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101.
触屏学习是通过触屏软硬件设备呈现学习内容,并以手势触屏交互方式获取知识或技能的过程。目前触屏学习基础性研究处于探索阶段,在有效性上,研究发现触屏学习本身可能是有效的,但在相对优势上结果具有较大异质性;在学习后效上,触屏学习有助于提高学习动机,但没有稳定地促进知识保持、知识理解以及二维到三维的学习迁移。针对触屏学习的促进或阻碍作用,以往研究分别从具身认知或认知负荷等理论视角给予解释。学习者、学习材料、学习环境等可能是影响触屏学习效果的重要因素。广泛地将触屏设备应用于学习或课堂场景为时尚早,呼吁未来研究从理论建构、影响因素、特点分析及行为/神经机制角度考察触屏学习的作用。 相似文献
102.
统计学习是指个体在连续刺激流中发现转移概率等统计规律的过程, 在Saffran等(1996) 的经典婴儿语音切分研究中首次被提出。大量研究证实了统计学习的普遍存在, 近期学界开始关注统计学习的特异性及其对认知的影响, 尤其是从学习过程及其特异性两个方面阐述统计学习的认知神经机制并揭示其和语言的交互作用。未来应从脑和行为的多模态数据视角, 丰富统计学习结果的行为和神经指标, 考察不同类型统计学习过程的动态神经活动模式, 建立统计学习行为和脑的关联, 深化对统计学习认知神经机制的认识, 在统计学习与语言交互作用的基础上, 从成人二语学习切入结合音乐统计学习训练探讨促进语言学习的统计学习干预手段。 相似文献
103.
隐藏情绪识别对公共安全防范与预警具有重要的意义。微表情是揭示隐藏情绪的一条重要通道。但目前隐藏情绪研究较少且微表情因其细微幅度与快速出现等特性难以识别, 其研究尚未在实际中广泛应用。因为, 隐藏情绪的认知与表达机理亟需系统的研究,采集实际场景中的微表情数据, 并以脑电信号辅助微表情的精确标注是提高微表情标注效率的有效途径。深入研究微表情识别方法, 并辅以人脸颜色、注视估计和非接触生理信号等多通道数据, 以检测与识别隐藏情绪。社会公共安全是隐藏情绪分析和识别的典型场景。面向精神疾病患者两害行为(即危害自身或他人的危险行为)风险评估和服刑人员会见场景隐藏情绪检测, 可以有效地对相应系统和方法进行验证和修正。 相似文献
104.
105.
Altmann GT 《Cognition》2002,85(2):B43-B50
Infants can discriminate between familiar and unfamiliar grammatical patterns expressed in a vocabulary that is distinct from that used earlier during familiarization (Cognition 70(2) (1999) 109; Science 283 (1999) 77). Various models have captured the data, although each required that discrimination be distinct, in terms of the computational process, from familiarization. This article describes a simple recurrent network (SRN), equipped only with the assumption that it should predict what comes next, which models the data without distinguishing between familiarization and discrimination. To accomplish this, the SRN requires pre-training on a range of sequences instantiating different structures and different vocabulary items to those used subsequently during familiarization and test. Pre-training enables the network to avoid replacing structure acquired during familiarization with structure experienced at test. An equivalent enabling condition may underpin infants' resistance to catastrophic interference between the different structures and vocabulary items to which they are exposed. 相似文献
106.
A case is presented of an adolescent female with double depression who was treated using the Cognitive Behavioral Analysis System of Psychotherapy (CBASP). CBASP is designed to teach a social problem-solving procedure called Situational Analysis (SA). Generalized treatment effects were measured through monitoring of diagnostic status, two administrations of the Minnesota Multiphasic Personality Inventory-Adolescent, weekly administrations of the Child Depression Inventory, and acquisition performance ratings on the SA task. The results showed that CBASP appeared to be an effective treatment. The double depressive disorder remitted, and the patient learned to identify behavioral consequences as well as target and attain her interpersonal goals. CBASP can be effective for adolescents, although modifications of the adult form of the therapy may be necessary. 相似文献
107.
