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Müller H Frank TD Sternad D 《Journal of experimental psychology. Human perception and performance》2007,33(1):250-255
In their comment on the tolerance-noise covariation (TNC) method for decomposing variability by H. Müller and D. Sternad (2003, 2004b), J. B. J. Smeets and S. Louw show that covariation (C), as defined within the TNC method, is not invariant with respect to coordinate transformations and contend that it is, therefore, meaningless. Although the observation is correct, their interpretation is misleading in the following ways: (a) They equate covariation C with the known statistical quantity covariance and noise (N) with standard deviations. The two quantities C and N are conceptually different statistical measures. (b) Dependency on the reference frame is not only a feature of C but of all 3 components. However, such dependency is ubiquitous in motor control. (c) As the frame of reference in biological systems is poorly understood, the TNC method may afford evaluation of different coordinates for control. 相似文献
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Effects of self-schema elaboration on affective and cognitive reactions to self-relevant information
Petersen LE Stahlberg D Dauenheimer D 《Genetic, social, and general psychology monographs》2000,126(1):25-42
The basic assumption of the integrative self-schema model (ISSM; L.-E. Petersen, 1994; L.-E. Petersen, D. Stahlberg, & D. Dauenheimer, 1996; D. Stahlberg, L.-E. Petersen, & D. Dauenheimer, 1994, 1999) is that self-schema elaboration (schematic vs. aschematic) affects reactions to self-relevant information. This assumption is based on the idea that schematic dimensions occupy a more central position in the cognitive system than aschematic dimensions. In the first study, this basic prediction could be clearly confirmed: The results showed that schematic dimensions possessed stronger cognitive associations with other self-relevant cognitions as well as a higher resistance to change than aschematic dimensions did. In the second study, the main assumptions of the ISSM concerning the affective and cognitive reactions to self-relevant feedback were tested: The ISSM proposes that, on schematic dimensions, reactions to self-relevant feedback will most likely follow principles of self-consistency theory, whereas on aschematic dimensions positive feedback should elicit the most positive reactions that self-enhancement theory would predict. The experimental results clearly confirmed the hypotheses derived from the ISSM for affective reactions. Cognitive reactions, however, were in line with self-consistency principles and were not modified by the elaboration of the self-schema dimension involved. 相似文献
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Contextual and serial discriminations: a new learning paradigm to assess simultaneously the effects of acute stress on retrieval of flexible or stable information in mice 总被引:3,自引:0,他引:3 下载免费PDF全文
Célérier A Piérard C Rachbauer D Sarrieau A Béracochéa D 《Learning & memory (Cold Spring Harbor, N.Y.)》2004,11(2):196-204
The present study was aimed at simultaneously determining on the same subject, the effects of stress on retrieval of flexible (contextual or temporal) or stable (spatial) information. Three behavioral paradigms carried out in a four-hole board were designed as follows: (1) Simple Discrimination (SD), in which mice learned a single discrimination; (2) Contextual and Serial Discriminations (CSD), in which mice learned two successive discriminations on two different internal contexts; (3) Spatial Serial Discriminations (SSD), in which mice learned two successive discriminations on an identical internal context. The stressor (three inescapable electric footshocks) was delivered 5 min before retention, occurring 5 min or 24 h after acquisition. Results showed that this stressor increased plasmatic corticosterone levels and fear reactivity in an elevated-plus-maze, as compared with nonstressed mice. The stressor reversed the normal pattern of retrieval observed in nonstressed controls in the CSD task, this effect being context dependent, as it was not observed in the SSD task. Overall, our study shows that stress affected the retrieval of flexible and old information, but spared the retrieval of stable or recent ones. Therefore, these behavioral paradigms allow us to study simultaneously, on the same animal, the effects of stress on distinct forms of memory retrieval. 相似文献
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Dagmar Stahlberg Lars‐Eric Petersen Dirk Dauenheimer 《European journal of social psychology》1999,29(4):489-502
Previous findings have shown that some reactions (e.g. satisfaction with feedback) are guided by self‐enhancement theory, whereas other reactions (e.g. perceived feedback accuracy) have been shown to follow predictions of self‐consistency theory. The Integrative Self‐Schema Model (ISSM) assumes that these effects should be moderated by the elaboration of the self‐schema involved: This assumption was tested in an experimental study: 72 participants received fictitious feedback on different personality dimensions allegedly based on an adjective checklist. This feedback was either consistent with self‐perceptions, more positive than expected, or more negative than expected, and addressed highly elaborated (schematic) or less elaborated (aschematic) personality dimensions. Satisfaction, feedback accuracy and interest in further information were analysed as dependent variables. The experimental results clearly confirmed the hypotheses derived from the ISSM for satisfaction and perceived feedback accuracy. A self‐consistency effect regarding perceived feedback accuracy was found only for feedback on schematic dimensions but was attenuated on aschematic dimensions. A self‐enhancement effect regarding satisfaction was found only on aschematic dimensions. This finding was reversed on schematic dimensions. Finally, interest in further information did not follow the predictions made by the ISSM. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
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The effect of a working-memory-demanding dual task on perceptual category learning was investigated. In Experiment 1, participants learned unidimensional rule-based or information integration category structures. In Experiment 2, participants learned a conjunctive rule-based category structure. In Experiment 1, unidimensional rule-based category learning was disrupted more by the dual working memory task than was information integration category learning. In addition, rule-based category learning differed qualitatively from information integration category learning in yielding a bimodal, rather than a normal, distribution of scores. Experiment 2 showed that rule-based learning can be disrupted by a dual working memory task even when both dimensions are relevant for optimal categorization. The results support the notion of at least two systems of category learning a hypothesis-testing system that seeks verbalizable rules and relies on working memory and selective attention, and an implicit system that is procedural-learning based and is essentially automatic. 相似文献
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In this review, we examine the role of emotion regulation in the treatment of children with anxiety disorders. Cognitive-behavioral
therapy (CBT) has been shown to “work” for children with anxiety disorders and it has been categorized as an evidence-based
treatment. However, most studies have shown that the treatment is effective for about 60–70% of children, leaving the remaining
children symptomatic and oftentimes with persisting psychological disorders. Of importance, it has also been shown that many
children with anxiety disorders demonstrate poor emotion regulation skills. Despite these findings, little attention has been
directed toward incorporating emotion regulation strategies into these relatively effective cognitive-behavioral treatments.
It is possible that CBT programs do not work as well for a portion of children because their emotion regulation deficits,
if present, are not being targeted sufficiently. In this review, it is suggested that adding an emotion regulation component
could increase treatment efficacy. In addition, strategies aimed at improving emotion regulation at the individual level and
at the family level are introduced. Details of how improved emotion regulation skills could be beneficial in bringing about
change are discussed. Finally, issues of measurement and the clinical implications for research and practice are considered. 相似文献
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