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971.
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Mothers' Attention‐getting Utterances During Shared Book Reading: Links to Low‐income Preschoolers' Verbal Engagement,Visual Attention,and Early Literacy 下载免费PDF全文
This study examined associations among low‐income mothers' use of attention‐getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother–child shared book reading sessions were videotaped and coded for each utterance, including attention talk, contextualized talk, de‐contextualized talk, and print talk. Preschoolers' attention during book reading was assessed using two measures: verbal engagement by using a rating scale of preschoolers' involvement in book reading discussion and visual attention by coding visual gaze. Findings indicated that mothers' attention talk was positively associated with children's verbal engagement, while maternal print talk was associated with children's visual attention. Further, low‐level maternal print talk was associated with higher early decoding scores of children when it was accompanied with high‐level maternal attention talk. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
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974.
Empowering and legitimizing the fundamental attribution error: Power and legitimization exacerbate the translation of role‐constrained behaviors into ability differences 下载免费PDF全文
Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for both advantaged (questioner) and disadvantaged (answerer) actors (Study 1) as well as naïve observers of the quiz game (Study 2) to attribute to ability the behaviors elicited by social roles. These results extend previous findings. People are more prone to explain constrained behaviors by differences in ability when role structure is legitimated and when power asymmetry matches role structure. Legitimacy and power may then play an important role in the translation of role constraints into inferences about ability. 相似文献
975.
Faking revisited: Exerting strategic control over performance on the Implicit Relational Assessment Procedure 下载免费PDF全文
Sean Hughes Ian Hussey Bethany Corrigan Katie Jolie Carol Murphy Dermot Barnes‐Holmes 《European journal of social psychology》2016,46(5):632-648
Across four studies, we demonstrate that effects obtained from the Implicit Relational Assessment Procedure, like those obtained from other indirect procedures, are not impervious to strategic manipulation. In experiment 1, we found that merely informing participants to “fake” their performance without providing a concrete strategy to do so did not eliminate, reverse, or in any way alter the obtained outcomes. However, when those same instructions orientated attention toward the core parameters of the task, participants spontaneously derived a strategy that allowed them to eliminate their effects (experiment 2). When the participants were provided with a viable response strategy, they successfully reversed the direction of their overall Implicit Relational Assessment Procedure effect (experiment 3). By refining the nature of those instructions, we managed to target and alter individual trial‐type effects in isolation with some success (experiment 4). 相似文献
976.
Modelling, reasoning and verifying complex situations involving a system of agents is crucial in all phases of the development of a number of safety-critical systems. In particular, it is of fundamental importance to have tools and techniques to reason about the doxastic and epistemic states of agents, to make sure that the agents behave as intended. In this paper we introduce a computationally grounded logic called COGWED and we present two types of semantics that support a range of practical situations. We provide model checking algorithms, complexity characterisations and a prototype implementation. We validate our proposal against a case study from the avionic domain: we assess and verify the situational awareness of pilots flying an aircraft with several automated components in off-nominal conditions. 相似文献
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Dynamic testing of learning potential in adults with cognitive impairments: A systematic review of methodology and predictive value 下载免费PDF全文
Hileen Boosman Thamar J. H. Bovend'Eerdt Johanna M. A. Visser‐Meily Tanja C. W. Nijboer Caroline M. van Heugten 《Journal of Neuropsychology》2016,10(2):186-210
Dynamic testing includes procedures that examine the effects of brief training on test performance where pre‐ to post‐training change reflects patients’ learning potential. The objective of this systematic review was to provide clinicians and researchers insight into the concept and methodology of dynamic testing and to explore its predictive validity in adult patients with cognitive impairments. The following electronic databases were searched: PubMed, PsychINFO, and Embase/Medline. Of 1141 potentially relevant articles, 24 studies met the inclusion criteria. The mean methodological quality score was 4.6 of 8. Eleven different dynamic tests were used. The majority of studies used dynamic versions of the Wisconsin Card Sorting Test. The training mostly consisted of a combination of performance feedback, reinforcement, expanded instruction, or strategy training. Learning potential was quantified using numerical (post‐test score, difference score, gain score, regression residuals) and categorical (groups) indices. In five of six longitudinal studies, learning potential significantly predicted rehabilitation outcome. Three of four studies supported the added value of dynamic testing over conventional testing in predicting rehabilitation outcome. This review provides preliminary support that dynamic tests can provide a valuable addition to conventional tests to assess patients’ abilities. Although promising, there was a large variability in methods used for dynamic testing and, therefore, it remains unclear which dynamic testing methods are most appropriate for patients with cognitive impairments. More research is warranted to further evaluate and refine dynamic testing methodology and to further elucidate its predictive validity concerning rehabilitation outcomes relative to other cognitive and functional status indices. 相似文献
979.
Tool use in left brain damage and Alzheimer's disease: What about function and manipulation knowledge? 下载免费PDF全文
Christophe Jarry François Osiurak Jérémy Besnard Josselin Baumard Mathieu Lesourd Bernard Croisile Frédérique Etcharry‐Bouyx Valérie Chauviré Didier Le Gall 《Journal of Neuropsychology》2016,10(1):154-159
Tool use disorders are usually associated with difficulties in retrieving function and manipulation knowledge. Here, we investigate tool use (Real Tool Use, RTU), function (Functional Association, FA) and manipulation knowledge (Gesture Recognition, GR) in 17 left‐brain‐damaged (LBD) patients and 14 AD patients (Alzheimer disease). LBD group exhibited predicted deficit on RTU but not on FA and GR while AD patients showed deficits on GR and FA with preserved tool use skills. These findings question the role played by function and manipulation knowledge in actual tool use. 相似文献
980.
Connecting the dots between fantasy and reality: The social psychology of our engagement with fictional narrative and its functional value 下载免费PDF全文
Karen E. Dill‐Shackleford Cynthia Vinney Kristin Hopper‐Losenicky 《Social and Personality Psychology Compass》2016,10(11):634-646
This essay provides an overview of research and theory on narrative and its important, functional role in human experience, including the ways people use media to interrogate their own beliefs and feelings, and derive social meaning. Thought‐provoking film, television, and books can help us make meaning of our lives and grow in ways that are important for our successful social functioning. Research reviewed here demonstrates that exposure to fiction can increase empathy and social skills and reduce prejudice. Our connection to characters and stories has been studied in various ways as extensions of the self into another, while at the same time bringing the other into the self. Bringing together disparate perspectives, we propose that connecting to story worlds involves a process of “dual empathy”—simultaneously engaging in intense personal processing while also “feeling through” characters, both of which produce benefits. Because the value of entertainment narratives may not always be well understood, we explain how those experiences can be personal, social, and can serve important adaptive functions. 相似文献