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71.
We investigated the retrieval specificity of retrieval-induced forgetting (RIF) of motor sequences. In two experiments, participants learned sequential finger movements, each consisting of the movement of two fingers of either the left or the right hand. In the learning phase, these motor sequences were graphically presented and were to be learned as responses to simultaneously presented letter stimuli. Subsequently, participants selectively practiced half the items of one hand. A final recall test then assessed memory for all initially learned items. We contrasted different kinds of selective practice with each other. Whereas retrieval practice required retrieving motor sequences in response to letter stimuli from the learning phase, extra study was an extension of the learning phase, that is, participants performed motor sequences in response to the same animation graphic display as in the learning phase again accompanied by the letter stimulus. All practice conditions strengthened the practiced items, but only retrieval practice resulted in RIF. Thus, the strengthening of items through practice did not suffice to induce forgetting of related motor sequences. Retrieval was a necessary component for practice to shape memory for body movements by impairing the subsequent recall of motor sequences that were related to the practiced motor sequences. 相似文献
72.
Joshua Littenberg‐Tobias Alison K. Cohen 《American journal of community psychology》2016,57(1-2):102-117
There is increasing concern about the large civic engagement gap between Whites and Latina/o and African American youth. Some suggest this may be because traditional models and measures of civic engagement may not be as applicable for youth from historically marginalized groups. With an urban sample of middle and high school‐age youth (n = 903, 52% female), we used structural equation modeling to identify differences in civic pathways between youth from different racial/ethnic backgrounds. We found significant differences between groups including much stronger relationships between exposure to democratic practices and civic self‐efficacy and knowledge for African American and Latina/o youth than for White youth and a stronger relationship between civic knowledge and future civic engagement for Whites and Latina/os than for African Americans. These findings suggest that educators and researchers interested need to take into account the diversity of youths' racial experiences when examining youth civic development. 相似文献
73.
Previous research (Greitemeyer & Weiner, 2003 ) has demonstrated that compliance, because of an anticipated reward is attributed more to the person than compliance because of an anticipated punishment. The present research extended these findings to an educational context. Three studies revealed that parents who ask their children to change inappropriate behaviors are more likely to ascribe their children's improvement to the child, if the child was promised a reward, rather than threatened, to receive a punishment if the child did not improve. Moreover, because a child's improved behavior is more likely to be ascribed to the child given a reward as compared to a punishment, parents expect that rewards (as opposed to punishments) are more likely to sustain improved behavior, when the incentive is no longer offered. Finally, participants report to be more likely to induce behavioral change through reward rather than punishment. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
74.
Richard?Booth "mailto:booth@informatik.uni-leipzig.de " title= "booth@informatik.uni-leipzig.de " itemprop= "email " data-track= "click " data-track-action= "Email author " data-track-label= " ">Email author Eva?Richter 《Studia Logica》2005,80(1):29-61
We look at the problem of revising fuzzy belief bases, i.e., belief base revision in which both formulas in the base as well as revision-input formulas can come attached with varying degrees. Working within a very general framework for fuzzy logic which is able to capture certain types of uncertainty calculi as well as truth-functional fuzzy logics, we show how the idea of rational change from “crisp” base revision, as embodied by the idea of partial meet (base) revision, can be faithfully extended to revising fuzzy belief bases. We present and axiomatise an operation of partial meet fuzzy base revision and illustrate how the operation works in several important special instances of the framework. We also axiomatise the related operation of partial meet fuzzy base contraction.This paper is an extended version of a paper presented at the Nineteenth Conference on Uncertainty in Arti.cial Intelligence (UAI’03). 相似文献
75.
