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181.
The present experiments explored the resolution of activated background information in text comprehension. In Experiment 1, participants read passages that contained an elaboration section that was either consistent or qualified (inconsistent but then corrected to be consistent) with respect to the subsequently presented target sentence (see O'Brien et al., 1998). However, the experiment used two target sentences, and several filler sentences were inserted between the first and second target sentence. The results showed that the reading times for the first target sentence in the qualified elaboration version were significantly longer than those in the consistent elaboration version. These were consistent with O'Brien's study, and further indicated that the basic process captured by the memory-based view appears to generalize to the Chinese reader better than does the here-and-now view. More importantly, the results showed that the reading times for the second target sentence in the qualified elaboration version were as long as those in the consistent elaboration version. These further indicated that the activation of background information not only maintained the coherence of the text, but also allowed for the relevant information to be updated, resulting in a unified information set. When the information was reactivated during ongoing reading, it would be in the form of unified information. In Experiment 2, the first target sentence in each passage from Experiment 1 was converted to a filler sentence, and the second target sentence became the target sentence. The results of Experiment 2 showed that the reading times for the target sentence in the qualified elaboration version were significantly longer than those for the consistent elaboration version. These indicated that the delay between the target sentences and the elaboration section was not responsible for the lack of differences in Experiment 1, and confirmed the conclusion of Experiment 1. 相似文献
182.
Four boys with autism were taught via echoic prompting and constant prompt delay to mand for answers to questions by saying “I don't know please tell me” (IDKPTM). This intervention resulted in acquisition of the IDKPTM response for all 4 participants and in acquisition of correct answers to most of the previously unknown questions for 2 participants. For 1 participant, tangible reinforcement resulted in increased frequency of correct answers, and direct prompting of correct answers was eventually conducted for the final participant. The IDKPTM response generalized to untargeted unknown questions with 3 participants. Results of person and setting generalization probes varied, but some generalization eventually occurred for all participants following additional training or interspersal of probe trials with training trials. 相似文献
183.
Results from studies of observing responses have suggested that stimuli maintain observing owing to their special relationship to primary reinforcement (the conditioned-reinforcement hypothesis), and not because they predict the availability and nonavailability of reinforcement (the information hypothesis). The present article first reviews a study that challenges that conclusion and then reports a series of five brief experiments that provide further support for the conditioned-reinforcement view. In Experiments 1 through 3, participants preferred occasional good news (a stimulus correlated with reinforcement) or no news (a stimulus uncorrelated with reinforcement) to occasional bad news (a stimulus negatively correlated with reinforcement). In Experiment 4 bad news was preferred to no news when the absence of stimulus change following a response to the bad-news option was reliably associated with good news. When this association was weakened in Experiment 5 the results were intermediate. The results support the conclusion that information is reinforcing only when it is positive or useful. As required by the conditioned-reinforcement hypothesis, useless information does not maintain observing. 相似文献
184.
This research investigated whether people are biased against migrants partly because they find migrants more difficult to cognitively process than nonmigrants. In Study 1, 181 undergraduate students evaluated migrant and nonmigrant members of two minimal groups and reported the difficulty that they experienced in thinking about each type of target. Participants rated migrants less positively than nonmigrants, and difficulty ratings partially mediated this effect. Study 2 (N = 191) replicated these findings and demonstrated similar findings for individuals who had been excluded from minimal groups. This evidence implies that migrant bias can be explained partly in terms of the difficulty that people have in processing information about migrants, and that it is related to migrants’ exclusion from their original group. 相似文献
185.
Jean-Yves Baudouin Mathieu Gallay Fabrice Robichon 《Journal of experimental child psychology》2010,107(3):195-206
This study investigated children’s perceptual ability to process second-order facial relations. In total, 78 children in three age groups (7, 9, and 11 years) and 28 adults were asked to say whether the eyes were the same distance apart in two side-by-side faces. The two faces were similar on all points except the space between the eyes, which was either the same or different, with various degrees of difference. The results showed that the smallest eye spacing children were able to discriminate decreased with age. This ability was sensitive to face orientation (upright or upside-down), and this inversion effect increased with age. It is concluded here that, despite early sensitivity to configural/holistic information, the perceptual ability to process second-order relations in faces improves with age and constrains the development of the face recognition ability. 相似文献
186.
Janne V. Kujala Ulla Richardson Heikki Lyytinen 《Journal of mathematical psychology》2010,54(2):247-255
Adaptive learning games should provide opportunities for the student to learn as well as motivate playing until goals have been reached. In this paper, we give a mathematically rigorous treatment of the problem in the framework of Bayesian decision theory. To quantify the opportunities for learning, we assume that the learning tasks that yield the most information about the current skills of the student, while being desirable for measurement in their own right, would also be among those that are efficient for learning. Indeed, optimization of the expected information gain appears to naturally avoid tasks that are exceedingly demanding or exceedingly easy as their results are predictable and thus uninformative. Still, tasks that are efficient for learning may be experienced as too challenging, and the resulting failures can lower motivation. Therefore, in addition to quantifying the expected informational benefit for learning of any prospective task to be presented next, we also model the expected motivational cost of its presentation, measured simply as the estimated probability of failure in our example model. We propose a “learner-friendly” adaptation algorithm that chooses the learning tasks by optimizing the expected benefit divided by the expected cost. We apply this algorithm to a Rasch-like student model implemented within a real-world application and present initial results of a pilot experiment. 相似文献
187.
This study examined whether the effect of social group norms on 7‐ and 10‐year‐old children's aggression can be moderated or extinguished by contrary school norms. Children (n=384) participated in a simulation in which they were assigned membership in a social group for a drawing competition against an outgroup. Participants learnt that their group had a norm of inclusion, exclusion, or exclusion‐plus‐relational aggression, toward non‐group members, and that the school either had a norm of inclusion, or no such norm. Findings indicated that group norms influenced the participants' direct and indirect aggressive intentions, but that the school norm moderated the group norm effect, with the school's norm effect tending to be greater for indirect vs. direct aggression, males vs. females, and younger vs. older participants. Discussion focused on how school norms can be developed, endorsed, and presented so that they have their most lasting effect on children. Aggr. Behav. 36:195–204, 2010. © 2010 Wiley‐Liss, Inc. 相似文献
188.
探讨早期目标血糖管理对严重脓毒症患者HMGB1变化的影响.严重脓毒症患者随机分为血糖控制A(4.4mmol/L~6.1mmol/L)、B(6.2mmol/L~8.3mmol/L)、C(8.4mmol/L~10.0mmol/L)三组.给予早期目标血糖管理,入ICU后0d、1d、3d、5d、7d采血测TNF-α、HMGB1浓度.三组TNF-α、HMGB1浓度及APACHEⅡ评分均呈下降趋势,A组HMGB1浓度及APACHEⅡ评分在第7d较B、C组明显降低(P<0.05).A组28d病死率较B、C组降低(P>0.05).严重脓毒症患者在早期目标血糖管理下,显著降低HMGB1浓度,降低病死率和改善预后,HMGB1可用来评价脓毒症的严重程度及预后. 相似文献
189.
190.