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601.
Fields L Tittelbach D Shamoun K Watanabe M Fitzer A Matneja P 《Journal of the experimental analysis of behavior》2007,87(1):97-119
When the stimuli in one perceptual class (A') become related to the stimuli in another perceptual class (B'), the two are functioning as a single linked perceptual class. A common linked perceptual class would be the sounds of a person's voice (class A') and the pictures of that person (class B'). Such classes are ubiquitous in real world settings. We describe the effects of a variety of training procedures on the formation of these classes. The results could account for the development of naturally occurring linked perceptual classes. Two perceptual classes (A' and B') were formed in Experiment 1. The endpoints of the A' class were called anchor (Aa) and boundary (Ab) stimuli. Likewise, the anchor and boundary stimuli in the B' class were represented as Ba and Bb. In Experiment 2, the A' and B' classes were linked by the establishment of one of four cross-class conditional discriminations: Aa-->Ba, Aa-->Bb, Ab-->Ba, or Ab-->Bb. Results were greatest after Aa-->Bb training, intermediate after Aa-->Ba and Ab-->Ba training, and lowest after Ab-->Bb training. Class formation was influenced by the interaction of the anchor/boundary values and the sample/comparison functions of the stimuli used in training. Experiment 3 determined whether class formation was influenced by different sets of two cross-class conditional discriminations: Aa-->Ba and Ab-->Bb, or Aa-->Bb and Ab-->Ba. Both conditions produced equivalent results. Similarities were attributable to the use of anchor stimuli as samples and boundary stimuli as comparisons in each training condition. Finally, the results afterjoint Aa-->Ba and Ab-->Bb training were much greater than those produced by summing the results of Aa-->Ba training alone and Ab-->Bb training alone. This same synergy was not observed after joint Aa-->Bb and Ab-->Ba training or either alone. 相似文献
602.
Carrie S. McCleese Lillian T. Eby Elizabeth A. Scharlau Bethany H. Hoffman 《Journal of Vocational Behavior》2007,71(2):282-299
Hierarchically, job content, and double plateaued employees from a variety of industries were surveyed regarding their experiences. Plateau-specific stress was higher than the stress experienced by the general population. Plateaued employees also reported more depression than the general population. Double plateaued employees reported higher depression than hierarchically plateaued employees. Content analysis revealed 27 distinct coping strategies reported by employees, representing 7 coping meta-themes. The most frequently occurring meta-themes were Discuss Problem, Job Withdrawal, and Mental Coping. Hierarchically plateaued employees reported slightly greater use of Mental Coping strategies than job content and double plateaued employees. 相似文献
603.
Amir Hetsroni 《Sex roles》2007,57(3-4):201-210
A content analysis of 1,785 American ads and 1,467 Israeli ads maps the representation of sexual content on mainstream TV
advertising in the two countries. This content appears in less than 5% of the advertisements. Most of it is mild and portrayed
in the conservative context of an established relationship. Explicit material, socially discouraged practices, references
to sexual responsibility and complete nudity are extremely rare. Israeli advertisements tend to present a higher share of
sexual content than American ads, and male models are more likely to be partially nude than female models—but these differences
are minor in extent. 相似文献
604.
605.
论社会主义核心价值体系基本内容的层次结构 总被引:9,自引:0,他引:9
社会主义核心价值体系的基本内容是一种结构性存在,它所包含的四个方面的基本内容具有不同的性质,其中,马克思主义指导思想是导向性内容,中国特色社会主义共同理想是目标性内容,以爱国主义为核心的民族精神和以改革创新为核心的时代精神是情感性和动力性内容,社会主义荣辱观是基础性内容。从层次结构上看,社会主义核心价值体系所包含的四个方面的基本内容,从最低层次到最高层次,构成一个逻辑严谨、层次分明、由高到低、由理论到实践、由思想到行为的整体性框架结构,而每一层次也有着自身的层次结构特点。 相似文献
606.
607.
为探讨主题关系在儿童归纳推理中的作用,采用经典的三角归纳范式,设计了主题关系和知觉相似冲突、主题关系和分类学关系冲突两种情形,来考察4~5岁儿童在内在属性和情境性属性任务中的归纳推理。结果显示:当主题关系和知觉相似冲突时,从4.5岁开始儿童主要基于主题关系对情境性属性进行归纳推理,而对于内在属性的推论,4~5岁儿童在基于主题关系和基于知觉相似上没有显著差异。当主题关系和分类学关系冲突时,从4.5岁开始儿童主要基于主题关系对情境性属性进行归纳推理,从5岁开始儿童主要基于分类学关系对内在属性进行归纳推理。两个实验结果均发现5岁和5.5岁儿童能够依据不同的属性使用不同的关系推理,表现出归纳灵活性 相似文献
608.
609.
情绪和记忆的相互作用 总被引:10,自引:0,他引:10
情绪与记忆的关系一直是社会认知神经科学研究的重要课题。该文简要介绍了近年来国内外有关情绪和记忆的研究,着重讨论了情绪在记忆中的作用、情绪影响记忆的途径以及参与情绪和记忆交互作用的脑区;特别强调了情绪唤醒对杏仁核的影响,以及杏仁核与其它内侧颞叶结构和前额叶的相互作用 相似文献
610.