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471.
472.
Mahoney AM Miguel CF Ahearn WH Bell J 《Journal of the experimental analysis of behavior》2011,95(2):237-262
The purpose of this study was to assess the role of common motor responses as the \"speaker\" behavior on stimulus class formation, and the emergence of functional classes. Experiment 1 examined whether training one motor response to a set of three stimuli and a second motor response to another set of three stimuli would result in correct category-sort responses for 5 typically developing preschool children. Three of the children passed the categorization tests. Experiment 2 examined whether the classes formed in Experiment 1 were functional classes, and whether participants who did not pass categorization tests in Experiment 1 would do so following common vocal tact training. The 2 participants who failed categorization tests in Experiment 1 passed these tests in Experiment 2, although none of the participants passed the tests for functional classes. The results of the current study did not unequivocally support the naming hypothesis. Future research should therefore evaluate other possible sources of control that aid in stimulus categorization. 相似文献
473.
Research indicating that decision makers often distort new information to favor nascent preferences has focused primarily on riskless choice rather than risky choice. In addition, the critical assumption that information distortion mediates the link between the initially preferred alternative and the final choice has not been tested in a compelling manner. In an experiment designed to fill these gaps, participants made six choices involving pairs of hypothetical three‐outcome monetary gambles. We manipulated initial preferences by varying the order in which gamble features were presented. Multilevel regressions indicated that participants distorted their evaluations of precise probabilities and payoffs in the direction of their emerging preferences and that they used their biased evaluations to update those preferences. As expected, information distortion mediated the effect of initial preferences on final choices and final preference strength. In a follow‐up experiment, we compared a standard measure of information distortion (based on comparisons to mean ratings in a no‐choice control task) to a more personalized measure (based on participants' own ratings in the control task) and found the mean‐based measure to be superior for the probability and payoff information in question. Other findings in Experiment 2 corroborated the results of Experiment 1. In both studies, the distortion of quantitative inputs in a simple task highlights the non‐normative circularity of the choice process. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
474.
475.
VALÉRIA S. CLARK NUNES 《The International journal of psycho-analysis》2006,87(6):1587-1601
The author describes a type of mental development in which the primitive libidinal value of faeces and urine is kept unaltered all through adulthood. In this instance, individuals harbour fantasies of projective identifi cation with the internal parents, denying their real dependence, which leads to a pseudomaturity. These fantasies are usually accompanied by anal and genital masturbation and have intense aggressive content. Furthermore, there is a signifi cant confusion among all body orifi ces, leading to an inability to distinguish the self from the object, the inner world from outside reality. Individuals with this type of development can only maintain limited object relations and have highly erotized excretory activities. Manipulation of faeces may occur. This structure works as a defence against breakdown, but may also provide pleasure as it gives the illusion of omnipotent control of the object, as typical in pathological organizations. The author presents clinical material and discusses the diffi culties of the analysis, in which the patient tries to seduce the analyst into colluding with his mental functioning, primarily as a means of communication as well as a projection of his despair and his disbelief in the analyst's ability to help him. 相似文献
476.
Tehila Kogut 《决策行为杂志》2009,22(1):91-100
Educators' differential decisions towards identified single students as compared with unidentified students, or a group of identified students, were examined by presenting educators with educational scenarios describing actual dilemmas from the three different perspectives. The first two studies indicate that willingness to change the existing policy and to [bend the rule] is greater when a dilemma is presented from the specific identified student's perspective than when presented as a general dilemma. The results of the third study suggest that in their decisions regarding an identified individual student, educators allow more changes in school regulations and give less weight to the school needs as compared with their decisions regarding an unidentified student or a group of students. Implications for policy making are discussed. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
477.
