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This study is composed of 517 adult voluntary participants, from Barcelona and its surroundings, all of whom are from Spain, Barcelona, and Catalonia. The study builds on a previously published report for a smaller sample (N = 250; see Alvarez, Baeza, Campo, Garcia, Guardia, et al., 1993) and is the result of collaboration between students and professors at the Barcelona Rorschach School (Catalan Rorschach Society). Our aim is to offer local data that should help to understand possible differences with existing reference data for the Rorschach Comprehensive System (CS; Exner, 2005), which is the system that has been taught at this school since 1978. Inclusion and exclusion criteria are described and interrater reliability statistics at the response level are presented, along with scores for the CS, followed by a discussion and very brief comparison with other international reference samples. 相似文献
43.
Orlova VA Voskresenskaya NI Shcherbakova NP Korsakova NK Savina TD Solenova EP Efanova NN Malova JV 《The Spanish journal of psychology》2007,10(2):430-435
In order to study neuropsychological characteristics of subcortical-frontal brain regions function and assessment of their relation with vulnerability to schizophrenia 59 patients and 23 controls were investigated using Luria's neuropsychological methods. The analysis established bilateral abnormalities of the function of prefrontal and profound frontal lobe zones in patients as compared with controls. These abnormalities were more predominate in the left hemisphere. Point biserial correlation coefficients of determined integrative neuropsychological indicators with liability to schizophrenia were 0.39 +/- 0.11 and 0.28 +/- 0.09, for the left and right brain zones respectively. The obtained data permits discussion of the integrative neuropsychological indicators of subcortical-frontal brain regions as potential markers of liability to schizophrenia and confirms the role of structural and functional brain asymmetry in the pathogenesis of schizophrenia. 相似文献
44.
Vera Kempe Patricia J. Brooks Stephen D. Christman 《Psychonomic bulletin & review》2009,16(3):480-485
The study examined correlations between incidental learning of foreign words and interhemispheric connectivity, operationalized
as consistency of hand preference, using pooled data of five experiments on adult foreign language learning (N=242). Inconsistent hand preference was found to be positively correlated with vocabulary learning even after effects of cognitive
variables (verbal working memory capacity and nonverbal IQ), identified previously as predictive of successful foreign-language
vocabulary learning, were partialled out. This observed relationship between handedness consistency and vocabulary learning
persisted when left-handed and right-handed individuals were analyzed separately, and there was no overall difference in performance
between left- and right-handers. The findings confirm an association between degree of handedness and verbal episodic memory. 相似文献
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Vera Hoorens Jozef M. Nuttin Ildik Erdlyi Herman Ubolwanna Pavakanun 《European journal of social psychology》1990,20(3):181-205
Four studies test both the alternative explanation advanced by Hoorens and Todorova (1988) for Nuttin's (1984, 1985, 1987) name letter effect (NLE), and two interpretations for an unexplained finding of the former authors. Flemish, Hungarian and Thai children show an increasing rather than a decreasing NLE over primary school grades (studies 1, 2 and 4). Thai university students and school children prefer own name letters in their ‘mother’ alphabet (Thai) but also in their second (Roman) alphabet (studies 3 and 4). All these results contradict the primacy of own name writing or mastery pleasure hypothesis. Independently of the time interval between the acquisition of both alphabets, a stronger NLE is found in the subjects ‘mother’ alphabet than in their second alphabet, contradicting a mitigated mastery pleasure explanation for the stronger NLE in one's ‘mother’ alphabet (Hoorens and Todorova, 1988). All the data are consistent with Nuttin's interpretation of the NLE in terms of the affective consequences of ‘mere ownership’. Finally, the striking generality of the NLE over languages, alphabets, and cultures is again demonstrated. 相似文献
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Previous studies have promoted the use of elaborative interrogation (a “why”-questioning strategy) for the acquisition of factual information. One assumption in these studies is that prior knowledge influences when students will be able to use the strategy, with greater prior knowledge leading to higher recall performance. In the studies reviewed here, the effect of prior knowledge on strategy effectiveness was investigated. Specifically, students' performances were compared for materials about which they possessed substantial prior knowledge, little prior knowledge, inconsistent prior knowledge, or shared prior knowledge. In general, the data support the use of elaborative interrogation when studying alone or in dyads especially when learners possess some relevant prior knowledge about the new information. 相似文献
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Vera Camões‐Costa Mihela Erjavec Pauline J. Horne 《The British journal of developmental psychology》2011,29(3):552-571
This study examined which body part labels children could (i) produce when the experimenter touched different locations on her own body, asking each time ‘What's this?’ and (ii) comprehend by touching the correct locations on their own bodies in response to the experimenter asking ‘Where's the [body‐part label]?’. Seventeen children aged between 26 and 41 months, tested in a repeated measures procedure, were presented with 50 different body part stimuli in 200 test trials per child. Overall, the children produced fewer body part labels than they could comprehend. The accuracy of children's responses depended on (i) the location or extent of each body part (facial and broad body features were better known; joints and features in or attached to broad body parts the least well known); (ii) the amount of sensory (but not motor) representation each body part has in the human cortex; and (iii) whether a body part was commonly named by caregivers. These results present a precise mapping of the body parts that young children are able to name and locate on their own bodies in response to body part names; they suggest several possible determinants of lexical‐semantic body knowledge and add to the understanding of how it develops in childhood. 相似文献