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181.
182.
本文探讨THOG问题的演绎结构及其非Wason-Brooks判断方法,据于Wason-Brooks判断程序和THOG问题逻辑结构的分析导致如下结论:1.Wason-BrooksTHOG判定方法并非判定THOG的唯一方法;2、被试选择那一种演绎判定模式取决于被试如何对原问题进行等效表征转换;3.判断失败可能意味着被试存在短时记忆容量障碍或者等效表征转换障碍。 相似文献
183.
Although experimental effects typically are evaluated by summarizing levels of responding across time (e.g., calculating the mean levels of problem behavior during 10‐min sessions), these data summaries may obscure important mechanisms that may be responsible for changes in responding. A case study is reported to illustrate alternative methods of data analysis when decreasing trends in responding may be due to increases in response efficiency. 相似文献
184.
科学发明创造中, 人们往往对一个问题百思不得其解, 但在看到某一启发性事物(原型)时, 突然产生顿悟, 继而发现解决问题的新思路。本研究以科学发明创造问题为实验材料, 采取“先呈现问题、后呈现原型”和“先呈现原型、后呈现问题”两种范式, 探讨问题解决中顿悟的原型位置效应, 并采用fMRI技术记录大脑的BOLD信号变化。结果发现:行为结果上, “问题在先”条件下正确率显著高于“原型在先”条件; 大脑激活结果上, 问题先导条件下的原型启发的大脑机制主要表现为左侧颞中回(left middle temporal gyrus)和左侧额中回(left middle frontal gyrus)的显著激活, “原型在先”条件下, 主要激活左侧扣带回(left cingulate gyrus)、左侧中央前回(left middle frontal gyrus)。 相似文献
185.
Angelo Spoto 《The Journal of analytical psychology》2021,66(5):1094-1118
Expanding on Jung’s use of the role of the superior and inferior functions, Angelo Spoto advances a new typological model based on ‘whole type’ that utilizes a typological perspective on the archetypal Self. In this new model four cognitive modes taking superior positions are developed in the first half of life and four cognitive modes taking inferior positions are encountered in the second half of life. This model indicates that type development and type dynamics take place through the holding of the tension of opposites between superior and inferior functions, helped by the transcendent function operating differently in the first and second halves of life. Specifically, in the first half of life, the transcendent function produces a tertium that moves typological development along to consolidate an ego-pattern. In the second half of life, the transcendent function takes the individual into encounters having to do with an appreciation of sacrifice, transformation, and symbol-making, as the personality advances towards a greater awareness of wholeness, by way of the inferiors. 相似文献
186.
187.
高庆伟 《医学与哲学(人文社会医学版)》2005,(16)
乙型病毒性肝炎是一个严重的社会问题,而不是简单的医患之间的医疗和接受医疗的问题,它涉及到医疗机构、制药厂家以及社会、家庭、婚姻、就业等很多问题。要想从根本上解决乙型病毒性肝炎所带来的诸多问题需要全社会共同努力,形成一种“社会监督法制化、诊疗方案规范化、社会关爱人性化、具体施治个性化”的格局。 相似文献
188.
Christopher H. Skinner Ph.D. Priscilla A. Fletcher B.S. Mark Wildmon B.S. Phillip J. Belfiore Ph.D. 《Journal of Behavioral Education》1996,6(4):427-436
College students were exposed to a control mathematics assignment containing 16 three-digit by two-digit multiplication (3×2) problems and two experimental assignments that contained 16 equivalent 3×2 problems and six additional interspersed problems. On one experimental assignment, 4-digit plus 4-digit problems (4+4) were interspersed. On the other experimental assignment, 2-digit divided by 1-digit with whole number answers problems (2/1) were interspersed. When given a choice, significantly more students choose the 2/1 assignment over the control and 1+4 assignment. Students also ranked the 2/1 sheet as requiring less time to complete than the control or 4+4 assignment but no differences were found on assignment difficulty rankings between the 4+4 and 2/1 assignments. No differences were found on accuracy levels or rates of responding on the target 3×2 problems across assignments. Results showed that interspersing additional problems that take relatively less time to complete may be more important for altering student preference for assignments than interspersing easier problems. Discussion focuses on schedules of reinforcement and resource efficient procedures for increasing student preference for assignment without compromising curricula integrity. 相似文献
189.
We studied the relation between the presence versus the absence of sleep deprivation or allergy symptoms and the rate and function of problem behavior. Three students whose problem behavior was negatively reinforced by escape from instruction were studied across several weeks using analogue functional analyses. Our results indicated that the extraexperimental events were associated with (a) termination of instruction functioning as a negative reinforcer, (b) increased rates of negatively reinforced problem behavior, or (c) increased rates of problem behavior across all conditions. 相似文献
190.
NOBUYUKI MORI 《The Japanese psychological research》1996,38(2):85-89
Abstract: It is natural to assume that the strength of an "Aha!" becomes stronger when an unexpected solution is correct. In this study, this assumption is examined experimentally through a list of possible correct solutions. In the experiment, subjects listed the possible correct solutions before solving the problems, and evaluated the strength of their "Aha!" experience after they solved the problems. It was shown that the strength of the "Aha!" experience was strongest if the correct answer had not been included in the list of possible correct solutions; if included, the strength of the "Aha!" experience corresponded to the answer's position in the list, that is, the later the correct solution listed, the stronger the feeling became. It is suggested that the strength of an "Aha!" experience can be used as an error function in the learning process. 相似文献