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31.
Although not previously addressed by researchers of spatial cognition or affect, the combination of spatial and affective information is essential for many approach and avoidance behaviors, and thus for survival. We provide the first evidence that through incidental experience, people form representations that capture correlations between affective and spatial information. Participants were able to do so even when the correlation was weak, they were not told to look for the correlation, and the stimuli varied on multiple other dimensions besides valence. In addition, people were more sensitive to the presented correlation when stimuli were negative than when they were positive. This asymmetry in representation may stem from underlying differences in the activation functions for positive and negative hedonic information processing. 相似文献
32.
Infants aged 3-5 months (mean of approximately 4 months) were given a novel anticipatory looking task to test object permanence understanding. They were trained to expect an experimenter to retrieve an object from behind a transparent screen upon hearing a cue ("Doors up, here comes the hand"). The experimenter then hid the object behind one of two opaque screens and after either 2 or 8s gave the "doors up" cue. Infants looked to the correct location after the two-second delay, but not after the eight-second delay. This indicates a brief memory that the object is present behind the occluder. The study provides converging evidence that infants grasp object permanence by a young age. The novel anticipatory looking paradigm helps rule out counter-explanations applied to violation-of-expectation tasks. 相似文献
33.
The effects of universal pre-K on cognitive development 总被引:2,自引:0,他引:2
In this study of Oklahoma's universal pre-K program, the authors relied on a strict birthday eligibility criterion to compare "young" kindergarten children who just completed pre-K to "old" pre-K children just beginning pre-K. This regression-discontinuity design reduces the threat of selection bias. Their sample consisted of 1,567 pre-K children and 1,461 kindergarten children who had just completed pre-K. The authors estimated the impact of the pre-K treatment on Woodcock-Johnson Achievement test scores. The authors found test impacts of 3.00 points (0.79 of the standard deviation for the control group) for the Letter-Word Identification score, 1.86 points (0.64 of the standard deviation of the control group) for the Spelling score, and 1.94 points (0.38 of the standard deviation of the control group) for the Applied Problems score. Hispanic, Black, White, and Native American children all benefit from the program, as do children in diverse income brackets, as measured by school lunch eligibility status. The authors conclude that Oklahoma's universal pre-K program has succeeded in enhancing the school readiness of a diverse group of children. 相似文献
34.
35.
Responses to the 1999 Youth Risk Behavior Survey including suicide ideation, attempt, medically treated attempt, and six problem behaviors were analysed. Youth across the spectrum ideated. Overwhelmingly, the 17% of youth with more than three problem behaviors were the youth who acted; they accounted for 60% of medically treated suicidal acts. Compared to adolescents with zero problem behaviors, the odds of a medically treated suicide attempt were 2.3 times greater among respondents with one, 8.8 with two, 18.3 with three, 30.8 with four, 50.0 with five, and 227.3 with six. A count of problem behaviors offers a reliable way to identify suicide risk. 相似文献
36.
Crawford TN Cohen P Johnson JG Kasen S First MB Gordon K Brook JS 《Journal of personality disorders》2005,19(1):30-52
Approximately 800 youths from the Children in the Community Study (Cohen & Cohen, 1996) have been assessed prospectively for over 20 years to study personality disorders (PDs) in adolescents and young adults. In this article we evaluate the Children in the Community Self-Report (CIC-SR) Scales, which were designed to assess DSM-IV PDs using self-reported prospective data from this longitudinal sample. To evaluate convergent validity, we assessed concordance between the CIC-SR Scales and the Structured Clinical Interview for DSM-IV Personality Disorders (SCID-II; First, Gibbon, Spitzer, Williams, & Benjamin, 1995) in 644 participants at mean age 33. To assess predictive validity, we used CIC-SR Scales at mean age 22 to predict subsequent CIC-SR and SCID-II Personality Questionnaire scores at mean age 33. In these analyses the CIC-SR Scales matched or exceeded benchmarks established in previous comparisons between self-report instruments and structured clinical interviews. Unlike other self-report scales, the CIC-SR did not appear to overestimate diagnoses when compared with SCID-II clinical diagnoses. 相似文献
37.
Recent studies have shown that the presentation of concurrent linguistic context can lead to highly efficient performance
in a standard conjunction search task by the induction of an incremental search strategy (Spivey, Tyler, Eberhard, & Tanenhaus,
2001). However, these findings were obtained under anomalously slow speech rate conditions. Accordingly, in the present study,
the effects of concurrent linguistic context on visual search performance were compared when speech was recorded at both a
normal rate and a slow rate. The findings provided clear evidence that the visual search benefit afforded by concurrent linguistic
context was contingent on speech rate, with normal speech producing a smaller benefit. Overall, these findings have important
implications for understanding how linguistic and visual processes interact in real time and suggest a disparity in the temporal
resolution of speech comprehension and visual search processes. 相似文献
38.
Isquith PK Crawford JS Espy KA Gioia GA 《Mental retardation and developmental disabilities research reviews》2005,11(3):209-215
Assessment of the overarching self-regulatory mechanisms, or executive functions, in any age group is challenging, in part due to the complexity of this domain, in part due to their dynamic essence, and in part due to the inextricable links between these central processes and the associated domain-specific processes, such as language, motor function, and attention, over which they preside. While much progress has been made in clinical assessment approaches for measuring executive functions in adults and to some extent in adolescents and school-aged children, the toolkit for the preschool evaluator remains sparse. The past decade, however, has seen a substantial increase in attention to executive functions in very young children from a developmental neuropsychological perspective. With this has come a necessity for better, more specific, and more internally valid performance measures, many of which are now described in the experimental literature. Few such tasks, however, have adequately demonstrated psychometric properties for clinical application. We present two performance tasks designed to tap selective aspects of executive function in preschoolers that are emerging from the experimental laboratory and hold promise of appropriate reliability and validity for the clinical laboratory. Performance tests alone, however, are insufficient to develop a comprehensive picture of a child's executive functioning. Thus, we present a rating scale of preschoolers' executive function in the everyday context, and advocate a model of executive function assessment that incorporates both controlled performance tasks that target specific aspects of executive function and parent/teacher ratings that target more global aspects of self-regulation in the everyday context. 相似文献
39.
Raters who pursue different goals give different ratings 总被引:5,自引:0,他引:5
J. N. Cleveland and K. R. Murphy (1992) suggested that phenomena such as rater errors and interrater disagreements could be understood in terms of differences in the goals pursued by various raters. We measured 19 rating goals of students at the beginning of a semester, grouped them into scales, and correlated these with teacher evaluations collected at the end of the semester. We found significant multiple correlations, both within classes and in an analysis of the pooled sample (adjusting for instructor mean differences, incremental R2 =.08). Measures of rating goals obtained after raters had observed a significant proportion of ratee performance accounted for variance (incremental R2 =.07) not accounted for by measures of goals obtained at the beginning of the semester. 相似文献
40.
34 participants judged the duration of a 4-sec. interval which was preceded by a contextual interval of 2, 6, 10, or 14 sec. Underestimations of the test interval when the contextual intervals were longer suggested temporal durations are affected by a mechanism of comparing and contrasting analogous to the one producing some visual illusions. 相似文献