Jitsumori M Siemann M Lehr M Delius JD 《Journal of the experimental analysis of behavior》2002,78(3):397-408
Four pigeons were given simultaneous discrimination training with visual patterns arbitrarily divided into two sets, with the stimuli in one set designated A1, B1, C1, and D1 and those in the other set designated A2, B2, C2, and D2. In sequentially introduced training phases, the pigeons were exposed to a series of reversals to establish AB and then CD equivalences. In subsequent testing sessions, a subset of stimuli from one set served as positive stimuli and those from the other set as negative stimuli on training trials, and transfer of the reinforced relation to other members of the sets was tested with nonreinforced probe trials. The pigeons were trained further on AC and BD equivalences and then were tested for the emergence of untrained AD and BC equivalences. Two of the 4 pigeons exhibited the emergence of one of these untrained equivalences, evidence for the emergence of transitive relations. This finding suggests that the pigeons established three-member functional equivalence classes by incorporating separately trained multiple equivalence relations. Repeated reversal training and probe testing enabled us to explore the formation and expansion of functional equivalence classes in pigeons. 相似文献
108.
Friendship patterns of 117 children with learning disabilities (LD) and 115 children without LD in Grades 4–8 were examined. In comparison with children without LD, boys with LD had fewer mutual friends, children with LD had more friends with learning problems and more younger friends, and children with LD in Grades 4–6 had less stable relationships. With regard to friendship quality, children with LD reported higher levels of conflict, lower levels of validation, and more problems with relationship repair than did children without LD. The findings were discussed in terms of factors that have been found to enhance friendship such as proximity and similarity, and the social skills difficulties that have been associated with learning disabilities. 相似文献
109.
Lister hooded rats were trained on a forced-sample T-maze alternation task in an environment lacking spatial landmarks. An
early study of spontaneous alternation on the T-maze had shown that rats use a "spatial sense" to select alternate maze arms
across mazes. As this phenomenon may provide a useful tool for studying the neural substrates of a directional sense, we wished
to confirm this finding on a different version of the T-maze task, with well-trained animals. We found that rats successfully
selected the appropriate maze arm when the choice phase of the task was presented on a second maze, oriented in the same direction,
and located in an adjacent room. However, choice performance fell to chance level when the second maze was oriented 90° relative
to the first. This result suggests that the rats do not simply alternate turns across the two environments, but rather that
they rely on a sense of direction that is carried across environments.
Electronic Publication 相似文献
110.
Hurewitz F Brown-Schmidt S Thorpe K Gleitman LR Trueswell JC 《Journal of psycholinguistic research》2000,29(6):597-626
Two experiments are reported which examine children's ability to use referential context when making syntactic choices in language production and comprehension. In a recent on-line study of auditory comprehension, Trueswell, Sekerina, Hill, and Logrip (1999) examined children's and adults' abilities to resolve temporary syntactic ambiguities involving prepositional phrases (e.g., “Put the frog on the napkin into ¨”). Although adults and older children used the referential context to guide their initial analysis (pursuing a destination interpretation in a one-frog context and a modifier interpretation in a two-frog context), 4 to 5-year olds' initial and ultimate analysis was one of destination, regardless of context. The present studies examined whether these differences were attributable to the comprehension process itself or to other sources, such as possible differences in how children perceive the scene and referential situation. In both experiments, children were given a language generation task designed to elicit and test children's ability to refer to a member of a set through restrictive modification. This task was immediately followed by the “put” comprehension task. The findings showed that, in response to a question about a member of a set (e.g., “Which frog went to Mrs. Squid's house?”), 4- to 5-year-olds frequently produced a definite NP with a restrictive prepositional modifier (e.g., “The one on the napkin”). These same children, however, continued to misanalyze put instructions, showing a strong avoidance of restrictive modification during comprehension. Experiment 2 showed that an increase in the salience of the platforms that distinguished the two referents increased overall performance, but still showed the strong asymmetry between production and comprehension. Eye movements were also recorded in Experiment 2, revealing on-line parsing patterns similar to Trueswell et al.: an initial preference for a destination analysis and a failure to revise early referential commitments. These experiments indicate that child–adult differences in parsing preferences arise, in part, from developmental changes in the comprehension process itself and not from a general insensitivity to referential properties of the scene. The findings are consistent with a probabilistic model for uncovering the structure of the input during comprehension, in which more reliable linguistic and discourse-related cues are learned first, followed by a gradually developing ability to take into account other more uncertain (or more difficult to learn) cues to structure. 相似文献