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931.
Cameron D. Hassall Stephane MacLean Olave E. Krigolson 《Journal of motor behavior》2013,45(6):381-387
Motor error evaluation appears to be a hierarchically organized process subserved by 2 distinct systems: a higher level system within medial-frontal cortex responsible for movement outcome evaluation (high-level error evaluation) and a lower level posterior system(s) responsible for the mediation of within-movement errors (low-level error evaluation). While a growing body of evidence suggests that a reinforcement learning system within medial-frontal cortex plays a crucial role in the evaluation of high-level errors made during discrete reaching movements and continuous motor tracking, the role of this system in postural control is currently unclear. Participants learned a postural control task via a feedback-driven trial-and-error shaping process. In line with previous findings, electroencephalographic recordings revealed that feedback about movement outcomes elicited a feedback error–related negativity: a component of the human event-related brain potential associated with high-level outcome evaluation within medial-frontal cortex. Thus, the data provide evidence that a high-level error-evaluation system within medial-frontal cortex plays a key role in learning to control our body posture. 相似文献
932.
Evaluative conditioning (EC) refers to valence changes of initially neutral stimuli (CSs) through repeated pairings with positive or negative stimuli (USs). The current study is about the moderating role of qualifiers that specify the CS–US relation during these pairings. We show successful EC with pictures of men (CSs) and of liked/disliked animals or landscapes (USs). More importantly, the same pairings resulted in standard and reversed EC effects depending on semantic qualifier of the CS–US relation. CSs loving positive (negative) USs became more positive (negative), while CSs loathing positive (negative) USs became more negative (positive). These data favour a propositional EC account (De Houwer, 2009) over a purely associative account, as they show that it is not only relevant that CS and US are related, but how they are related. 相似文献
933.
Evaluative conditioning (EC) is a change in the evaluation of a stimulus after the stimulus co-occurred with affective stimuli. The present research examined whether EC of one stimulus depends also on the co-occurrence of another stimulus with positive or negative stimuli. We paired two target people with affective stimuli. We found that a person who appeared eight times with positive stimuli and eight times with negative stimuli was liked more when the other person appeared always (16 times) with negative stimuli than when the other person appeared always with positive stimuli. The manipulation did not change the US evaluation or the general standard on the value dimension of what a positive or negative stimulus is. We suggest that like other evaluative traits (e.g., evil, pretty) co-occurrence with affective stimuli is sensitive to temporary standards. The manipulation changed the standard of what co-occurrence with affective stimuli is considered positive versus negative. 相似文献
934.
Implicit and explicit attitudes can be changed by using evaluative learning procedures. In this contribution we investigated an asymmetric effect of order of administration of indirect and direct measures on the detection of evaluative change: A change in explicit attitudes is more likely detected if they are measured after implicit attitudes, whereas these latter change regardless of the order. This effect was demonstrated in two studies (n=270; n=138) using the self-referencing task whereas it was not found in a third study (n=151) that used a supraliminal sequential evaluative conditioning paradigm. In all studies evaluative change was present only for contingency aware participants. We discuss a potential explanation underlying the order of measure effect entailing that, in some circumstances, an indirect measure is not only a measure but also a signal that can be detected through self-perception processes and further elaborated at the propositional level. 相似文献
935.
Jackie K. Gollan Catherine J. Norris Denada Hoxha John Stockton Irick Louise C. Hawkley John T. Cacioppo 《Cognition & emotion》2013,27(1):36-45
Detecting and learning the location of unpleasant or pleasant scenarios, or spatial affect learning, is an essential skill that safeguards well-being (Crawford & Cacioppo, 2002). Potentially altered by psychiatric illness, this skill has yet to be measured in adults with and without major depressive disorder (MDD) and anxiety disorders (AD). This study enrolled 199 adults diagnosed with MDD and AD (n=53), MDD (n=47), AD (n=54), and no disorders (n=45). Measures included clinical interviews, self-reports, and a validated spatial affect task using affective pictures (IAPS; Lang, Bradley, & Cuthbert, 2005). Participants with MDD showed impaired spatial affect learning of negative stimuli and irrelevant learning of pleasant pictures compared with non-depressed adults. Adults with MDD may use a “GOOD is UP” heuristic reflected by their impaired learning of the opposite correlation (i.e., “BAD is UP”) and performance in the pleasant version of the task. 相似文献
936.
AbstractIn this article the ‘Arithmetic Calculation Efficiency Test’ (Test de Eficacia en el cálculo aritmético – TECA), a test for the assessment of arithmetic efficiency in terms of precision and speed in school-aged subjects, is introduced. The test aims to contribute to educational practices and the diagnosis of students who are at risk of Learning Difficulties in Calculations (LDC). Psychometric properties of the test items were analysed based on a sample of 331 subjects from grade 1 to 6 from Primary School. Analysis of content validity, item analysis, dimensionality and reliability have provided evidence of the validity of a one-dimensional structure consistent with the theoretical framework. 相似文献
937.
The purpose of this qualitative pilot study is to further understand the transformative experiences of Master of Occupational Therapy students who engaged in a role emerging fieldwork. Five students were interviewed and their reflective journals were analyzed following a fieldwork experience at an at-risk youth shelter. Four themes emerged through the coding process: fear and anxiety of the unknown, clinical reasoning and self-reflection, personal and professional growth, and further understanding of occupational therapy. Results indicate the powerful impact of role emerging fieldwork on the development of the student and provide a framework for meeting the standards of psychosocial fieldwork experiences. 相似文献
938.
Francisco Pons Marc de Rosnay Patrick K. Bender Pierre-André Doudin Paul L. Harris Marta Giménez-Dasí 《The Journal of genetic psychology》2013,174(4):301-317
Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence. A total of 28 older children and young adolescents were selected for the study. Half of the participants had suffered from severe abuse, and half of these abused children additionally had learning disabilities. The remaining half of the sample had no history of abuse but were matched with the abused children on learning difficulties, age and gender. The participants’ emotion understanding was assessed with the Test of Emotion Comprehension (TEC). Results showed that (a) learning difficulties but not abuse had an impact on emotion understanding, (b) there was no interaction effect of abuse and learning difficulties on emotion understanding, and (b) the observed effects of learning difficulties were most apparent for the understanding of relatively complex components of emotion and not for simple components. The results are discussed in terms of their theoretical and practical implications. 相似文献
939.
Matthew C. Bell Ben A. Williams 《Journal of the experimental analysis of behavior》2013,99(2):179-188
940.