多频稳态诱发电位在伪聋鉴别诊断中的应用

探讨多频稳态诱发电位在伪聋鉴别诊断中的作用。门诊就诊的外伤后主诉单耳听力损伤者41例及正常听力者20例（40耳）,对两组患者分剐进行纯音听阈测试和多频稳态诱发电位测试,对测试结果进行比较。纯音听阈测试结果两组比较有统计学差异（P〈0．01）,多频稳态诱发电位测试结果两组比较无统计学差异（P〉0．05）,提示患者为伪聋。...     

反馈干预对学习判断的影响

将反馈干预作为外部线索引入元记忆研究,采用重复学习任务,在第一轮次学习-测验之后插入反馈干预,用两个实验分别考查任务反馈和能力反馈两种形式下的反馈效价对第二轮次即时学习判断的影响.结果表明：①在学习过程中,学习者会进行自我监测;②在任务反馈形式下,反馈信息与自我监测信息冲突,导致反馈干预对元认知监测和认知过程没有影响;③在能力反馈形式下,反馈信息与自我监测信息的冲突消失,结果消极反馈影响了元认知监测.由此得出结论：只有在不与自我监测信息冲突的情况下,反馈干预才对学习判断产生影响.此外,在有反馈干预的情况下,两个实验中都出现了显著的练习伴随低估效应.     

Effects of Auditory Feedback on Movement Time in a Fitts Task

The purpose of the present experiment was to investigate the role of auditory feedback and its impact on movement time in a standard Fitts task. Feedback was given at the moment of target acquisition. A 2-way analysis of variance found significant differences between feedback groups at all three indexes of difficulty (F(2, 40) = 156.02, p < .001). Results from a mixed-model multivariate analysis of variance for kinematic factors show significant differences in peak velocity and the location of peak velocity when comparing feedback groups. In general, the addition of auditory feedback decreased the task ID by .5.     

Visual Feedback of Target Position Affects Accuracy of Sequential Movements at Even Spaces

The role of visual feedback during movement is attributed to its accuracy, but findings regarding the utilization of this information are inconsistent. We developed a novel dot-placing task to investigate the role of vision in arm movements. Participants conducted pointing-like movements between two target stimuli at even spaces. In Experiment 1, visual feedback of targets and response positions was manipulated. Although visual loss of target stimuli hindered accuracy of movements, the absence of the position of previously placed dots had little effect. In Experiment 2, the effect of movement time on accuracy was assessed, as the relationship between these has been traditionally understood as a speed/accuracy trade-off. Results revealed that duration of movement did not impact movement accuracy.     

Speech Perception Within an Auditory Cognitive Science Framework

ABSTRACT— The complexities of the acoustic speech signal pose many significant challenges for listeners. Although perceiving speech begins with auditory processing, investigation of speech perception has progressed mostly independently of study of the auditory system. Nevertheless, a growing body of evidence demonstrates that cross-fertilization between the two areas of research can be productive. We briefly describe research bridging the study of general auditory processing and speech perception, showing that the latter is constrained and influenced by operating characteristics of the auditory system and that our understanding of the processes involved in speech perception is enhanced by study within a more general framework. The disconnect between the two areas of research has stunted the development of a truly interdisciplinary science, but there is an opportunity for great strides in understanding with the development of an integrated field of auditory cognitive science.     

Self-enhancement and belief perseverance

Belief perseverance—the tendency to make use of invalidated information—is one of social psychology’s most reliable phenomena. Virtually all of the explanations proffered for the effect, as well as the conditions that delimit it, involve the way people think about or explain the discredited feedback. But it seems reasonable to assume that the importance of the feedback for the actor’s self-image would also influence the tendency to persevere on invalidated feedback. From a self-enhancement perspective, one might ask: Why would people persist in negative self-beliefs, especially when the basis for those beliefs has been discredited? In the present study, actors and observers completed a word-identification task and were given bogus success or failure feedback. After success feedback was discredited, actors and observers persevered equally in beliefs about the actor’s abilities. However, following invalidation of failure feedback, actors provided significantly higher performance evaluations than observers, thus exhibiting less perseverance on the negative feedback. These results suggest that the motivation to maintain a relatively favorable self-image may attenuate perseverance when discredited feedback threatens an important aspect of the self-concept.     

Feedback Seeking Among Developmental Assessment Center Participants

This study examined 189 newly hired supervisors in the transportation industry who completed a developmental assessment center. The results showed that those who performed poorly in the assessment center, particularly on interpersonal dimensions, were less likely to initiate a scheduled feedback telephone call with an assigned coach. Implications and future research ideas are discussed.     

Temporal processing and phonological impairment in dyslexia: effect of phoneme lengthening on order judgment of two consonants

The evidence of supporting phonological deficit as a cause of developmental dyslexia has been accumulating rapidly over the past 2 decades, yet the exact mechanisms underlying this deficit remain controversial. Some authors assume that a temporal processing deficit is the source of the phonological disorder observed in dyslexic children. Others maintain that the phonological deficit in dyslexia is basically linguistic, not acoustic, in nature. Three experiments were conducted and tested the impact of the temporal alteration and the impact of complex syllabic structure on consonant order judgments. Thirteen phonological dyslexics (age 10-13) and 10 controls matched for chronologial age were compared on a Temporal Order Judgment (TOJ) task using the succession of two consonants (/p/ /s/) within a cluster. In order to test the possible relevance of the temporal deficit hypothesis, the task also included two additional conditions where either the two stimuli were artificially slowed or two phonological structures were opposed (CCV and CVCV). As expected, the TOJ performance was significantly poorer in dyslexics than in controls. Moreover, in the "slowed speech" condition dyslexics' performance improved to reach the normal controls' level, whereas manipulating the phonological structure complexity provided no significant improvement. Finally dyslexics' performances, especially on the slowed condition, were found correlated with several tests of phonological processing. These results lend support to the general temporal deficit theory of dyslexia.     

Interference of Sentence and Picture Contexts on Learning Prepositions

The effects of extra stimulus cues, such as pictures and sentences, on learning of preposition words were examined in two experiments. A one-way repeated-measures design was applied in the study. The results show that both sentences and pictures interfered with and blocked the learning of these context-dependent words in the simultaneous presentations. The superiority of feedback presentations over simultaneous presentations indicate that feedback techniques neutralize the blocking effect. More interestingly, however, the prepositions were learned more quickly in the absence of any context cues and this suggested that it is better to teach basic preposition words either by the presentation of them alone or if extra stimulus cues are to be used they should be presented as feedback.     

Comparison of extra- and within-stimulus prompting to teach prepositional discriminations to preschool children with developmental disabilities

This study compared extra-stimulus to within-stimulus prompts in teaching children with developmental disabilities to discriminate the prepositional concepts In and On. Five preschool-aged children who had difficulty discriminating verbal instructions participated. Extra-stimulus prompts involved modeling, gestures, positioning, and auditory cues which did not form part of the target discrimination. Within-stimulus prompts manipulated the volume and intonational pattern of the verbal stimuli. Four children did not learn the discrimination with extra-stimulus prompting. All four of these children, plus a fifth child who did not have prior experience with extra-stimulus prompting, reached criterion in the within-stimulus prompting condition. The success of the within-stimulus prompts may be related to their enhancing phonetic differences between the verbal stimuli.