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81.
Jake Wright 《Metaphilosophy》2020,51(2-3):435-454
Philosophy as a way of life (PWOL) places investigations of value, meaning, and the good life at the center of philosophical investigation, especially of one’s own life. This essay argues that PWOL is compatible with general introductory philosophy courses, further arguing that PWOL-based general introductions have several philosophical and pedagogical benefits. These include the ease with which high-impact practices, situated skill development, and students’ ability to “think like a disciplinarian” may be incorporated into such courses, relative to more traditional introductory courses, as well as the demonstration of philosophy’s value to students by explicitly tying philosophical investigation to students’ own lives. 相似文献
82.
Rule learning (RL) is an implicit learning mechanism that allows infants to detect and generalize rule-like repetition-based patterns (such as ABB and ABA) from a sequence of elements. Increasing evidence shows that RL operates both in the auditory and the visual domain and is modulated by the perceptual expertise with the to-be-learned stimuli. Yet, whether infants’ ability to detect a high-order rule from a sequence of stimuli is affected by affective information remains a largely unexplored issue. Using a visual habituation paradigm, we investigated whether the presence of emotional expressions with a positive and a negative value (i.e., happiness and anger) modulates 7- to 8-month-old infants’ ability to learn a rule-like pattern from a sequence of faces of different identities. Results demonstrate that emotional facial expressions (either positive and negative) modulate infants’ visual RL mechanism, even though positive and negative facial expressions affect infants’ RL in a different manner: while anger disrupts infants’ ability to learn the rule-like pattern from a face sequence, in the presence of a happy face infants show a familiarity preference, thus maintaining their learning ability. These findings show that emotional expressions exert an influence on infants’ RL abilities, contributing to the investigation on how emotion and cognition interact in face processing during infancy. 相似文献
83.
We trained a computational model (the Chunk-Based Learner; CBL) on a longitudinal corpus of child–caregiver interactions in English to test whether one proposed statistical learning mechanism—backward transitional probability—is able to predict children's speech productions with stable accuracy throughout the first few years of development. We predicted that the model less accurately reconstructs children's speech productions as they grow older because children gradually begin to generate speech using abstracted forms rather than specific “chunks” from their speech environment. To test this idea, we trained the model on both recently encountered and cumulative speech input from a longitudinal child language corpus. We then assessed whether the model could accurately reconstruct children's speech. Controlling for utterance length and the presence of duplicate chunks, we found no evidence that the CBL becomes less accurate in its ability to reconstruct children's speech with age. 相似文献
84.
Milou van Harsel Vincent Hoogerheide Peter Verkoeijen Tamara van Gog 《Applied cognitive psychology》2020,34(4):793-812
Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) and efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables (i.e., self-efficacy), but did not test this during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on motivational variables, effectiveness, and efficiency in a short (Experiment 1; four learning tasks; n = 157) and longer task sequence (Experiment 2; eight learning tasks; n = 105). With short sequences, all example conditions were more effective, efficient, and motivating than PP. With longer sequences, all example conditions were more motivating and efficient than PP, but only EE was more effective than PP. Moreover, EE was most efficient during training, regardless of sequence length. These results suggest that example study (only) is more effective, efficient, and more motivating than PP. 相似文献
85.
Michelle D. Miller John J. Doherty Nicholas M. Butler Wade G. Coull 《Applied cognitive psychology》2020,34(3):710-723
Ubiquitous mobile technology is part of contemporary life, bringing with it the potential for distraction and reduction in performance associated with multitasking. The predisposition toward dysfunctional multitasking may be shaped in part by beliefs that individuals hold about memory and attention. The issue is particularly pressing for college students, given established links between distraction, multitasking, and learning. This project assessed the impact of an online learning module on beliefs about attention, memory, and learning in college students. It also contrasted these beliefs in a college and non-college community sample. Significant reductions in counterproductive beliefs were associated with completing the module; counterproductive beliefs were also no more prevalent in the college vs. the non-college sample. Our findings suggest that brief online modules are a practical way to address counterproductive beliefs related to multitasking with technology, and add to the literature on metacognition, attention, and multitasking in college and non-college populations. 相似文献
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87.
William H.B. McAuliffe Hannah Moshontz Thomas G. McCauley Michael E. McCullough 《欧洲人格杂志》2020,34(5):903-916
Although most people present themselves as possessing prosocial traits, people differ in the extent to which they actually act prosocially in everyday life. Qualitative data that were not ostensibly collected to measure prosociality might contain information about prosocial dispositions that is not distorted by self-presentation concerns. This paper seeks to characterise charitable donors from qualitative data. We compared a manual approach of extracting predictors from participants' self-described personal strivings to two automated approaches: A summation of words predefined as prosocial and a support vector machine classifier. Although variables extracted by the support vector machine predicted donation behaviour well in the training sample (N = 984), virtually, no variables from any method significantly predicted donations in a holdout sample (N = 496). Raters' attempts to predict donations to charity based on reading participants' personal strivings were also unsuccessful. However, raters' predictions were associated with past charitable involvement. In sum, predictors derived from personal strivings did not robustly explain variation in charitable behaviour, but personal strivings may nevertheless contain some information about trait prosociality. The sparseness of personal strivings data, rather than the irrelevance of open-ended text or individual differences in goal pursuit, likely explains their limited value in predicting prosocial behaviour. © 2020 European Association of Personality Psychology 相似文献
88.
In the age of big data, substantial research is now moving toward using digital footprints like social media text data to assess personality. Nevertheless, there are concerns and questions regarding the psychometric and validity evidence of such approaches. We seek to address this issue by focusing on social media text data and (i) conducting a review of psychometric validation efforts in social media text mining (SMTM) for personality assessment and discussing additional work that needs to be done; (ii) considering additional validity issues from the standpoint of reference (i.e. ‘ground truth’) and causality (i.e. how personality determines variations in scores derived from SMTM); and (iii) discussing the unique issues of generalizability when validating SMTM for personality assessment across different social media platforms and populations. In doing so, we explicate the key validity and validation issues that need to be considered as a field to advance SMTM for personality assessment, and, more generally, machine learning personality assessment methods. © 2020 European Association of Personality Psychology 相似文献
89.
Paraskevi Engarhos Azadeh Shohoudi Angela Crossman Victoria Talwar 《Developmental science》2020,23(1)
The current study examined the influence of observing another's lie‐ or truth‐telling – and its consequences – on children's own honesty about a transgression. Children (N = 224, 5–8 years of age) observed an experimenter (E) tell the truth or lie about a minor transgression in one of five conditions: (a) Truth‐Positive Outcome – E told the truth with a positive outcome; (b) Truth‐Negative Outcome – E told the truth with a negative outcome; (c) Lie‐Positive Outcome – E lied with a positive outcome; (d) Lie‐Negative Outcome – E lied with a negative outcome; (e) Control – E did not tell a lie or tell the truth. Later, to examine children's truth‐ or lie‐telling behavior, children participated in a temptation resistance paradigm where they were told not to peek at a trivia question answer. They either peeked or not, and subsequently lied or told the truth about that behavior. Additionally, children were asked to give moral evaluations of different truth‐ and lie‐telling vignettes. Overall, 85% of children lied. Children were less likely to lie about their own transgression in the TRP when they had previously witnessed the experimenter tell the truth with a positive outcome or tell a lie with a negative outcome. 相似文献
90.