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1.
The relation between episodic and semantic memory was examined by testing how semantic knowledge influences children’s episodic memory for events and their locations. Five-, six-, and seven-year-olds (N = 87) engaged in events in a children’s museum designed as a town. Events were semantically congruent or incongruent with the spatial location (e.g., sorting mail at post office vs. grocery store). In addition to this experimental paradigm, a semantic interview assessed children’s semantic knowledge about real-world locations. Accuracy in the experimental paradigm showed that children’s semantic memory influenced memory for locations. Interviews revealed age-related improvements in children’s semantic knowledge. Regression analyses examined factors that best supported episodic memory. These results provide novel insights and highlight the utility of research in naturalistic settings. 相似文献
2.
Dana L. Nelson Louis G. Castonguay Benjamin D. Locke 《Journal of College Counseling》2011,14(2):158-172
The authors describe a study that was conducted to provide better understanding of eating and body image concerns among clients in university counseling centers. First, they explored the prevalence of such concerns among stereotype‐congruent (White, heterosexual, female) and stereotype‐incongruent groups (e.g., ethnic/sexual minorities, men). Then, because some groups may use compensatory behaviors not adequately captured by current definitions of eating disorders, they specifically examined body image disturbance among these groups. 相似文献
3.
Sue Palmer 《Journal of Research in Reading》2000,23(1):28-40
The picture span performance of developmental dyslexic teenagers (mean age 14 years 1 month) was compared to the picture span performance of both RA (mean age 9 years 0 month) and chronological age match controls (mean age 14 years 1 month). Three stimulus lists were manipulated for visual and phonological similarity. Findings indicated that all three groups showed a significant phonological similarity effect but only the dyslexic group showed a significant visual similarity effect. The presence of dual visual‐verbal coding is postulated to be responsible for the ‘noisy’ encoding which others (e.g. Johnston and Anderson, 1998; Swan and Goswami, 1997) have suggested is a root cause of dyslexia. The results are discussed in terms of developmental deficits in the central executive of the working memory system. 相似文献
4.
We investigated whether the characteristics of pictures affect memory for verbal learning materials. In the learning phase, participants watched a slideshow about historical figures that were depicted as more or as less powerful. The slideshow included spoken information that was more prototypical for either powerful or powerless people and thus semantically congruent (e.g., depiction and verbal information rated as powerful) or incongruent with the pictures. Congruency resulted in more errors when participants had to reject incorrect items in a memory test. There was no effect of congruency on verifying correct items. This pattern was observed for a slideshow that included one picture for each historical figure (Experiment 1) and for a slideshow including additional pictures (Experiment 2). Hence, both experiments provide corroborating evidence that pictures affect learners’ memory for verbal learning materials. These findings are relevant for instructional practice with regard to the design of learning materials and test items. 相似文献
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Richard J. Riding Alan Glass Stuart R. Butler Christopher W. Pleydell‐Pearce 《教育心理学》1997,17(1-2):219-234
Abstract When presented with a task, it was hypothesised that different people tend to process the same information in different ways, using different areas of the brain, depending upon their cognitive style. The study used 15 adult subjects, who received the computer‐presented Cognitive Styles Analysis to assess their positions on two basic cognitive style dimensions: the Wholist‐Analytic and Verbal‐Imagery. In a computer‐presented task, subjects were asked to view words presented singly at a rate of two, five and 10 words/second and in pairs at five and 10 word‐pairs/second and to press a key when a word appeared which was in a target conceptual category (e.g. a fruit). The task comprised eight 30‐second trials. During the task, alpha band EEG was monitored at 15 locations. For the Wholist‐Analytic style, Analytics had, over all tasks, lower alpha power relative to the Wholists at all locations, and particularly posteriorly. With the Verbal‐Imagery dimension, there was style‐hemisphere effect, with Verbalisers having relatively more suppression on the left posterior temporal location T5 compared to right T6, and Imagers having the reverse. These results justify further exploration of the cerebral basis of individual differences in cognitive style. 相似文献
7.
Second-grade children, third-grade children, and adults judged whether pictures were members of a positive or negative memory set while trying to ignore irrelevant words printed inside the pictures. There were 3 types of picture-word relation. In 1 condition, the words corresponded to the pictures. In a second condition, the pictures and words were incongruent, but the words corresponded to the correct response (e.g., with dog and horse the positive set pictures, a picture of a dog containing the word "horse"). In the third condition, the pictures and words were incongruent and corresponded to conflicting responses. For all 3 subject groups, the type of picture-word relation reliably affected response latencies, indicating that subjects automatically processed the irrelevant printed words. 相似文献
8.
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5‐month‐olds (n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age‐appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention. 相似文献
9.
