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61.
精神分裂症患者的视觉观点采择影响其必要的社交活动和生活质量。本文通过对精神分裂症患者视觉观点采择的研究进行梳理,总结出相关的心理特点:精神分裂症患者的视觉观点采择过程受损,表现出自我中心性和他人中心性。在神经生理上表现出与视觉观点采择相关的脑区激活减弱。可能的原因是患者认知功能中反应抑制能力和心理旋转能力的受损所致,建议采用认知干预疗法可能会改善患者的视觉观点采择能力。目前的研究论证了精神分裂症患者视觉观点采择过程的损伤,对于不同水平的视觉观点采择下精神分裂症患者的认知模式还未有明确的定论,未来的研究可以从该角度入手,更加明确精神分裂症患者不同水平视觉观点采择的特点和神经生理活动。 相似文献
62.
Clinicians working in the field of acquired brain injury (ABI, an injury to the brain sustained after birth) are challenged to develop suitable care pathways for an individual client’s needs. Being able to predict psychosocial outcomes after ABI would enable clinicians and service providers to make advance decisions and better tailor care plans. Machine learning (ML, a predictive method from the field of artificial intelligence) is increasingly used for predicting ABI outcomes. This review aimed to examine the efficacy of using ML to make psychosocial predictions in ABI, evaluate the methodological quality of studies, and understand researchers’ rationale for their choice of ML algorithms. Nine studies were reviewed from five databases, predicting a range of psychosocial outcomes from stroke, traumatic brain injury, and concussion. Eleven types of ML were employed with a total of 75 ML models. Every model was evaluated as having high risk of bias, unable to provide adequate evidence for predictive performance due to poor methodological quality. Overall, there was limited rationale for the choice of ML algorithms and poor evaluation of the methodological limitations by study authors. Considerations for overcoming methodological shortcomings are discussed, along with suggestions for assessing the suitability of data and suitability of ML algorithms for different ABI research questions. 相似文献
63.
There are several heuristics which people use in making numerical predictions and these heuristics compete for the determination of prediction output. Some of them (e.g. representativeness) lead to excessively extreme predictions while others (e.g. anchoring and adjustment) lead to regressive (and even over-regressive) predictions. In this paper we study the competition between these two heuristics by varying the representation of predictor and outcome. The results indicate that factors which facilitate reliance on representativeness (e.g. compatibility between predictor and outcome) indeed lead to an increase in extremity, while factors that facilitate reliance on anchoring and adjustment (e.g. increased salience of a potential anchor) lead to a decrease in extremity. 相似文献
64.
65.
Jake Wright 《Metaphilosophy》2020,51(2-3):435-454
Philosophy as a way of life (PWOL) places investigations of value, meaning, and the good life at the center of philosophical investigation, especially of one’s own life. This essay argues that PWOL is compatible with general introductory philosophy courses, further arguing that PWOL-based general introductions have several philosophical and pedagogical benefits. These include the ease with which high-impact practices, situated skill development, and students’ ability to “think like a disciplinarian” may be incorporated into such courses, relative to more traditional introductory courses, as well as the demonstration of philosophy’s value to students by explicitly tying philosophical investigation to students’ own lives. 相似文献
66.
Rule learning (RL) is an implicit learning mechanism that allows infants to detect and generalize rule-like repetition-based patterns (such as ABB and ABA) from a sequence of elements. Increasing evidence shows that RL operates both in the auditory and the visual domain and is modulated by the perceptual expertise with the to-be-learned stimuli. Yet, whether infants’ ability to detect a high-order rule from a sequence of stimuli is affected by affective information remains a largely unexplored issue. Using a visual habituation paradigm, we investigated whether the presence of emotional expressions with a positive and a negative value (i.e., happiness and anger) modulates 7- to 8-month-old infants’ ability to learn a rule-like pattern from a sequence of faces of different identities. Results demonstrate that emotional facial expressions (either positive and negative) modulate infants’ visual RL mechanism, even though positive and negative facial expressions affect infants’ RL in a different manner: while anger disrupts infants’ ability to learn the rule-like pattern from a face sequence, in the presence of a happy face infants show a familiarity preference, thus maintaining their learning ability. These findings show that emotional expressions exert an influence on infants’ RL abilities, contributing to the investigation on how emotion and cognition interact in face processing during infancy. 相似文献
67.
We trained a computational model (the Chunk-Based Learner; CBL) on a longitudinal corpus of child–caregiver interactions in English to test whether one proposed statistical learning mechanism—backward transitional probability—is able to predict children's speech productions with stable accuracy throughout the first few years of development. We predicted that the model less accurately reconstructs children's speech productions as they grow older because children gradually begin to generate speech using abstracted forms rather than specific “chunks” from their speech environment. To test this idea, we trained the model on both recently encountered and cumulative speech input from a longitudinal child language corpus. We then assessed whether the model could accurately reconstruct children's speech. Controlling for utterance length and the presence of duplicate chunks, we found no evidence that the CBL becomes less accurate in its ability to reconstruct children's speech with age. 相似文献
68.
Milou van Harsel Vincent Hoogerheide Peter Verkoeijen Tamara van Gog 《Applied cognitive psychology》2020,34(4):793-812
Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) and efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables (i.e., self-efficacy), but did not test this during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on motivational variables, effectiveness, and efficiency in a short (Experiment 1; four learning tasks; n = 157) and longer task sequence (Experiment 2; eight learning tasks; n = 105). With short sequences, all example conditions were more effective, efficient, and motivating than PP. With longer sequences, all example conditions were more motivating and efficient than PP, but only EE was more effective than PP. Moreover, EE was most efficient during training, regardless of sequence length. These results suggest that example study (only) is more effective, efficient, and more motivating than PP. 相似文献
69.
Michelle D. Miller John J. Doherty Nicholas M. Butler Wade G. Coull 《Applied cognitive psychology》2020,34(3):710-723
Ubiquitous mobile technology is part of contemporary life, bringing with it the potential for distraction and reduction in performance associated with multitasking. The predisposition toward dysfunctional multitasking may be shaped in part by beliefs that individuals hold about memory and attention. The issue is particularly pressing for college students, given established links between distraction, multitasking, and learning. This project assessed the impact of an online learning module on beliefs about attention, memory, and learning in college students. It also contrasted these beliefs in a college and non-college community sample. Significant reductions in counterproductive beliefs were associated with completing the module; counterproductive beliefs were also no more prevalent in the college vs. the non-college sample. Our findings suggest that brief online modules are a practical way to address counterproductive beliefs related to multitasking with technology, and add to the literature on metacognition, attention, and multitasking in college and non-college populations. 相似文献
70.
In the age of big data, substantial research is now moving toward using digital footprints like social media text data to assess personality. Nevertheless, there are concerns and questions regarding the psychometric and validity evidence of such approaches. We seek to address this issue by focusing on social media text data and (i) conducting a review of psychometric validation efforts in social media text mining (SMTM) for personality assessment and discussing additional work that needs to be done; (ii) considering additional validity issues from the standpoint of reference (i.e. ‘ground truth’) and causality (i.e. how personality determines variations in scores derived from SMTM); and (iii) discussing the unique issues of generalizability when validating SMTM for personality assessment across different social media platforms and populations. In doing so, we explicate the key validity and validation issues that need to be considered as a field to advance SMTM for personality assessment, and, more generally, machine learning personality assessment methods. © 2020 European Association of Personality Psychology 相似文献