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Three experiments are reported on the relation between children's intramodal and crossmodal visual and kinesthetic performance under conditions varying the difficulty of the input patterns. Crossmodal recognition errors exceeded intramodal errors on distance patterns with two and four constituents by ten-year-olds (Expt 1), and by 5.5-year-olds on single and double distance patterns (Expt 2). Preschoolers showed no significant crossmodal deficits in the recognition of single and double patterns (Expt 2), or in recall of single lengths presented in blocked or alternating order (Expt 3). No interactions between crossmodal errors and pattern difficulty were found. Order of presenting the patterns (Expts 1 and 2), and blocked versus alternating presentations (Expt 3) had significant effects on the relation between intramodal and crossmodal errors. The results are discussed with reference to explanations of crossmodal matching.  相似文献   
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Perception grounds demonstrative reference, yields singular thoughts, and fixes the reference of singular terms. Moreover, perception provides us with knowledge of particulars in our environment and justifies singular thoughts about particulars. How does perception play these cognitive and epistemic roles in our lives? I address this question by exploring the fundamental nature of perceptual experience. I argue that perceptual states are constituted by particulars and discuss epistemic, ontological, psychologistic, and semantic approaches to account for perceptual particularity.  相似文献   
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Reappraisal and distraction, unlike suppression, are known to decrease the intensity of negative emotion in the short term. Little is known about long-term characteristics associated with emotion regulation strategies, however. In a longitudinal study, we examined the relation between the strategies people reported using to regulate emotions during a stressful situation and their later memory for their emotions. Students in Italy rated the intensity of positive and negative emotions they were experiencing as they prepared for their high school exit exam. They also rated the extent to which they were regulating emotion using reappraisal, distraction, and suppression. Six weeks later, students recalled their pre-exam emotions. The more students reported engaging in reappraisal before the exam, the more they overestimated positive emotion and underestimated negative emotion when recalling their experience. The association between reported reappraisal and memory bias was partially mediated by positive changes over time in students' appraisals of the exam preparation experience. Reports of engaging in distraction and suppression were not associated with memory bias. Because remembered emotion guides future choices, these findings suggest that reappraisal is a highly adaptive strategy for coping with stressful situations, not only in the short run, but also in the long run.  相似文献   
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States develop specific protocols for cystic fibrosis (CF) newborn screening to reflect the population served. We hypothesized that mutation distribution and detection rates would differ between Hispanic and non-Hispanic CF patients diagnosed by IL newborn screen with more Hispanic infants carrying mutations not detected by the state panel. Data from CF cases diagnosed via newborn screen in IL between 3/1/2008 and 10/31/2010 were reviewed. More Hispanic infants with CF had one or more undefined mutations after screening, in comparison to non-Hispanic Caucasian patients (40% vs. 9.5%; p?相似文献   
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Journal of Psychopathology and Behavioral Assessment - With the publication of the Diagnostic and Statistical Manual of Mental Disorders, fifth edition, the American Psychiatric Association...  相似文献   
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