Chih-Chia Chen Shannon D.R. Ringenbach Andrew Albert Keith Semken 《International Journal of Disability, Development & Education》2014,61(1):6-15
The connection between human cognitive development and motor functioning has been systematically examined in many typical and atypical populations; however, only a few studies focus on people with Down syndrome (DS). Twelve adolescents with DS participated and their cognitive control, measured by the Corsi-Block tapping test (e.g., visual working memory), the Auditory Memory span test (e.g., verbal working memory) and the Tower of London test (e.g., cognitive planning), and motor control, measured by the Purdue Pegboard (e.g., fine motor control), were measured in this study. Results indicate that if people with DS have better performance in fine manual dexterity, they will have better performance in cognitive planning and verbal working memory abilities. The co-activation hypothesis of the prefrontal area and the cerebellum may support this positive relationship. Hence, it is suggested people with DS will obtain benefits in cognitive control by participating in further motor intervention. 相似文献
10.
Most studies on the Stroop effect (unintentional automatic word processing) have been restricted to English speakers using vocal responses. Little is known about this effect with deaf signers. The study compared Stroop task responses among four different samples: deaf participants from a Japanese-language environment and from an English-language environment; and hearing individuals from Japan and from Australia. Color words were prepared in both English and Japanese and were presented in three conditions: congruent (e.g., the word red printed in red), incongruent (e.g., red printed in blue), and neutral. The magnitude of the effect was greater with the deaf participants than with the hearing participants. The deaf individuals experienced more interference in English than in Japanese. 相似文献
11.
Deaf children exposed to Cued Speech (CS), either before age two (early) or later at school (late), were presented with pseudowords with and without CS. The main goal was to establish the way in which lipreading and CS combine to produce unitary percepts, similar to audiovisual integration in speech perception, when participants are presented with synchronized but different lipreading and auditory information (the McGurk paradigm). In the present experiment, lips and cues were sometimes congruent and sometimes incongruent. It was expected that incongruent cues would force the perceptual system to adopt solutions according to the weight attributed to different sources of phonological information. With congruent cues, performance improved, with improvements greater in the early than the late group. With incongruent cues, performance decreased relative to lipreading only, indicating that cues were not ignored, and it was observed that the effect of incongruent cues increased when the visibility of the target phoneme decreased. The results are compatible with the notion that the perceptual system integrates cues and lipreading according to principles similar to those evoked to explain audiovisual integration. 相似文献
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Reuven Babai Rachel Rosanne Eidelman Ruth Stavy 《International Journal of Science and Mathematics Education》2012,10(4):763-775
Many students encounter difficulties in science and mathematics. Earlier research suggested that although intuitions are often needed to gain new ideas and concepts and to solve problems in science and mathematics, some of students’ difficulties could stem from the interference of intuitive reasoning. The literature suggests that overcoming intuitive interference is associated with the activation of inhibitory control mechanisms. The goal of the current study was to find out whether indeed the reasoning processes associated with overcoming intuitive interference are different from the ones related to answering correctly in line with the intuition. To do so, we focused on the comparison-of-perimeters of geometrical shapes task that triggers intuitive responses and applied the prime–probe paradigm. High school students were presented with pairs of congruent and incongruent trials of different combinations. The findings showed that previous trial congruity affects response times of the probe. When congruent trials followed incongruent prime, an increase in response time was observed as compared with congruent trials that followed congruent ones, and vice versa. In addition, when congruent trials followed incongruent-equal prime, not only did response time increase but accuracy significantly dropped as well. The current study supports the suggestion that inhibitory control mechanisms play a key role in overcoming intuitive interference, even in adolescence, and points to the importance of enhancing students’ inhibitory control mechanisms. 相似文献
14.
Christiane Baadte Friederike Kurenbach 《European Journal of Psychology of Education - EJPE》2017,32(1):113-131
In the present study, the assumption was tested that expectancy-incongruent feedback in conjunction with explicit self-affirmation directs attention away from the task and to the self. As a result, performance should decrease in resource-sensitive text/picture comprehension tasks as compared to resource-insensitive tasks. Three hundred and thirty-seven fifth graders first completed either easy or difficult text/picture comprehension tasks and then rated their learning outcome. After that, they received bogus feedback that had been congruent or incongruent with their expectations. In addition, half of the participants were given the opportunity for self-affirmation before they completed additional easy or difficult text/picture tasks. As predicted, feedback better than expected or worse than expected impaired performance in the resource-sensitive tasks but only in the self-affirmation condition. The results are discussed with regard to central assumptions of the feedback intervention theory (Kluger and DeNisi, Psychological Bulletin, 119: 254–284, 1996) and practical implications for the provision of feedback. 相似文献
15.
