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101.
知觉与行为的分离是指人的视觉对物体的知觉与对行为的控制属于两个不同的系统。最早人们从临床病例中发现存在知觉与行为的分离,以后Aglioti等利用铁钦纳错觉实验证实正常人中也存在这一分离现象。一些研究者将两者的分离看作是两个不同视觉皮层通路(腹侧知觉系统和背侧视觉运动系统)的结果。围绕这一分离现象的实验和假说引发了不少的争论。该文回顾了十年来利用错觉实验所做的众多验证性研究,分析了支持和否定分离现象存在的各类证据,对一些重要结果和观点进行了总结,并由此提出了自己的看法。 相似文献
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Zhi Wang Xueying Tang Jingchen Liu Zhiliang Ying 《The British journal of mathematical and statistical psychology》2023,76(1):211-235
Response process data collected from human–computer interactive items contain detailed information about respondents' behavioural patterns and cognitive processes. Such data are valuable sources for analysing respondents' problem-solving strategies. However, the irregular data format and the complex structure make standard statistical tools difficult to apply. This article develops a computationally efficient method for exploratory analysis of such process data. The new approach segments a lengthy individual process into a sequence of short subprocesses to achieve complexity reduction, easy clustering and meaningful interpretation. Each subprocess is considered a subtask. The segmentation is based on sequential action predictability using a parsimonious predictive model combined with the Shannon entropy. Simulation studies are conducted to assess the performance of the new method. We use a case study of PIAAC 2012 to demonstrate how exploratory analysis for process data can be carried out with the new approach. 相似文献
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Selin Zeytinoglu Alva Tang Charles H. Zeanah Charles A. Nelson Alisa N. Almas Nathan A. Fox 《Developmental science》2023,26(2):e13309
Institutional rearing negatively impacts the development of children's social skills and executive functions (EF). However, little is known about whether childhood social skills mediate the effects of the foster care intervention (FCG) and foster caregiving quality following early institutional rearing on EF and social skills in adolescence. We examined (a) whether children's social skills at 8 years mediate the impact of the FCG on the development of EF at ages 12 and 16 years, and (b) whether social skills and EF at ages 8 and 12 mediate the relation between caregiving quality in foster care at 42 months and subsequent social skills and EF at age 16. Participants included abandoned children from Romanian institutions, who were randomly assigned to a FCG (n = 68) or care as usual (n = 68), and a never-institutionalized group (n = 135). At ages 8, 12, and 16, social skills were assessed via caregiver and teacher reports and EF were assessed via the Cambridge Neuropsychological Test Automated Battery. Caregiving quality of foster caregivers was observed at 42 months. FCG predicted better social skills at 8 years, which in turn predicted better EF in adolescence. Higher caregiver quality in foster care at 42 months predicted better social skills at 8 and 12 years, and better EF at 12 years, which in turn predicted 16-year EF and social skills. These findings suggest that interventions targeting caregiving quality within foster care home environments may have long-lasting positive effects on children's social skills and EF. 相似文献