排序方式: 共有70条查询结果,搜索用时 15 毫秒
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Virginie Crollen Marie-Pascale NoëL Xavier Seron Pierre Mahau Franco Lepore Olivier Collignon 《Cognition》2014
Though a clear interaction between finger and number representations has been demonstrated, what drives the development of this intertwining remains unclear. Here we tested early blind, late blind and sighted control participants in two counting tasks, each performed under three different conditions: a resting condition, a condition requiring hands movements and a condition requiring feet movements. In the resting condition, every sighted and late blind spontaneously used their fingers, while the majority of early blind did not. Sighted controls and late blind were moreover selectively disrupted by the interfering hand condition, while the early blind who did not use the finger-counting strategy remained unaffected by the interference conditions. These results therefore demonstrate that visual experience plays an important role in implementing the sensori-motor habits that drive the development of finger–number interactions. 相似文献
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Task-irrelevant perceptual learning (TIPL) refers to the phenomenon where the stimulus features of a subject's task are learned when they are consistently presented at times when behaviorally relevant events occur. In this article, we addressed two points concerning TIPL. First, we address the question, are all behaviorally relevant events equal in their impact on encoding processes? Second, we address the hypothesis that TIPL involves mechanisms of the alerting attentional system. Two experiments of fast-TIPL were conducted in which the attentional state of participants was manipulated by using an alerting cue (visual or auditory) that informed participants of the arrival of an upcoming target. Images were presented with task-related stimuli (cues, targets and distractors) and subjects were tested on their memory of those images. Results indicate that memory for target-paired images was enhanced and cue-paired images were suppressed relative to that of distractor-paired images. The alerting cue increased the ability to recall target-paired images presented after this cue, although this result depended on the proportion of cued trials in a session. These results demonstrate a complex interplay between task-elements and the encoding of stimuli paired with them where both enhancement and suppression of task-paired stimuli can be found depending whether those stimuli are paired with task-targets or cues. 相似文献
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The authors use a portfolio of sequential tasks to investigate how accurately study participants stick to assigned deadlines when they need to transition from one task to another. Atypical deadlines, task complexity, and individual differences all affect transition error size, error correction, and task performance. In Experiment 1 (N?=?108), larger task transition errors were related negatively to task performance and were associated with atypical deadlines (e.g., 4:53 or 4:57), complex tasks, and individuals lower in the general hurry characteristic. In Experiment 2 (N?=?95), individuals facing atypical deadlines or lower in need for cognition were less likely to correct transition errors (i.e., getting back to the original schedule), which negatively affected performance. Theoretical and practical implications are discussed. 相似文献
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Previous research has suggested that the use of the fingers may play a functional role in the development of a mature counting system. However, the role of developmental vision in the elaboration of a finger numeral representation remains unexplored. In the current study, 14 congenitally blind children and 14 matched sighted controls undertook three different test batteries that examined (a) general cognitive abilities, (b) the spontaneous use of finger-counting and finger-montring strategies (where “finger-montring” is a term used to characterize the way people raise their fingers to show numerosities to other people), and (c) the canonicity level of the finger-counting and finger-montring habits. Compared with sighted controls, blind children used their fingers less spontaneously to count and in a less canonical way to count and show quantities. These results demonstrate that the absence of vision precludes the development of a typical finger numeral representation and suggest that the use of canonical finger-counting and finger-montring strategies relies on the visual recognition of particular hand shapes. 相似文献
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Jamila Hattouti Sandrine Gil Yves Almecija Virginie Laval 《Scandinavian journal of psychology》2019,60(3):213-221
Idiom comprehension relies on the ability to draw inferences from different cues in a communication situation. Adopting a developmental perspective, we investigated how this ability changes across adolescence. To this end, we designed a computerized system that allowed us to simulate a communication situation through short videos placing participants at the center of the interaction. Four groups of participants (11, 13, 15, and adult students) performed an idiomatic expression comprehension task, in which idiom familiarity was controlled. We manipulated the idioms’ transparency (vs. opacity) and presentation (supportive narrative context inducing an idiomatic interpretation of the expression vs. nonsupportive narrative context). Analyses revealed an improvement in idiom comprehension in terms of contextual inferences but they failed to reveal any significant difference in terms of semantic inferences. This study yields fresh arguments in support of the notion that inferential ability based on context continues to develop beyond childhood. 相似文献
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Inslegers R Vanheule S Meganck R Debaere V Trenson E Desmet M Roelstraete B 《Journal of personality assessment》2012,94(4):372-379
This study examines the reliability and convergent validity of 2 versions of the Social Cognition and Object Relations Scale (SCORS), one for use with Thematic Apperception Test narratives (SCORS-TAT; Westen, 1990) and one for use with clinical interview data (SCORS-CDI; Westen, Barends, Leigh, Mendel, & Silbert, 1990 ). Four SCORS dimensions were evaluated. Data were collected in a psychiatric sample (N = 74). Results show that although interrater reliability was good for all dimensions, internal consistency was low, especially for the affective dimensions. Structural equation modeling, in which a model with 2 factors (i.e., SCORS-TAT and SCORS-CDI) and 4 dimensions each was tested, indicated low convergence between corresponding dimensions of SCORS-TAT and SCORS-CDI. Correlational analyses suggested that this was due to a strong method factor. Regression analyses, however, revealed that the presence of a personality disorder operated as a moderator for convergence between corresponding cognitive-structural dimensions. 相似文献
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Task-irrelevant perceptual learning (TIPL) refers to the phenomenon where the stimulus features are learned when they are consistently presented at behaviorally relevant times (e.g., with task targets or rewards). Studies on the role of attention in TIPL have found that attention negatively impacts this type of learning; however, these studies involved stimuli that were completely irrelevant to the subjects and that, when noticed, were distracting to the subjects?? task. Here, we asked whether attention would have a beneficial impact on learning in the case where the target-paired stimuli were relevant to a secondary task that subjects were required to perform. We conducted three experiments in adult subjects, using the fast-TIPL paradigm (which allows one to study TIPL with as little as a single trial of exposure). The results from Experiments 1 and 2 showed that fast-TIPL occurred for the target-paired stimuli but that the manipulation of attention increased performance for stimuli presented after the target. Experiment 3 was conducted to address whether the direction of attention positively or negatively impacted fast-TIPL and to better control for the effects of attention. The results of this experiment demonstrate that in the case of fast-TIPL, exogenously directed attention aids in the memorization of target-paired stimuli. Overall, our results demonstrate that attention operates in a beneficial manner in fast-TIPL, where the target-paired stimuli are relevant to a secondary task that subjects perform. 相似文献