This paper investigates whether or not lexical stress is used for lexical access in Spanish. A lexical decision task and a
masking priming procedure were used to compare correctly-versus-incorrectly stressed words (e.g., técla-TECLA vs. teclá-TECLA). SOA (Stimulus Onset Asynchrony) was manipulated at 33, 66, 100, and 143 ms. The results showed that congruent condition
was easier, but in 143 ms SOA only. Furthermore, while congruent condition did not differ from a control identity condition
(e.g., tecla-TECLA) incongruent condition was slower, but in 100 and 143 ms SOA only. All these results suggest that stress affects lexical
access at a late stage of lexical access processing. Reading models should be re-designed in order to include lexical stress
as another phonological code which is used for reading. 相似文献
16.
This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults. 相似文献
17.
This study provides experimental evidence for automatic, relationship‐specific social information processing in 13‐year‐old adolescents. Photographs of participants’ liked, disliked, and unknown peers were used as primes in an affective priming task with happy and angry facial expression probes and in a hypothetical vignette task. For the affective priming, reaction times were faster for congruent than for incongruent prime–probe pairs when the prime visibility was high and the prime–probe stimulus onset asynchrony was long. In the vignette task, participants attributed more hostility toward the protagonist, experienced more anger, and were more likely to retaliate when the disliked peer served as a prime. It is concluded that peer‐relational schemas and related affect are activated automatically upon perception of a peer. 相似文献
18.
Motivated scientific reasoning biases, epistemological beliefs, and theory polarization: a two-process approach to adolescent cognition 总被引：4，自引：0，他引：4
Klaczynski PA 《Child development》2000,71(5):1347-1366
Theory-motivated reasoning biases arise when different reasoning skills are invoked to evaluate evidence that is congruent or incongruent with individuals' belief systems. To explore this phenomenon, 66 early and 73 middle adolescents evaluated evidence relevant to their theories of social class or religion. In both conditions, reasoning biases were found, but in-group biases were evident only in the religion condition. In both conditions, higher order scientific reasoning was used to reject theory-incongruent evidence and judgmental heuristics (i.e., cognitive rules of thumb) were used to evaluate theory-congruent evidence. In both conditions, subsequent to the evidence presentation, adolescents' theories became more extreme (i.e., polarized) than at the outset of the experiment. Beliefs regarding the origin, acquisition, and certainty of knowledge, however, appeared to moderate reasoning biases and theory polarization. Age differences emerged on only one index of bias: In the religion condition, middle adolescents were more likely to treat theory-incongruent evidence as implausible. These findings are pertinent to theories of cognitive development, decision making, rationality, and in-group favoritism. 相似文献
19.
Douglas S. Grant 《Learning & behavior》1982,10(1):7-14
In two matching-to-sample experiments, pigeons’ performance with samples of stimuli (red and green), number of responses (1 and 20), and reinforcers (food and no food) was assessed. Samples of red, 20 responses, and food were associated with the red comparison stimulus, and samples of green, 1 response, and no food were associated with the green comparison stimulus. On interference trials, three sample types were presented on each trial, and two of the samples (congruent) were associated with the correct comparison and the third sample (incongruent), with the incorrect comparison. Performance on interference trials was compared with that on control trials in which either two (Experiment 1) or three (Experiment 2) congruent samples were presented. It was found that presentation of an incongruent sample reduced matching accuracy markedly, and about equally, whether samples were presented successively or in compound. Although the type of sample that was incongruent was without effect, matching accuracy declined strongly as the recency of the incongruent sample increased. Serial position of the incongruent sample also influenced the shape of the retention function on interference trials. Presentation of the incongruent sample either first or second resulted in accuracy decreasing across the retention interval, whereas presentation of the incongruent sample last in the input sequence resulted in increasing accuracy across the retention interval. The theoretical implications of the findings are considered. 相似文献
20.
Jeffrey S. Skowronek Michelle D. Leichtman David B. Pillemer 《Learning disabilities research & practice》2008,23(1):25-35
Twenty‐nine grade‐matched 4th–8th‐grade males, 12 with attention‐deficit/hyperactivity disorder (ADHD) (age M= 12.2 years, SD= 1.48), and 17 without (age M= 11.5, SD= 1.59), completed two working memory tasks (digit span and the Simon game) and three long‐term episodic memory tasks (a personal event memory task, story memory task, and picture recognition task). In line with clinical observations, children with ADHD performed worse than peers on all working memory tasks, but performed as well as or better than peers on long‐term episodic tasks, demonstrating particularly detailed memory for personally experienced past events. Participants' parents also completed questionnaires about their children's memories in daily life. Parents rated children with ADHD lower than children without ADHD on working and semantic memory (e.g., remembering names, spelling, and math), but rated them as high or higher on memory for events. Implications for theory and educational practice are discussed. 相似文献