Peter Fischer Joachim I. Krueger Tobias Greitemeyer Kathrin Asal Nilüfer Aydin Evelyn Vingilis 《European Review of Social Psychology》2013,24(1):224-257
Media contents that glorify risk-taking (e.g., video games that simulate illegal street racing, TV depictions of dangerous extreme sports or stunts) are becoming increasingly popular. Theory and research suggest that risk glorification is associated with risk-taking among the audience. Until recently the evidence was limited in three ways: First, most studies, being correlational, did not permit clear causal inferences. Second, we did not know the strength of the effect of different types of media and different types of risk-taking outcomes. Third, early research did little to isolate the underlying psychological processes that mediate the pernicious effects of risk glorifying media formats. In order to address these open questions we review the results of an experimental programme of research and the findings of a comprehensive meta-analysis. The main findings are that (a) the risky media contents do indeed have causal force; (b) according to our meta-analysis active participation in risk glorifying media interfaces has a larger effect than passive consumption; (c) psychological processes include the priming of risk-related constructs, effects of risk-positive situational heuristic cues, perceived social norms, personal risk habituation, and changes in the recipient's self-concept. To integrate these findings we propose a theoretical framework derived from broad-range socio-cognitive models. We conclude with a discussion of possible directions for future research. 相似文献
76.
Fostering oral communication competences constitutes a primary goal of higher education. However, research on the acquisition process is sparse, especially when the role of learning-related emotions is considered. Based on control-value theory, this study therefore investigated the interplay between learning-related boredom and enjoyment and the build-up of moderation competence throughout an university course to foster oral competences. A longitudinal quasi-experimental study with two teaching conditions was conducted. About 160 students were assigned either to a control group (CG: autonomy supportive teaching enriched with basic levels of competence support and relatedness support) or an experimental group (EG: autonomy supportive teaching enriched with high levels of competence support and relatedness support). Perceived moderation competence and emotions were assessed three times (T) by self-report: after completion of the course introduction (T1), half way (T2), and at the end of the course (T3). The students’ behavioral performance during a practical moderation exam was graded at T3. Path analyses revealed differential effects of enjoyment and boredom on students’ perceived moderation competence and their grades over time: an activating, learning-enhancing effect of enjoyment on moderation competence was demonstrated, especially if teachers supported students’ experience of autonomy, competence, and relatedness. Boredom, in contrast, had a detrimental effect on the behavioral performance in the practical moderation exam. 相似文献
77.
Berger-Sweeney J Zearfoss NR Richter JD 《Learning & memory (Cold Spring Harbor, N.Y.)》2006,13(1):4-7
CPEB is a sequence-specific RNA binding protein that regulates translation at synapses. In neurons of CPEB knockout mice, synaptic efficacy is reduced. Here, we have performed a battery of behavioral tests and find that relative to wild-type animals, CPEB knockout mice, although similar on many baseline behaviors, have reduced extinction of memories on two hippocampal-dependent tasks. A corresponding microarray analysis reveals that about 0.14% of hippocampal genes have an altered expression in the CPEB knockout mouse. These data suggest that CPEB-dependent local protein synthesis may be an important cellular mechanism underlying extinction of hippocampal-dependent memories. 相似文献
78.
Two experiments found that effort-related cardiovascular reactivity under ego-involvement follows the principles of motivational intensity theory. Experiment 1 manipulated ego-involvement and the difficulty of a memory task. Under high ego-involvement, cardiovascular reactivity during task performance increased with fixed task difficulty; an unfixed performance standard elicited the same high reactivity as a fixed high standard. Experiment 2 manipulated ego-involvement and administered a memory task with unfixed versus extremely high performance standards. High ego-involvement increased cardiovascular reactivity only when the performance standard was unfixed but not when success was obviously impossible. Both studies found associations between cardiovascular reactivity and achievement and controlled for emotional states. The findings clarify previous research and theorizing about ego-involvement and motivation. 相似文献
79.
How do people assign responsibility to individuals in a group context? Participants played a repeated trial experimental game with three computer players, in which they counted triangles presented in complex diagrams. Three between-subject conditions differed in how the group outcome was computed from the individual players’ answers. After each round, participants assigned responsibility for the outcome to each player. The results showed that participants’ assignments varied between conditions, and were sensitive to the function that translated individual contributions into the group outcome. The predictions of different cognitive models of attribution were tested, and the Structural Model (Chockler & Halpern, 2004) predicted the data best. 相似文献
80.