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121.
Moderation of Stimulus Material on the Prediction of IQ with Infants' Performance in the Visual Expectation Paradigm: Do Greebles Make the Task More Challenging?
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Manuel Teubert Arnold Lohaus Ina Fassbender Isabel A. Vöhringer Janina Suhrke Sonja Poloczek Claudia Freitag Bettina Lamm Johanna Teiser Heidi Keller Monika Knopf Gudrun Schwarzer 《Infant and child development》2015,24(5):522-537
The objective of this study was to examine the role of the stimulus material for the prediction of later IQ by early learning measures in the Visual Expectation Paradigm (VExP). The VExP was assessed at 9 months using two types of stimuli, Greebles and human faces. Greebles were assumed to be associated with a higher load on working memory in comparison to human faces. IQ was assessed at 3 years and 4 months of age. Sixty‐four children participated at both assessments in this longitudinal study. The results show a moderation of the stimulus material on the prediction of IQ. With Greebles as stimulus material, a significant relationship between infants' learning and IQ was found. There was no relation when infants' learned in the VExP using human faces. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
122.
《Journal of Applied Logic》2015,13(3):285-315
Abduction (ἀπαγωγή, in ancient Greek, often translated as “leading away” or “reduction”) is a procedure in which something that lacks classical explanatory epistemic virtue can be accepted because it has virtue of another kind: Gabbay and Woods [15] contend (GW-schema) that abduction presents an ignorance-preserving or (ignorance-mitigating) character. From this perspective abductive reasoning is a response to an ignorance-problem; through abduction the basic ignorance – that does not have to be considered a total “ignorance” – is neither solved nor left intact. Abductive reasoning is an ignorance-preserving accommodation of the problem at hand. Is abduction really ignorance-preserving? To better answer this question I will introduce (and take advantage of) an eco-cognitive model (EC-Model) of abduction. It will be illustrated that through abduction, knowledge can be enhanced, even when abduction is not considered an inference to the best explanation in the classical sense of the expression, that is an inference necessarily characterized by an empirical evaluation phase, or an inductive phase, as Peirce called it. To further deepen the eco-cognitive character of abduction a simple genealogy of logic is provided: Aristotle clearly states that in syllogistic theory local/environmental cognitive factors – external to that peculiar inferential process, for example regarding users/reasoners, are given up. Indeed, to define syllogism Aristotle first of all insists that all syllogisms are valid and contends that the necessity of this kind of reasoning is related to the circumstance that “no further term from outside (ἔξωθɛν) is needed”, in sum syllogism is the fruit of a kind of eco-cognitive immunization. At the same time Aristotle presents a seminal perspective on abduction: the second part of the article considers the famous passage in Chapter B25 of Prior Analytics concerning ἀπαγωγή (“leading away”), also studied by Peirce. I contend that some of the current well-known distinctive characters of abductive cognition are already expressed, which are in tune with the EC-Model. By providing an illustration of the role of the method of analysis and of the middle terms in Plato's dialectic argumentation, considered as related to the diorismic/poristic process in ancient geometry – also, later on, emphasized by Proclus – I maintain that it is just this intellectual heritage which informs Aristotle' Chapter B25 on ἀπαγωγή. Even if, in general, Aristotle seems to sterilize, thanks to the invention of syllogistic theory, every “dialectic” background of reasoning, nevertheless in Chapter B25 he is still pointing to the fundamental inferential role in reasoning of those externalities that substantiate the process of “leading away” (ἀπαγωγή). Hence, we can gain a new positive perspective about the “constitutive” eco-cognitive character of abduction, just thanks to Aristotle himself. Finally, the paper presents an excursus on Aristotle's enthymemes from signs, disregarded by Peirce, but extremely important to stress the Aristotelian treatment of what I have called selective abduction. A forthcoming companion paper [35] will further deepen the EC-Model of abduction stressing stricter logical aspects: the first result will be that, contrarily to the classical logical view, relevance and plausibility in abductive reasoning have to be relativized and so the epistemologically embarrassing concepts of irrelevance and implausibility exculpated: they are not always offensive to reason. 相似文献
123.
