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861.
Computational Versus Associative Models of Simple Conditioning 总被引:1,自引:0,他引:1
In associative models of simple conditioning, conductive connections (associations, Hebbian synapses) are strengthened by the repetitive temporal pairing of stimuli. The associations cause the animal to behave more adaptively, but they do not encode information about objectively specifiable properties of the conditioning experience. In information processing (computational) models, the temporal intervals in that experience are timed and the results recorded in memory for later use in computations that determine the decisions whether and when to respond to the conditioned stimulus. The predictions of these latter models depend on the ratios of remembered and currently experienced temporal intervals; hence, they are time-scale invariant. Two examples of empirical time-scale invariance are described: Neither the delay of reinforcement nor the ratio of reinforced to unreinforced presentations of the conditioned stimulus affects rates of acquisition and extinction. Time-scale invariance has far-reaching implications for models of the processes that underlie conditioning, for example, models of Hebbian synapses. 相似文献
862.
How Do People Process Health Information? Applications in an Age of Individualized Communication 总被引:2,自引:0,他引:2
Advances in computer technology have made it possible to customize communication, including health-education materials, to the specific needs and interests of any individual. Studies show that individually tailored health-education materials are more effective than generic materials in promoting changes in a variety of health-related behaviors. Theory and research in information processing provide an explanation for why such materials are effective. This article discusses current research on how individuals process tailored health information, and discusses directions for future research in this area. 相似文献
863.
This study examined the impact of thought suppression on the quality of cognitive processing and self-reported mood. While completing a stream-of-consciousness task about two topics sequentially, participants were either instructed to suppress negative thoughts or were given no suppression instructions. Computer-based content analyses indicated that thought suppression led to significantly less causal reasoning and discrepancy seeking. However, the suppression of negative thoughts also resulted in a more positive mood. Results suggest that thought suppression can improve mood but it comes with the cognitive cost of superficial processing. 相似文献
864.
Dr. Vivian Weil 《Science and engineering ethics》2001,7(4):471-482
To counter confusion about the term ‘mentor’, and address concerns about the scarcity of mentoring, I argue for an “honorific”
definition, according to which a mentor is virtuous like a saint or hero. Given the unbounded commitment of mentors, mentoring
relationships must be voluntary. In contrast, the role of advisor can be specified, mandated, and monitored. I argue that
departments and research groups have a moral responsibility to devise a system of roles and structures to meet graduate students’
and postdoctoral fellows’ needs for information and advice.
An earlier version of this paper was presented at a conference sponsored by the National Science Foundation on Mentoring and
Research Values: Students as Vital Human Resources, Chicago, March 1995. 相似文献
865.
Current research on face processing in primates has focused on a few species, mostly macaques and chimpanzees; to date, only
one New World monkey, the squirrel monkey, has been tested. We explored face processing, and the inversion effect in particular,
in a New World primate species, the cotton-top tamarin (Saguinus oedipus). In phase 1 of our study, we trained subjects to discriminate between two faces and two scrambled faces; we then presented
the tamarins with a series of novel probes in order to determine the features underlying classification. Results showed that
the tamarins relied on the external contour of the face for discrimination more than the internal features and their configuration.
Statistical analyses revealed no differences in accuracy or response times to upright versus inverted stimuli, and thus no
inversion effect. In phase 2, we provided subjects with additional training on the face versus scrambled face discrimination
task in order to focus their attention on the configuration of the internal features. Accuracy data revealed individual differences
in how tamarins classified these stimuli, even though each subject was trained in the same way. In phase 3, we tested for
generalization to a new set of face stimuli, as well as for the capacity to show an inversion effect. For one subject who
attended to the configuration of internal features, we found significant evidence of generalization, but no evidence for an
inversion effect.
Electronic Publication 相似文献
866.
867.
听写困难是指儿童能够认读不能听写的现象。本研究以部件启动和整字启动任务中的探测字命名反应时差值,作为整体字形加工水平的指标,间接考察了听写困难儿童的整体字形加工特点。结果发现,听写对照组被试的整体字形加工在呈现时间为75 ms和300 ms时发生,而在150 ms时没有发生;听写困难组被试的整体字形加工仅在75 ms时发生,而在150 ms和300 ms时未发生。两组被试在75 ms时的整体字形加工水平之间没有显著差异。结果表明,听写困难被试仅仅在早期知觉阶段存在整体字形加工,而在词汇加工阶段的整体字形加工缺乏或延迟。 相似文献
868.
869.
Research has shown that cognitive processes like the attribution of hostile intention or angry emotion to others contribute
to the development and maintenance of conduct problems. However, the role of memory has been understudied in comparison with
attribution biases. The aim of this study was thus to test if a memory bias for angry faces was related to conduct problems
in youth. Adolescents from a junior secondary school were presented with angry and happy faces and were later asked to recognize
the same faces with a neutral expression. They also completed an impulsivity questionnaire. A teacher assessed their behavior.
The results showed that a better recognition of angry faces than happy faces predicted conduct problems and hyperactivity/inattention
as reported by the teacher. The memory bias effect was more pronounced for impulsive adolescents. It is suggested that a memory
bias for angry faces favors disruptive behavior but that a good ability to control impulses may moderate the negative impact
of this bias. 相似文献
870.
Hispanics have become the largest minority group in the United States. Hispanic children typically come from working class homes with parents who have limited English language skills and educational training. This presents challenges to psychologists who assess these children using traditional IQ tests because of the considerable verbal and academic (e.g., quantitative) content. Some researchers have suggested that intelligence conceptualized on the basis of psychological processes may have utility for assessment of children from culturally and linguistically diverse populations because verbal and quantitative skills are not included. This study examined Hispanic children's performance on the Cognitive Assessment System (CAS; [Naglieri, J.A., and Das, J.P. (1997). Cognitive Assessment System. Itasca, IL: Riverside.]) which is based on the Planning, Attention, Simultaneous, and Successive (PASS) theory of intelligence. The scores of Hispanic (N = 244) and White (N = 1956) children on the four PASS processes were obtained and the respective correlations between PASS and achievement compared. Three complementary sampling methodologies and data analysis strategies were chosen to compare the Ethnic groups. Sample size was maximized using nationally representative groups and demographic group differences were minimized using smaller matched samples. Small differences between Hispanic and non-Hispanic children were found when ability was measured with tests of basic PASS processes. In addition, the correlation between the PASS constructs and achievement were substantial for both Hispanic and non-Hispanic children and were not significantly different between the groups. 相似文献