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141.
This study examined the relationship between emotional intelligence (EI), assessed with an ability test, and interpersonal decision-making using the Prisoner’s Dilemma Game (PDG). Previous research found that individuals who self-report high EI tend to cooperate more than others in the Prisoner’s Dilemma. We relativize these findings by showing that individuals scoring high on an ability measure of EI choose effective strategies to deal with three different PDG conditions during real interactions. This suggests that emotionally intelligent individuals are not rigidly predisposed to cooperate regardless of others’ behavior. Instead, EI is associated with the capacity to respond flexibly to others’ strategies and to the interaction context in order to maximize long-term gains – even when this means competing rather than cooperating. 相似文献
142.
Symbolic uses of objects originate in communicative and triadic contexts (adult–child-object). In this longitudinal study we explore the emergence and development of the first symbolic uses in triadic interaction contexts in a girl with Down syndrome between 12 and 18-months of age. We conducted five sessions of video recording, at 12, 13½, 15, 16½, and 18 months chronological age. At each session we videotaped the girl and her mother interacting with different objects. Data were coded in semiotic categories used in previous studies (Rodríguez & Moro, 1999) and a microgenetic analysis was conducted for each session. The first symbolic uses by the girl appeared at 13½ months. Symbols were of different types and levels of complexity, and the adult had an important role in facilitating the production of these symbols. 相似文献
143.
Marcia L. Spetch 《决策行为杂志》2014,27(2):146-156
Whether buying stocks or playing the slots, people making real‐world risky decisions often rely on their experiences with the risks and rewards. These decisions, however, do not occur in isolation but are embedded in a rich context of other decisions, outcomes, and experiences. In this paper, we systematically evaluate how the local context of other rewarding outcomes alters risk preferences. Through a series of four experiments on decisions from experience, we provide evidence for an extreme‐outcome rule, whereby people overweight the most extreme outcomes (highest and lowest) in a given context. As a result, people should be more risk seeking for gains than losses, even with equally likely outcomes. Across the experiments, the decision context was varied so that the same outcomes served as the high extreme, low extreme, or neither. As predicted, people were more risk seeking for relative gains, but only when the risky option potentially led to the high‐extreme outcome. Similarly, people were more risk averse for relative losses, but only when the risky option potentially led to the low‐extreme outcome. We conclude that in risky decisions from experience, the biggest wins and the biggest losses seem to matter more than they should. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
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《Journal of applied research in memory and cognition》2014,3(3):165-170
We examined whether the power of tests as learning events, frequently demonstrated in the laboratory, would also occur in a large undergraduate course. Our goals were to determine: if learning of information tested on multiple-choice quizzes administered across the course would be enhanced compared to non-tested control information; and what the effects of quizzing would be for the learning of information conceptually related to the tested information but not itself tested on the quizzes. Given that retrieval practice can have positive (testing effect) and negative consequences (retrieval-induced forgetting), our concern was that the learning and later retention of non-tested conceptually related information might be impaired by the multiple-choice quizzes. Importantly, learning benefits were found for both types of information on the final exam, indicating that quizzing within a course can enhance not only the learning of specifically tested information, but the learning of non-tested conceptually related information as well. 相似文献
146.
Lori A. Day Elizabeth Adams Costa Danielle Previ Colleen Caverly 《Cognitive and behavioral practice》2018,25(1):7-21
While our field has made positive strides in adapting psychotherapeutic interventions for diverse groups of people, considerable work is still needed in this area. We present our formal adaptation procedure for parent–child interaction therapy (PCIT) with Deaf persons. This includes a review of the cultural adaptation process for psychological interventions, including PCIT, as well as an introduction to Deaf culture. Details regarding the specific adaptation of PCIT for Deaf persons are outlined. We found that the utilization of a clear framework to guide the cultural adaptation process facilitated careful consideration of the numerous linguistic and cultural variables involved, while maintaining integrity of the treatment model. While the current focus was on adapting PCIT for Deaf families who communicate via American Sign Language, this framework can also be applied to other populations and/or interventions. 相似文献
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148.
Pedelecs (e-bikes), which facilitate higher speeds with less effort in comparison to traditional bicycles (t-bikes), have grown considerably in popularity in recent years. Despite the large expansion of this new transportation mode, little is known about the behavior of e-cyclists, or whether cycling an e-bike increases crash risk and the likelihood of conflicts with other road users, compared to cycling on t-bikes. In order to support the design of safety measures and to maximize the benefits of e-bike use, it is critical to investigate the real-world behavior of riders as a result of switching from t-bikes to e-bikes.Naturalistic studies provide an unequaled method for investigating rider cycling behavior and bicycle kinematics in the real world in which the cyclist regularly experiences traffic conflicts and may need to perform avoidance maneuvers, such as hard braking, to avoid crashing. In this paper we investigate cycling kinematics and braking events from naturalistic data to determine the extent to which cyclist behavior changes as a result of transferring from t-bikes to e-bikes, and whether such change influences cycling safety.Data from the BikeSAFE and E-bikeSAFE naturalistic studies were used in this investigation to evaluate possible changes in the behavior of six cyclists riding t-bikes in the first study and e-bikes in the second one. Individual cyclists’ kinematics were compared between bicycle types. In addition, a total of 5092 braking events were automatically extracted after identification of dynamic triggers. The 286 harshest braking events (136 cases for t-bike and 150 for e-bike) were then validated and coded via video inspection.Results revealed that each of the cyclists rode faster on the e-bike than on the t-bike, increasing his/her average speed by 2.9–5.0 km/h. Riding an e-bike also increased the probability to unexpectedly have to brake hard (odds ratio = 1.72). In addition, the risk of confronting abrupt braking and sharp deceleration were higher when riding an e-bike than when riding a t-bike.Our findings provide evidence that cyclists’ behavior and the way cyclists interact with other road users change when cyclists switch from t-bikes to e-bikes. Because of the higher velocity, when on e-bikes, cyclists appear to have harder time predicting movements within the traffic environment and, as a result, they need to brake abruptly more often to avoid collisions, compared with cycling on t-bikes. This study provides new insights into the potential impact on safety that a cycling society moving to e-bikes may have, indicating that e-cycling requires more reactive maneuvers than does cycling traditional bicycles and suggesting that any distractive activity may be more critical when riding e-bikes compared to traditional bikes. 相似文献
149.
Stefanie A. Wind Edward W. Wolfe George Engelhard Jr. Peter Foltz Mark Rosenstein 《International Journal of Testing》2018,18(1):27-49
Automated essay scoring engines (AESEs) are becoming increasingly popular as an efficient method for performance assessments in writing, including many language assessments that are used worldwide. Before they can be used operationally, AESEs must be “trained” using machine-learning techniques that incorporate human ratings. However, the quality of the human ratings used to train the AESEs is rarely examined. As a result, the impact of various rater effects (e.g., severity and centrality) on the quality of AESE-assigned scores is not known. In this study, we use data from a large-scale rater-mediated writing assessment to examine the impact of rater effects on the quality of AESE-assigned scores. Overall, the results suggest that if rater effects are present in the ratings used to train an AESE, the AESE scores may replicate these effects. Implications are discussed in terms of research and practice related to automated scoring. 相似文献
150.