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251.
Zanolie K Dantzig Sv Boot I Wijnen J Schubert TW Giessner SR Pecher D 《Brain and cognition》2012,78(1):50-58
Thinking about the abstract concept power may automatically activate the spatial up-down image schema (powerful up; powerless down) and consequently direct spatial attention to the image schema-congruent location. Participants indicated whether a word represented a powerful or powerless person (e.g. ‘king’ or ‘servant’). Following each decision, they identified a target at the top or bottom of the visual field. In Experiment 1 participants identified the target faster when their spatial position was congruent with the perceived power of the preceding word than when it was incongruent. In Experiment 2 ERPs showed a higher N1 amplitude for congruent spatial positions. These results support the view that attention is driven to the image schema congruent location of a power word. Thus, power is partially understood in terms of vertical space, which demonstrates that abstract concepts are grounded in sensory-motor processing. 相似文献
252.
This randomized controlled trial compared the effectiveness of metacognitive therapy (MCT) and intolerance-of-uncertainty therapy (IUT) for generalized anxiety disorder (GAD) in an outpatient context. Patients with GAD (N = 126) consecutively referred to an outpatient treatment center for anxiety disorder were randomly allocated to MCT, IUT, or a delayed treatment (DT) condition. Patients were treated individually for up to 14 sessions. Assessments were conducted before treatment (pretreatment), after the last treatment session (posttreatment), and six months after treatment had ended (follow-up). At posttreatment and follow-up assessments, substantial improvements were observed in both treatment conditions across all outcome variables. Both MCT and IUT, but not DT, produced significant reductions in GAD-specific symptoms with large effect sizes (ranging between 0.94 and 2.39) and high proportions of clinically significant change (ranging between 77% and 95%) on various outcome measures, and the vast majority of the patients (i.e., 91% in the MCT group, and 80% in the IUT group) no longer fulfilled the diagnostic criteria for GAD. Results further indicate that MCT produced better results than IUT. This was evident on most outcome measures, and also reflected in effect sizes and degree of clinical response and recovery. 相似文献
253.
Three experiments were conducted to investigate the impact of stimulus-driven control on the time-course of stimulus-response (SR) compatibility. Participants responded to the presence or absence of a singleton arrow that was presented among multiple nontargets. When the singleton arrow was present, observers pressed a button with their right index finger, when it was absent they pressed with their left-index finger. SR-compatibility depended on the relation between the identity of the target and the present response: Even though the identity of the target singleton arrow (whether it was pointing to the right or left) was irrelevant to the task, the direction could be corresponding (right arrow) or noncorresponding (left arrow) with a target present response (the right hand). To examine the time-course of performance target-distractor similarity was varied to increase or decrease visual search efficiency and accordingly response latency. There were three main findings. First, the results of Experiment 1 showed that observers were no faster to respond 'present' when the singleton arrow pointed to the right (corresponding to the right hand) than when it pointed left (noncorresponding to the right hand) in a simple present-absent detection task. Second, only when observers were encouraged to process the identity of the arrow singleton, an effect of an SR-compatibility effect was found which developed over time. Third, the time-course of SR-compatibility was not influenced by visual search efficiency. The results of the present work suggest that visual selection and response selection occur in different stages. 相似文献
254.
255.
Boys and girls to some extent differ in personality characteristics while they also prefer different school subjects in secondary education. This study has attempted to unravel the relations among gender, personality, and students?? subject choices. The study was based on a sample of 1,740 9th grade pre-university students throughout the Netherlands (average age 15?years). We used the Five-Factor Personality Inventory (FFPI) of Hendriks, Hofstee, and De Raad (1999a) to measure the students?? personalities. The research questions were: (1) To what extent are students?? personality characteristics related to their subject choices in secondary education? (2) Do students?? personality characteristics mediate the gender ?C subject choice relation? And if yes, which personality characteristics are responsible for this? (3) Is the relation between personality characteristics and subject choices different for boys and girls? We found several associations between personality characteristics and students?? subject choices. Although the relationship between gender and students?? subject choices was slightly attenuated after the inclusion of the personality characteristics in the multinomial logistic regression analyses, gender remained an important predictor of the students?? choices. The personality factor Extraversion partially mediated the relation between gender and students?? choice of advanced mathematics, chemistry, and physics versus a more language and culturally-oriented set of school subjects. Furthermore, gender was found to moderate the relation between the personality factor Autonomy and students?? choice of advanced mathematics, chemistry, and physics versus a more language and culturally-oriented set of school courses. 相似文献
256.