Irwin S. Bernstein Robert M. Rose Thomas P. Gordon Cheryl L. Grady 《Aggressive behavior》1979,5(4):329-339
Two groups of pigtail monkeys were merged, a third was formed, and individual males were introduced into a group in a series of experiments examining the effects of social context upon agonistic rank, aggressive expression, and testosterone levels. In the first experiment, two heterosexual groups, containing adult males unfamiliar to the other group, were merged. The two groups fought, and the smaller group was defeated. The alpha and beta males of the defeated group were singled out for repeated attack and both showed significant drops in circulating levels of testosterone. Both males were removed from the group during the first day, but testosterone levels did not recover to baseline levels for several days. The alpha male of the victorious group, on the other hand, showed a significant rise in testosterone, which was apparent only on the day following the merger. In order to study the influence of previous social familiarity on male reception into a group, another group was formed by removing males from the victorious group and placing them in a separate enclosure. The males in the new group established a dominance hierarchy unrelated to their previous social ranks with one another. Three months later, each of the six adult males remaining in the parent group was individually introduced into the new group for one day or less. Each of the males introduced into the new group accepted a social position at the lower end of the dominance hierarchy without regard to his previous rank relationships with the host males when they were all in the parent group. Even the alpha and beta males of the parent group were relegated to low rank positions in the new group, despite having ranked over each of the host males since birth. In contrast to the aggression directed at the unfamiliar males in the first experiment, a minimum of aggression was directed to the familiar males introduced into the new group in the second experiment. Although the males introduced accepted low social ranks, it appeared that each was readily integrated into the group with a minimum of aggressive interaction during the time he was scheduled to remain in the group. There were no significant changes in circulating levels of testosterone in any of the males during the introductions of familiar males to one another. 相似文献
478.
Alexei Procyshyn 《Metaphilosophy》2013,44(5):655-681
Focusing on Walter Benjamin's earliest pieces dedicated to school reform and the student movement, this article traces the basic critical approaches informing his mature thought back to his struggle to critically implement and transform the theory of concept formation and value presentation developed by his Freiburg teacher, Heinrich Rickert. It begins with an account of Rickert's work, specifically of the concept of Darstellung (presentation) and its central role in Rickert's postmetaphysical theory of historical research (which he characterizes as exclusively concerned with the Kantian quid juris). It shows that Rickert develops a speculative but practical theory of value recognition, which nevertheless leaves the status of value itself undetermined. Contra Rickert, Benjamin returns to the ignored quid facti, or origin of value, and shows that a metacritical, postmetaphysical approach such as Rickert's ultimately limits possible experience rather than grounding it. This basic insight, it is argued, is the cornerstone of Benjamin's concept of critique. 相似文献
479.
Human observers often experience strongly negative impressions of human‐like objects falling within a particular range of visual similarity to real humans (the “uncanny valley” phenomenon). We hypothesized that negative impressions in the uncanny valley phenomenon are related to a difficulty in object categorization. We produced stimulus images by morphing two of each of real, stuffed, and cartoon human face images (Experiment 1). Observers were asked to categorize each of these images as either category and evaluated the likability of the image. The results revealed that the longest latency, the highest ambiguity in categorization, and the lowest likability score co‐occurred at consistent morphing percentages. Similar results were obtained even when we employed stimulus images that were created by morphing two of each of real, stuffed, and cartoon dog images (Experiment 2). However, the effect of categorization difficulty on evaluation was weak when two real human faces were morphed (Experiment 3). These results suggest that the difficulty in categorizing an object as either of two dissimilar categories is linked to negative evaluation regardless of whether the object is human‐related or not. 相似文献
480.
Louise Allnutt 《Journal of Child Psychotherapy》2013,39(1):33-47
This paper shows a child psychotherapist learning and developing her technique as she attempts to make contact with a child who is extremely hard to reach. It is based on the first two years of three-times-weekly intensive psychotherapy of a latency girl who had little faith in a helpful therapeutic relationship. Her defences against such a relationship were entrenched and hard to shift. In this clinical work, the psychotherapist relies on close observation and her countertransference to develop a relationship with the child, in order to begin to make sense of her non-verbal emotional experience and communication. 相似文献