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141.
Evans Katherine de Moura Nelson Chauvier Stéphane Chatila Raja Dogan Ebru 《Science and engineering ethics》2020,26(6):3285-3312
Science and Engineering Ethics - The ethics of autonomous vehicles (AV) has received a great amount of attention in recent years, specifically in regard to their decisional policies in accident... 相似文献
142.
Nicolas Adam Agns Blaye Rasa Gulbinaite Arnaud Delorme Chlo Farrer 《Developmental science》2020,23(5)
The development of cognitive control enables children to better resist acting based on distracting information that interferes with the current action. Cognitive control improvement serves different functions that differ in part by the type of interference to resolve. Indeed, resisting to interference at the task‐set level or at the response‐preparation level is, respectively, associated with cognitive flexibility and inhibition. It is, however, unknown whether the same neural mechanism underlies these two functions across development. Studies in adults have revealed the contribution of midfrontal theta (MFT) oscillations in interference resolution. This study investigated whether MFT is involved in the resolution of different types of interference in two age groups identified as corresponding to different latent structures of executive functions. Preschool (4–6 years) and school children (6–8 years) were tested with a task involving interference at the response level and/or the task‐set level while (electroencephalogram) EEG was recorded. Behaviorally, response time and accuracy were affected by task‐set. Both age groups were less accurate when the interference occurred at the task‐set level and only the younger group showed decreased accuracy when interference was presented at the response‐preparation level. Furthermore, MFT power was increased, relative to the baseline, during the resolution of both types of interference and in both age groups. These findings suggest that MFT is involved in immature cognitive control (i.e., preschool and school‐ages), by orchestrating its different cognitive processes, irrespective of the interference to resolve and of the level of cognitive control development (i.e., the degree of differentiation of executive functions). 相似文献
143.
Räsänen Katariina Pietarinen Janne Pyhältö Kirsi Soini Tiina Väisänen Pertti 《Social Psychology of Education》2020,23(4):837-859
Social Psychology of Education - Teacher turnover has been recognized as a significant problem in the education worldwide. This study focuses on exploring reasons behind the turnover intentions,... 相似文献
144.
Bentley-Edwards Keisha L. Stevenson Howard C. Thomas Duane E. Adams-Bass Valerie N. Coleman-King Chonika 《Social Psychology of Education》2020,23(5):1233-1257
Social Psychology of Education - The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial... 相似文献
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This study presents evidence for the role of knowledge of results (KR) in the estimation of medium time intervals (4-12 s durations). Experiment 1 tested the hypothesis that KR operates at the same stage of temporal processing as attention. The absence of an interaction of attention and KR is taken as evidence against this hypothesis. Experiments 2 and 3 further studied the effects of KR in a reproduction and a production task, respectively. The effects of KR were small in the reproduction and substantial in the production task. The results are interpreted in terms of a clock-based timing model and the findings taken together converge on the interpretation that KR affects the reference memory (RM), rather than the other components of the model. 相似文献