This article discusses how sequential sampling models can be integrated in a cognitive architecture. The new theory Retrieval by Accumulating Evidence in an Architecture (RACE/A) combines the level of detail typically provided by sequential sampling models with the level of task complexity typically provided by cognitive architectures. We will use RACE/A to model data from two variants of a picture-word interference task in a psychological refractory period design. These models will demonstrate how RACE/A enables interactions between sequential sampling and long-term declarative learning, and between sequential sampling and task control. In a traditional sequential sampling model, the onset of the process within the task is unclear, as is the number of sampling processes. RACE/A provides a theoretical basis for estimating the onset of sequential sampling processes during task execution and allows for easy modeling of multiple sequential sampling processes within a task. 相似文献
257.
We report two experiments that investigated the widely held assumption that speakers use the addressee's discourse model when choosing referring expressions (e.g., Ariel, 1990; Chafe, 1994; Givón, 1983; Prince, 1985), by manipulating whether the addressee could hear the immediately preceding linguistic context. Experiment 1 showed that speakers increased pronoun use (and decreased noun phrase use) when the referent was mentioned in the immediately preceding sentence compared to when it was not, even though the addressee did not hear the preceding sentence, indicating that speakers used their own, privileged discourse model when choosing referring expressions. The same pattern of results was found in Experiment 2. Speakers produced more pronouns when the immediately preceding sentence mentioned the referent than when it mentioned a referential competitor, regardless of whether the sentence was shared with their addressee. Thus, we conclude that choice of referring expression is determined by the referent's accessibility in the speaker's own discourse model rather than the addressee's. 相似文献
258.
The “testing effect” refers to the finding that after an initial study opportunity, testing is more effective for long‐term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies to the acquisition of problem‐solving skills, which is important to establish given the key role problem solving plays in, for instance, math and science education. Worked examples are an effective and efficient way of acquiring problem‐solving skills. Forty students either only studied worked examples (SSSS) or engaged in testing after studying an example by solving an isomorphic problem (STST). Surprisingly, results showed equal performance in both conditions on an immediate retention test after 5 min, but the SSSS condition outperformed the STST condition on a delayed retention test after 1 week. These findings suggest the testing effect might not apply to acquiring problem‐solving skills from worked examples. 相似文献
259.
Maria van der Schaar 《Synthese》2011,180(3):391-417
The notion of cognitive act is of importance for an epistemology that is apt for constructive type theory, and for epistemology
in general. Instead of taking knowledge attributions as the primary use of the verb ‘to know’ that needs to be given an account
of, and understanding a first-person knowledge claim as a special case of knowledge attribution, the account of knowledge
that is given here understands first-person knowledge claims as the primary use of the verb ‘to know’. This means that a cognitive
act is an act that counts as cognitive from a first-person point of view. The method of linguistic phenomenology is used to
explain or elucidate our epistemic notions. One of the advantages of the theory is that an answer can be given to some of
the problems in modern epistemology, such as the Gettier problem. 相似文献
260.
Guido M. van Koningsbruggen Wolfgang Stroebe 《European journal of social psychology》2011,41(7):807-811
Many people believe that drinking alcohol reduces cognitive performance, and prior research has shown such expectancy‐related impairment even when people merely thought that the (non‐alcoholic) drink they consumed contained alcohol. This study tested whether subliminal priming with alcohol‐related cues would similarly result in expectancy‐consistent cognitive performance decrements. Additionally, the moderating role of alcohol use was examined. After assessing participants' baseline math performance, participants were primed with alcohol‐related or neutral words and then completed a post‐treatment math task. Whereas impairment expectancies had no influence on math performance in control participants, expectancies predicted math performance for participants primed with alcohol‐related words. As hypothesized, expectancy‐consistent impairment in performance was only observed among high alcohol users. The current findings suggest that, in the presence of alcohol‐related cues in the environment, some people may perform less on cognitive tasks even in the absence of actual or assumed alcohol consumption and without being aware of it. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献