh Patil Sandra Hanne Frank Burchert Ria De Bleser Shravan Vasishth 《Cognitive Science》2016,40(1):5-50
Individuals with agrammatic Broca's aphasia experience difficulty when processing reversible non‐canonical sentences. Different accounts have been proposed to explain this phenomenon. The Trace Deletion account (Grodzinsky, 1995, 2000, 2006) attributes this deficit to an impairment in syntactic representations, whereas others (e.g., Caplan, Waters, Dede, Michaud, & Reddy, 2007; Haarmann, Just, & Carpenter, 1997) propose that the underlying structural representations are unimpaired, but sentence comprehension is affected by processing deficits, such as slow lexical activation, reduction in memory resources, slowed processing and/or intermittent deficiency, among others. We test the claims of two processing accounts, slowed processing and intermittent deficiency, and two versions of the Trace Deletion Hypothesis (TDH), in a computational framework for sentence processing (Lewis & Vasishth, 2005) implemented in ACT‐R (Anderson, Byrne, Douglass, Lebiere, & Qin, 2004). The assumption of slowed processing is operationalized as slow procedural memory, so that each processing action is performed slower than normal, and intermittent deficiency as extra noise in the procedural memory, so that the parsing steps are more noisy than normal. We operationalize the TDH as an absence of trace information in the parse tree. To test the predictions of the models implementing these theories, we use the data from a German sentence—picture matching study reported in Hanne, Sekerina, Vasishth, Burchert, and De Bleser (2011). The data consist of offline (sentence‐picture matching accuracies and response times) and online (eye fixation proportions) measures. From among the models considered, the model assuming that both slowed processing and intermittent deficiency are present emerges as the best model of sentence processing difficulty in aphasia. The modeling of individual differences suggests that, if we assume that patients have both slowed processing and intermittent deficiency, they have them in differing degrees. 相似文献
107.
Jacqueline L. Kinley Sandra M. Reyno 《International journal of group psychotherapy》2016,66(2):161-178
In this article, we introduce a preliminary, neurobiologically informed model of group therapy that links the timing and nature of specific group interventions with hypothesized changing neurobiological needs of the group. We suggest that the observed phases of group development reflect an underlying reorganization of neuronal circuitry that occurs as members progress through a hierarchically organized treatment, and that this reorganization involves the integration and homeostatic rebalancing of subcortical and neural networks. Our preliminary Dynamic Relational Model suggests that an understanding of the neurobiological processes involved in group development may help inform and direct effective group-based psychotherapy interventions. 相似文献
108.
109.
Paulo Ventura Joana C. Carmo Cristiane Souza Fábio Martins Isabel Leite Sandra Pinho 《Visual cognition》2018,26(1):13-24
Are face recognition difficulties in Autism Spectrum Disorders (ASD) related to impaired holistic processing? Gauthier et al. [Gauthier, I., Klaiman, C., &; Schultz, R. T. (2009). Face composite effects reveal abnormal face processing in Autism spectrum disorders. Vision Research, 49, 470–478. doi:10.1016/j.visres.2008.12.007] used the face composite task in adolescents with autism and found a congruency effect that was not modulated by alignment, a result which was interpreted as reflecting qualitatively different face processing mechanisms. In the present study we tested adults with ASD in a composite face task where presentation times were manipulated and further explored whether these participants were sensitive to holistic information in faces using a new version of the composite task: VHFPT 2.0 (The Vanderbilt Holistic Face Processing Test 2.0). Results suggest that adults with ASD process faces holistically and that their facial identity processing abilities are qualitatively similar and as efficient as that of typical adults. The difference between the results of Gauthier et al. (2009) with adolescents and the results with adults here reported are interpreted in terms of a developmental delay. 相似文献
110.
Sandra Simpkins Gabriel Estrella Erin Gaskin Erin Kloberdanz 《Social Psychology of Education》2018,21(5):1203-1224
Based on the Eccles’ expectancy-value theory, the objectives of this study were (1) to examine the longitudinal relations between Latino parents’ science beliefs, parents’ science support, and high school students’ science motivational beliefs, and (2) to test whether these relations varied by familism values and adolescent gender. Multi-informant longitudinal survey data were collected from 104 Latino parents and adolescents during 9th and 10th grade. Parents’ perceptions of their adolescents’ science ability and value of science in 9th grade predicted higher parent science support at home in 10th grade if they were parents of boys. In contrast, these relations were not statistically significant for parents of daughters. Parent support in 9th grade predicted higher adolescent motivational beliefs one year later. This work provides evidence that parent support is important for high school student success in this understudied population. 相似文献