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排序方式: 共有618条查询结果,搜索用时 15 毫秒
401.
402.
Augusto Buchweitz Lucas Araújo de Azeredo Breno Sanvicente-Vieira Valentina Metsavaht Car Nathlia Bianchini Esper Ricardo Bernardi Soder Jaderson Costa da Costa Mirna Wetters Portuguez Alexandre Rosa Franco Rodrigo Grassi‐Oliveira 《Developmental science》2019,22(5)
The present study investigated exposure to violence and its association with brain function and hair cortisol concentrations in Latin‐American preadolescents. Self‐reported victimization scores (JVQ‐R2), brain imaging (fMRI) indices for a social cognition task (the ‘eyes test’), and hair cortisol concentrations were investigated, for the first time, in this population. The eyes test is based on two conditions: attributing mental state or sex to pictures of pairs of eyes (Baron‐Cohen, Wheelwright, Hill, Raste, & Plumb, 2001). The results showed an association among higher victimization scores and (a) less activation of posterior temporoparietal right‐hemisphere areas, in the mental state condition only (including right temporal sulcus and fusiform gyrus); (b) higher functional connectivity indices for the Amygdala and Right Fusiform Gyrus (RFFG) pair of brain regions, also in the mental state condition only; (c) higher hair cortisol concentrations. The results suggest more exposure to violence is associated with significant differences in brain function and connectivity. A putative mechanism of less activation in posterior right‐hemisphere regions and of synchronized Amygdala: RFFG time series was identified in the mental state condition only. The results also suggest measurable effects of exposure to violence in hair cortisol concentrations, which contribute to the reliability of self‐reported scores by young adolescents. The findings are discussed in light of the effects of exposure to violence on brain function and on social‐cognitive development in the adolescent brain. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=qHcXq7Y9PBk 相似文献
403.
时间认知神经科学研究进展 总被引:6,自引:1,他引:5
当前对时间认知的脑机制探讨有三个模型:特异化计时模型、分布网络模型和定域计时模型。在这些模型的框架下,时间认知的神经心理学研究集中探讨了小脑、基底神经节、前额叶在时间信息加工中的作用和大脑两半球在时间认知中的不对称性。小脑作为内部计时系统对时间控制具有重要作用,在周期性动作任务中,小脑对不连续动作计时具有特异性。基底神经节在时间加工任务中与小脑存在明显的作用分离,其具体机制还有待深入研究。前额叶的计时功能可能与注意和工作记忆对时间信息的获得、维持和组织有关。此外,还发现大脑右半球与时问信息的加工关系密切。 相似文献
404.
Habib R 《Scandinavian journal of psychology》2001,42(3):187-195
A consistently reported finding in functional neuroimaging studies which compare processing of new information to processing of old information is a reduction in blood flow, and hence neural activity, associated with the old condition. This deactivation has been labeled neural priming. Some investigators have hypothesized that neural priming is the physiological mechanism underlying conceptual priming—a facilitation in the semantic processing of repeated information. Others, however, have hypothesized that neural priming reflects novelty assessment—a mechanism which minimizes the probability that redundant information will be stored in long‐term memory. In this paper, the conceptual priming and novelty assessment hypotheses are compared and contrasted in order to ask, and tentatively answer, the question: Are conceptual priming and novelty assessment cognitively and neurophysiologically distinct? Based on a review of the literature, it is suggested that whereas novelty assessment and conceptual priming are distinct cognitive entities, they cannot be presently separated neurophysiologically. That is, some novelty assessment deactivations may in fact reflect priming, and some priming deactivations may in fact reflect novelty assessment. 相似文献
405.
Representations of monadic MV -algebra, the characterization of locally finite monadic MV -algebras, with axiomatization of them, definability of non-trivial monadic operators on finitely generated free MV -algebras are given. Moreover, it is shown that finitely generated m-relatively complete subalgebra of finitely generated
free MV -algebra is projective. 相似文献
406.
Modulation of brain activity during phonological familiarization 总被引:5,自引:0,他引:5
Majerus S Van der Linden M Collette F Laureys S Poncelet M Degueldre C Delfiore G Luxen A Salmon E 《Brain and language》2005,92(3):320-331
We measured brain activity in 12 adults for the repetition of auditorily presented words and nonwords, before and after repeated exposure to their phonological form. The nonword phoneme combinations were either of high (HF) or low (LF) phonotactic frequency. After familiarization, we observed, for both word and nonword conditions, decreased activation in the left posterior superior temporal gyrus, in the bilateral temporal pole and middle temporal gyri. At the same time, interaction analysis showed that the magnitude of decrease of activity in bilateral posterior temporal lobe was significantly smaller for LF nonwords, relative to words and HF nonwords. Decrease of activity in this area also correlated with the size of behavioral familiarization effects for LF nonwords. The results show that the posterior superior temporal gyrus plays a fundamental role during phonological learning. Its relationship to sublexical and lexical phonological processing as well as to phonological short-term memory is discussed. 相似文献
407.
408.
409.
Recent basic research on human temporal discounting is reviewed to illustrate procedures, summarize key findings, and draw parallels with both nonhuman animal research and conceptual writings on self-control. Lessons derived from this research are then applied to the challenge of analyzing socially important behaviors such as drug abuse, eating and exercise, and impulsiveness associated with attention deficit hyperactivity disorder. Attending to the broader temporal context in which behavior occurs may aid in the analysis of socially important behavior. Applying this perspective to the study of behavior in natural environments also highlights the importance of combining methodological flexibility with conceptual rigor to promote the extension of applied behavior analysis to a broader array of socially important behaviors. 相似文献
410.
This study compared three different methods of teaching five basic algebra rules to college students. All methods used the same procedures to teach the rules and included four 50-question review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the four review sessions. Participants who received cumulative practice answered 50 questions covering a mix of the rules learned prior to each review session. Participants who received a simple review answered 50 questions on one previously trained rule. Participants who received extra practice answered 50 extra questions on the rule they had just learned. Tests administered after each review included new questions for applying each rule (application items) and problems that required novel combinations of the rules (problem-solving items). On the final test, the cumulative group outscored the other groups on application and problem-solving items. In addition, the cumulative group solved the problem-solving items significantly faster than the other groups. These results suggest that cumulative practice of component skills is an effective method of training problem solving. 相似文献