In two experiments, subjects trained in data entry, typing one 4-digit number at a time. At training, subjects either typed the numbers immediately after they appeared (immediate) or typed the previous number from memory while viewing the next number (delayed). In Experiment 2 stimulus presentation time was limited and either nothing or a space (gap) was inserted between the second and third digits. In both experiments after training, all subjects completed a test with no gap and typed numbers immediately. Training with a memory load improved speed across training blocks (Experiment 1) and eliminated the decline in accuracy across training blocks (Experiment 2), thus serving as a cognitive antidote to performance decrements. An analysis of each keystroke revealed different underlying processes and strategies for the two training conditions, including when encoding took place. Chunking (in which the first and last two digits are treated separately) was more evident in the immediate than in the delayed condition and was exaggerated with a gap, even at test when there was no gap. These results suggest that such two-digit chunking is due to stimulus encoding and motor planning processes as well as memory, and those processes transferred from training to testing. 相似文献
124.
Graphical variable message signs (VMSs) are infrastructure-based advanced traveler information systems widely used to provide drivers with real-time traffic condition information about a road section or area. However, there is a lack of research on the suitable volume of information to be shown on graphical VMSs. In practice, an overload of VMS information commonly exists, especially on China’s highways. Building on our earlier findings obtained through surveys and static cognitive experiments, this study introduces the use of dynamic simulation experiments to assess the influence of the volume of information (i.e., number of roads displayed) on graphical VMSs from the perspective of drivers’ visual perception characteristics. Thirty-two drivers participated in the driving simulation experiment and questionnaires. Five indexes, including legibility speed, legibility distance, legibility time, comprehension accuracy, and driver subjective scoring, were thoroughly analyzed to evaluate their relationships to different volumes of information (i.e., four, five, and six roads shown on a VMS). The results show that the legibility distance notably decreased with increasing volumes of information. The comprehension accuracy decreased significantly when the number of roads shown increased to six. The legibility speed, legibility time, and subjective scoring also deteriorated as the number of roads displayed on the VMS increased. The index scores were evaluated, in combination with the data of the drivers’ subjective scoring, data-based statistical analyses, and comprehensive evaluations using the TOPSIS method, to recommend that five is the recommended maximum number of roads to be shown on a graphical VMS. The results of this study support the goal of providing understandable and effective messages for drivers by addressing issues relating to how much information should be displayed on a VMS. These findings provide a basis for policy development to ensure consistent and practical designs of graphical VMSs on highways. 相似文献
125.
Vehicle fleet rear-end collisions (FRECs) are an extremely fatal type of traffic collisions on freeway and they usually occur in foggy weather. This study aimed to explore the patterns of vehicle fleet rear-end collisions occurrence under different foggy conditions and speed limits on freeway. A multi-user driving simulator system was used to conduct the experiment and the driving behavior data were collected from eight participants. The experimental results showed that as the fog density increased, the length of vehicle fleet decreased significantly, and drivers tended to keep a more stable car-following distance. The fog weather and short vehicle gap prompted drivers to react faster and brake harder in respond to the leading vehicle’s brake. In spite of the compensational behaviors, more FRECs were observed under heavy fog condition. Lowering speed limit can significantly reduce the FRECs under foggy conditions. As the speed limits reduced, drivers’ brake response time and speed variance significantly reduced. The study also found that drivers’ brake response time was negatively correlated with their positions in the fleet. Drivers in the front positions of the fleet had a longer response time than drivers in the back positions and thus were more likely to encounter collisions. The study generated a better understanding of drivers’ behavioral pattern in a vehicle fleet and the patterns of vehicle fleet rear-end collisions occurrence. The findings also shed lights on the design of driver assistance system for complex driving situations such as freeway driving under adverse weather. 相似文献
126.
