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891.
892.
How does the brain generate our experience of being in control over our actions and their effects? Here, we argue that the perception of events as self-caused emerges from a comparison between anticipated and actual action-effects: if the representation of an event that follows an action is activated before the action, the event is experienced as caused by one's own action, whereas in the case of a mismatch it will be attributed to an external cause rather than to the self. In a subliminal priming paradigm we show that participants overestimated how much control they had over objectively uncontrollable stimuli, which appeared after free- or forced-choice actions, when a masked prime activated a representation of the stimuli immediately before each action. This prime-induced control-illusion was independent from whether primes were consciously perceived. Results indicate that the conscious experience of control is modulated by unconscious anticipations of action-effects. 相似文献
893.
Sargisson RJ McLean IG Brown GS White KG 《Journal of the experimental analysis of behavior》2007,88(3):395-404
The weights of 5 pigeons with free access to food, monitored over 3 calendar years in the laboratory, were found to fluctuate with season. All pigeons were at their heaviest in the winter and were lightest in the summer. Five different pigeons performed a standard delayed matching-to-sample task for 44 weeks from January to November. Their weights were held at 85% of their summer free-feeding weights, making their predicted deprivation level higher in the winter relative to predicted winter free-feeding weights. Slopes of forgetting functions fit to weekly response totals for each pigeon were shallower in winter, showing an improvement in accuracy with longer delays. Thus, delayed matching-to-sample performance may have been affected by the practice of maintaining the pigeons at a constant body weight throughout the calendar year. 相似文献
894.
This article introduces a Bayesian extension of ANOVA for the analysis of experimental data in consumer psychology. The approach, called BANOVA (Bayesian ANOVA), addresses some common challenges that consumer psychologists encounter in their experimental work, and is specifically suited for the analysis of repeated measures designs. There appears to be a recent surge in interest in those designs based on the recognition that they are sensitive to individual differences in response to experimental treatments and that they offer advantages for assessing causal mediating mechanisms, even at the individual level. BANOVA enables the analysis of repeated measures data derived from mixed within–between‐subjects experiments with Normal and nonNormal‐dependent variables and accommodates unobserved individual differences. It allows for the calculation of effect sizes, planned comparisons, simple effects, spotlight and floodlight analyses, and includes a wide range of mediation, moderation, and moderated mediation analyses. An R software package implements these analyses, and aims to provide a one‐stop shop for the analysis of experiments in consumer psychology. The package is illustrated through applications to a number of data sets from previously published studies. 相似文献
895.
Geetha B. Ramani Emily N. Daubert Grace C. Lin Snigdha Kamarsu Alaina Wodzinski Susanne M. Jaeggi 《Developmental science》2020,23(4)
Sources that contribute to variation in mathematical achievement include both numerical knowledge and general underlying cognitive processing abilities. The current study tested the benefits of tablet‐based training games that targeted each of these areas for improving the mathematical knowledge of kindergarten‐age children. We hypothesized that playing a number‐based game targeting numerical magnitude knowledge would improve children's broader numerical skills. We also hypothesized that the benefits of playing a working memory (WM) game would transfer to children's numerical knowledge given its important underlying role in mathematics achievement. Kindergarteners from diverse backgrounds (n = 148; 52% girls; Mage = 71.87 months) were randomly assigned to either play a number‐based game, a WM game, or a control game on a tablet for 10 sessions. Structural equation modeling was used to model children's learning gains in mathematics and WM across time. Overall, our results suggest that playing the number game improved kindergarten children's numerical knowledge at the latent level, and these improvements remained stable as assessed 1 month later. However, children in the WM group did not improve their numerical knowledge compared to children in the control condition. Playing both the number game and WM game improved children's WM at the latent level. Importantly, the WM group continued to improve their WM for at least a month after playing the games. The results demonstrate that computerized games that target both domain‐specific and domain‐general skills can benefit a broad range of kindergarten‐aged children. 相似文献
896.
采用语境效应范式,以汉语听者为被试,在三个实验中考察了塞辅音声学信息和语音信息激活的时间进程。实验1语境刺激是/ta/、/ka/音节和/ta/、/ka/塞音段的声学模拟音,目标刺激是/ta/-/ka/对比连续体,结果发现,塞音声学信息激活没有产生语境效应。实验2语境刺激是/ta/、/ka/音节和/ta/、/ka/塞音段,结果发现塞音语音信息激活产生了显著的对比语境效应。实验3变化塞音段和目标刺激之间的间隔,系统考察塞音范畴通达的时间进程,结果发现,塞音知觉中听觉加工阶段向语音加工阶段的转变约发生于刺激加工后120 ms。实验结果揭示了塞辅音知觉中音位范畴通达的时间进程。 相似文献
897.
企业高声誉通常被视为企业的无形资产, 可以给企业带来诸多竞争优势。然而, 无论是在常规情景(企业正常经营)下, 还是在危机情景(爆发妨碍企业正常运营并可能伤害企业的事件后)下, 企业高声誉都可能对企业和员工产生负面影响。高声誉的负面效应源于企业声誉的微观心理基础, 即企业利益相关者的认知和情绪。其中, 在常规情景下, 高声誉通过认知和情绪机制分别对企业和员工产生负面效应; 在危机情景下, 高声誉主要通过认知机制恶化危机给企业所带来的负面影响。高声誉的负面效应受到个人、组织和市场等多层次因素的调节, 且常规和危机情景之下负面效应的边界条件有所不同。未来研究可以进一步挖掘高声誉各维度在常规和危机情景下负面影响的独特作用机制和边界条件, 研究各维度之间的交互作用, 拓展高声誉对企业员工的负面影响, 探究高声誉负面影响的动态变化, 以及开展有关高声誉负面效应的元分析。 相似文献
898.
899.
Identity distress, psychological symptoms, and adjustment to university (academic, social, and person-emotional) were examined among students in Spain (N = 241; Mage = 19.0 (1.6), Md = 19; 84% female) and Canada (N = 531; Mage = 19.8 (2.2), Md = 19; 82% female). The expected positive relationships were found between these variables. Similarly, increased identity distress of Spanish students and greater maladjustment at university for those in Canada were associated with contextual differences in the respective environments. Psychological problems mediated the linkages between identity distress with academic, social, and person-emotional functioning at university, respectively. Also, psychological problems and context/country were independent predictors of students’ identity distress. Findings underscore the importance of examining contextual factors that influence student adjustment to university in relation to identity development and mental health and they offer suggestions for further research and counseling services. 相似文献
900.
Brian D. Greer Daniel R. Mitteer Adam M. Briggs Wayne W. Fisher Andrew J. Sodawasser 《Journal of applied behavior analysis》2020,53(1):82-101
We compared the functions of problem behavior identified by (a) a functional analysis (FA), (b) an interview-informed synthesized contingency analysis (IISCA) that was informed by the results of an open-ended interview and a structured observation, and (c) a standardized-synthesized contingency analysis (SSCA) in which we synthesized three common functions of problem behavior across 12 individuals in a controlled consecutive case series. We then compared outcomes across assessments. The FA was sufficient in identifying the variables maintaining problem behavior for 11 of the 12 participants, replicating the findings of Fisher, Greer, Romani, Zangrillo, and Owen (2016). Error type (i.e., false positives, false negatives) and error prevalence were similar across functions identified by the IISCA and the SSCA, calling into question the utility of the open-ended interview and the structured observation that informed the IISCA. 相似文献