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961.
徐柏郁 《医学与哲学(人文社会医学版)》2008,29(9):24-25
子宫肌瘤是妇科最常见的良性肿瘤,发病率高、恶变率低,目前治疗方法较多,但各有利弊;众多子宫肌瘤患者从医心理复杂,甚至难以配合治疗,医生应针对不同部位、大小、症状的肌瘤及患者的不同年龄、生育需求和心理状态,制定出个体化、人性化治疗方案,以期取得患者机体和心理均满意的和谐疗效。 相似文献
962.
To decrease the negative consequences of a road crash, even a small reduction in driving speeds can make a significant difference. We examined the possible application of the left-digit effect as a nudge to reduce road speed. In the marketing field, this effect is based on reporting price tags that are characterized by a low leftmost number and a high rightmost number (e.g., a price tag of €14.99 rather than €15.00). We applied the same strategy to improve road safety. Participants were college students (43.75% female, mean age = 24.06 years in Study 1; 50% female, mean age = 23.53 years in Study 2) who were asked to drive in a simulator on a route that had both usual unmodified road signs (e.g., 50 km/h) and the same road signs increased or decreased by one unit (e.g., 49, 51 km/h). We compared the average median speeds in road segments with unmodified road signs with those in road segments with the corresponding modified signs. The average median speeds in the presence of a sign modified by the reduction of 1 km/h were significantly lower compared with the median average speeds recorded with unmodified signs. We showed that the application of psychological insights can reduce driving speeds and therefore increase road safety. 相似文献
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Recent studies on text sequencing found learning advantages of interleaving over blocking in terms of high‐level inferences. We conducted a 2 × 2 × 2 mixed factorial experiment with college students (n = 117) by manipulating text sequence (interleaved vs. blocked) and self‐questioning activity while reading (spontaneous vs. prompted) between subjects and testing delay (immediately vs. 1‐week delay) within subjects. Results revealed that students are spontaneously engaged in self‐questioning and inferential processing while reading an interleaved text. Students who were spontaneously engaged while reading an interleaved text outperformed their counterparts in all other conditions in the immediate and delayed test on comparative reasoning, inductive reasoning, and memorization of factual details. The learning advantages were mediated by inductive inferences made while reading an interleaved text. Results support the discriminative contrast view that readers are encouraged to discover the underlying regularities when differences and similarities among categories are accentuated by their juxtaposition. 相似文献
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Researchers generally agree that retrieval practice of previously learned material facilitates subsequent recall of same material, a phenomenon known as the testing effect. There is debate, however, about when such benefits transfer to related (though not identical) material. The current study examines the phenomenon of transfer in the domain of analogical problem-solving. In Experiments 1 and 2, learners were presented a source text describing a problem and solution to read which was subsequently either restudied or recalled. Following a short (Experiment 1) or long (Experiment 2) delay, learners were given a new target text and asked to solve a problem. The two texts shared a common structure such that the provided solution for the source text could be applied to solve the problem in the target text. In a combined analysis of both experiments, learners in the retrieval practice condition were more successful at solving the problem than those in the restudy condition. Experiment 3 explored the degree to which retrieval practice promotes cued versus spontaneous transfer by manipulating whether participants were provided with an explicit hint that the source and target texts were related. Results revealed no effect of retrieval practice. 相似文献
968.
Arnold and McDermott [(2013). Test-potentiated learning: Distinguishing between direct and indirect effects of testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 940–945] isolated the indirect effects of testing and concluded that encoding is enhanced to a greater extent following more versus fewer practice tests, referred to as test-potentiated learning. The current research provided further evidence for test-potentiated learning and evaluated the covert retrieval hypothesis as an alternative explanation for the observed effect. Learners initially studied foreign language word pairs and then completed either one or five practice tests before restudy occurred. Results of greatest interest concern performance on test trials following restudy for items that were not correctly recalled on the test trials that preceded restudy. Results replicate Arnold and McDermott (2013) by demonstrating that more versus fewer tests potentiate learning when trial time is limited. Results also provide strong evidence against the covert retrieval hypothesis concerning why the effect occurs (i.e., it does not reflect differential covert retrieval during pre-restudy trials). In addition, outcomes indicate that the magnitude of the test-potentiated learning effect decreases as trial length increases, revealing an unexpected boundary condition to test-potentiated learning. 相似文献
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Peter F. Delaney Namrata R. Godbole Latasha R. Holden Yoojin Chang 《Memory (Hove, England)》2018,26(6):784-797
Spacing repetitions typically improves memory (the spacing effect). In three cued recall experiments, we explored the relationship between working memory capacity and the spacing effect. People with higher working memory capacity are more accurate on memory tasks that require retrieval relative to people with lower working memory capacity. The experiments used different retention intervals and lags between repetitions, but were otherwise similar. Working memory capacity and spacing of repetitions both improved memory in most of conditions, but they did not interact, suggesting additive effects. The results are consistent with the ACT-R model’s predictions, and with a study-phase recognition process underpinning the spacing effect in cued recall. 相似文献