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201.
Anneke D. M. Haddad Mengran Xu Sophie Raeder Jennifer Y. F. Lau 《Cognition & emotion》2013,27(5):914-922
Common and persistent fears may emerge through learning mechanisms such as fear conditioning and generalisation. Although there have been extensive studies of these learning processes in healthy but also psychiatric samples, many of the tasks used to produce conditioning and assess generalisation either use painful and aversive stimuli as the unconditioned stimuli (UCS), or suffer from poor belongingness between the conditioned stimuli and the UCS. Here, we present novel data from a paradigm designed to examine fear conditioning and generalisation in healthy individuals. Two female faces served as conditioned threat cue (CS+) and conditioned safety cue (CS?) respectively. The CS+ was paired repeatedly with a fearful, screaming face (unconditioned stimulus). Generalisation included intermediate faces which varied in their similarity to the CS+ and CS?. We measured eyeblink startle reflex and self-reported ratings. Acquired fear of the CS+ generalised to intermediate stimuli in proportion to their perceptual similarity to the CS+. Our findings demonstrate how fears of new individuals may develop based on resemblance to others with whom an individual has had negative experiences. The paradigm offers new opportunities for probing the role of generalisation in the emergence of common and persistent fears. 相似文献
202.
AbstractThe aim of this study was to analyse the psycholinguistic variables of the attributes and concepts involved in the recall of a concept. One hundred and twenty adults (18–40 years old) participated. A lexical recall task was administered by presenting a successive list of defining attributes. Forty concepts from different semantic categories were used. The attributes were obtained empirically from local Semantic Features Production Norms. The influence of the characteristics and attributes of the concepts on the number of participants who accessed the name of the concept and the correct guess trend was analysed. Significant values for Age of Acquisition, Presence of Distinctive Attributes and Presence of Taxonomic Attributes were observed. Results show that concepts which are acquired earliest are more easily recalled; presenting taxonomic categories narrows the search and the presence of distinctive attributes allow differentiating between such concepts within a category. 相似文献
203.
Regina A. Carroll Tiffany Kodak Wayne W. Fisher 《Journal of applied behavior analysis》2013,46(2):379-394
204.
205.
When asked to judge the size of a distant object, older children are more likely than younger ones to report deliberately inflating their judgements to compensate for size underconstancy (Granrud, in press). The current investigation examined whether use of this strategy depends on object distance and whether it is related to individual differences in reasoning, knowledge about size perception, or cognitive style. In two studies, children in Grades 1–3 estimated the size of a distant (61 m away) and near (6.1 m away) disc. In each, half of the children reported inflating their judgement of the distant disc to compensate for a tendency to underestimate its size, but only a few reported using this strategy for the near disc. Self-reported strategy users tended to either judge the distant disc accurately or to overestimate its size, whereas the other children tended to underestimate its size. Strategy reporters obtained higher scores on a test of verbal reasoning, but did not differ from the other children in reflectivity-impulsivity. In Study 1, strategy reporters also showed a better understanding of how distance affects the apparent size of objects in photographs. This understanding was strongly related to verbal reasoning ability. In Study 2, visuospatial reasoning ability was also found to predict who would report strategy use, and this predictive relation was independent of verbal reasoning ability. 相似文献
206.
Poppy A. C. Crum Albert S. Bregman 《Quarterly journal of experimental psychology (2006)》2013,66(3):543-556
The effects of subunit formation on adult listeners' ability to notice changes in a continuous spectral gradient of sound were studied. Results of this experiment support the idea that the auditory system processes information differently within a unit, and that this processing does not occur unless the perceptual system detects unit boundaries. In this experiment, silences were inserted into a continuously changing sound to cause the formation of short units. Listeners noticed the change earlier in conditions with silences inserted than in to conditions where the transition was either unbroken or broken by loud noise bursts. Results are discussed in terms of two processes, one that accentuates stimulus properties present at moments of onset and offset, and a second that uses onsets and offsets to signal the beginnings and ends of units and reduces the change perceived within units. 相似文献
207.
Abstract Evidence over the last 15 years has suggested that dual (imagery and verbal) coding explanations of concreteness effects in memory for word lists do not generalise well to memory for sentences and paragraphs. In contrast, an alternative framework based on relative differences in relational and distinctive processing has been shown to account for the effects of imagery and concreteness in these contexts and others. This paper describes recent research on free and cued recall of word lists and evaluates it with respect to the two models. The evidence suggests that whereas dual processing systems may be involved in the encoding of verbal materials, dual memory codes are insufficient to explain concreteness effects in recall. Better memory for high-as compared to low-imagery words depends on the use of paradigms that facilitate inter-item relational processing, independent of whether or not imagery is involved. 相似文献
208.
What happens when people are asked to respond as quickly or as accurately as possible? This study tested the effects of speed/accuracy instructions and working-memory load on people's strategy efficiency and strategy selection. Adult participants solved simple addition problems (Experiment 1) and simple multiplication problems (Experiment 2) under load and no-load conditions and provided trial-by-trial strategy reports. High-skill participants were more efficient than low-skill participants, but the underlying causes of these skill-related effects differed across experiments. In the addition experiment, high-skill participants responded adaptively to the changing situations by changing their strategy choices, which resulted in smaller effects on their actual performance. Low-skill participants in contrast, did not change their strategy choices as adaptively, which resulted in less efficient performance—and especially so under load conditions. In the multiplication experiment, high-skill and low-skill participants differed in strategy efficiencies rather than in strategy choices. In the discussion, the results are further interpreted and future adaptations for the adaptive strategy choice model (ASCM; Siegler & Jenkins, 1989) are suggested. 相似文献
209.
We compared the effectiveness of three training procedures, echoic and tact prompting plus error correction and a cues-pause-point (CPP) procedure, for increasing intraverbals in 2 children with autism. We also measured echoic behavior that may have interfered with appropriate question answering. Results indicated that echoic prompting with error correction was most effective and the CPP procedure was least effective for increasing intraverbals and decreasing echoic behavior. 相似文献
210.
Maternal vocal imitation of infant vocalizations is highly prevalent during face-to-face interactions of infants and their caregivers. Although maternal vocal imitation has been associated with later verbal development, its potentially reinforcing effect on infant vocalizations has not been explored experimentally. This study examined the reinforcing effect of maternal vocal imitation of infant vocalizations using a reversal probe BAB design. Eleven 3- to 8-month-old infants at high risk for developmental delays experienced contingent maternal vocal imitation during reinforcement conditions. Differential reinforcement of other behavior served as the control condition. The behavior of 10 infants showed evidence of a reinforcement effect. Results indicated that vocal imitations can serve to reinforce early infant vocalizations. 相似文献