Variability in practice has been shown to enhance motor skill learning. Benefits of practice variability have been attributed to motor schema formation (variable versus constant practice), or more effortful information processing (random versus blocked practice). We hypothesized that, among other mechanisms, greater practice variability might promote an external focus of attention on the intended movement effect, while less variability would be more conducive to a less effective internal focus on body movements. In Experiment 1, the learning of a throwing task was enhanced by variable versus constant practice, and variable group participants reported focusing more on the distance to the target (external focus), while constant group participants focused more on their posture (internal focus). In Experiment 2, golf putting was learned more effectively with a random compared with a blocked practice schedule. Furthermore, random group learners reported using a more effective distal external focus (i.e., distance to the target) to a greater extent, whereas blocked group participants used a less effective proximal focus (i.e., putter) more often. While attentional focus was assessed through questionnaires in the first two experiments, learners in Experiment 3 were asked to report their current attentional focus at any time during practice. Again, the learning of a throwing task was more effective after random relative to blocked practice. Also, random practice learners reported using more external focus cues, while in blocked practice participants used more internal focus cues. The findings suggest that the attentional foci induced by different practice schedules might be at least partially responsible for the learning differences. 相似文献
127.
Forces imparted by the fingers onto a baseball are the final, critical aspects for pitching, however these forces have not been quantified previously as no biomechanical technology was available. In this study, an instrumented baseball was developed for direct measurement of ball reaction force by individual fingers and used to provide fundamental information on the forces during a fastball pitch. A tri-axial force transducer with a cable having an easily-detachable connector were installed in an official baseball. Data were collected from 11 pitchers who placed the fingertip of their index, middle, ring, or thumb on the transducer, and threw four-seam fastballs to a target cage from a flat mound. For the index and middle fingers, resultant ball reaction force exhibited a bimodal pattern with initial and second peaks at 38–39 ms and 6–7 ms before ball release, and their amplitudes were around 97 N each. The ring finger and thumb produced single-peak forces of approximately 50 and 83 N, respectively. Shear forces for the index and middle fingers formed distinct peak at 4–5 ms before release, and the peaks summed to 102 N; a kinetic source for backspin on the ball. An additional experiment with submaximal pitching effort showed a linear relationship of peak forces with ball velocity. The peak ball reaction force for fastballs exceeded 80% of maximum finger strength measured, suggesting that strengthening of the distal muscles is important both for enhancing performance and for avoiding injuries. 相似文献
128.
Hilde Schuiringa Maroesjka van Nieuwenhuijzen Bram Orobio de Castro Walter Matthys 《Child neuropsychology》2017,23(4):442-462
Several studies suggest impaired executive functions (EFs) in children with externalizing behavior problems and average intelligence (e.g., IQ > 85). Even though children with mild to borderline intellectual disabilities (MBID) are at higher risk of developing externalizing behavior problems compared to children with average intelligence, it is not yet clear if impaired EFs are also associated with the occurrence of externalizing behavior problems in children with MBID. In the current study, we therefore assessed three EF components (inhibition, cognitive flexibility, and working memory) as well as processing speed in children with MBID and externalizing behavior problems (n = 71) versus children with MBID with no such problems (n = 70). This was accomplished using a well-established computerized test battery. Even after IQ was controlled for, the children with MBID and externalizing behavior problems showed more impaired working memory performance. Differences for inhibition performance and processing speed were also found but less consistent across the tasks used to measure these aspects of EF. Cognitive flexibility was not more impaired in children with both MBID and externalizing behavior problems relative to children with MBID only. Our findings highlight working memory as a potential target to enhance the treatment of children with MBID and externalizing behavior problems. 相似文献
129.
This study replicates and extends the work of Watson (1996) in which a sign eliminated graffiti when posted on bathroom walls. The present study investigated the effects of three different signs on walls in six men's bathrooms located on a university campus. Posting the signs was followed by the elimination or sharp reduction of graffiti. Removal of the signs was followed by a resurgence of graffiti. 相似文献
130.
G. Anne Bogat 《American journal of community psychology》2009,43(1-2):22-34
A brief overview of the person orientation is provided. It is then argued that research in community psychology, similar to every other field in psychology, has mainly focused on variables, not individuals. Suggestions are provided for how the person orientation can be applied to understanding settings and environments as well as the theoretical and methodological contributions community psychologists can make to further person oriented methods. 相似文献