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1.
23 1st- and 2nd-graders were assigned to 3 training groups: a practice control group, a comparison rule-only group, and a 2-rule group that received training on both a comparison rule and a rule that required the Ss to identify the listener's set of potential nonreferents. Ss were trained on a complex picture message task and tested for generalization of speaker training on another referential task; knowledge about message ambiguity in communication situations was measured pretest. Results show significant training effects on immediate and delayed (10 days later) posttest only for the 2-rule group; some generalization of training was observed for this group to a novel task. Training and generalization effects were correlated with the Ss' initial knowledge about the role of messages in communication. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
2.
It is well established that performance on standard mental rotation tasks improves with training (Peters et al., 1995), but thus far there is little consensus regarding the degree of transfer to other tasks which also involve mental rotation. In Experiment 1, we assessed the effect of mental rotation training on participants' Mental Rotation Test (MRT) scores. Twenty-eight participants were randomly assigned to one of three groups: a “One-Day Training,” “Spaced Training,” or “No Training” group. Participants who received training achieved higher scores on the MRT, an advantage that was still evident after 1 week. Distribution of training did not affect performance. Experiment 2 assessed generalization of mental rotation training to a more complex mental rotation task, laparoscopic surgery. Laparoscopic surgical skills were assessed using Fundamentals of Laparoscopic Surgery (FLS) tasks. Thirty-four participants were randomly assigned to a “Full Mental Rotation Training, MRT and FLS,” “MRT and FLS,” or “FLS-only” group. MRT results from Experiment 1 were replicated and mental rotation training was found to elicit higher scores on the MRT. Further, mental rotation training was found to generalize to certain laparoscopic surgical tasks. Participants who obtained mental rotation training performed significantly better on mental-rotation dependent surgical tasks than participants who did not receive training. Therefore, surgical training programs can use simple computer or paper-based mental rotation training instead of more expensive materials to enhance certain aspects of surgical performance of trainees. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
3.
The effect of LSD-25 on 2 dimensions of verbal behavior, predictability and volubility, was examined. 100-word samples of spontaneous speech from 10 alcoholic Ss under 4 drug conditions (predrug, 100μg., 200μg., postdrug) were elicited. 100 normal raters were asked to fill in every 5th-deleted word of the speech samples, all raters completing a set of 4 samples from randomly ordered Ss. The communicative value of speech (ratio of total to correct guesses) was found to decrease under LSD, as did volubility (number of words spoken). Additionally, an inverse relationship between predictability and volubility under the drug was suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
4.
Evaluations of older and younger adult speakers: Influence of communication effectiveness and noise.
University students (N?=?96) performed 3 communication tasks presented to them either by young men (mean age?=?26 yrs) or by older men (mean age?=?77 yrs). In counterbalanced order, students heard speakers in 3 message conditions (effective, ineffective, and noise). The messages of older men and the older men themselves were evaluated less positively than were younger men. In line with the hypothesis of age-biased behavioral interpretation, older adults speaking effectively were not accorded the same evaluative benefits over their less-effective guises, especially on competence ratings, as were younger speakers. Furthermore, the noise condition was predictably more detrimental to ratings of the older speakers, who were more vulnerable to generalized negative affect. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
5.
Hypothesized that the relatively poor performance of Black students on nominally nonverbal reasoning tests (A. R. Jensen's Level II) (see record 1974-24027-001) may be due to their failure to use verbal problem-solving strategies efficiently and spontaneously. 200 4th and 5th graders, both Black and White, showed no race differences on Level I ability (digit-span memory). Half of the Ss of each race were then trained to use a verbal strategy on nonverbal analogies. For Ss who received no special training there were significant race differences on the analogies test (p 相似文献
6.
20 male undergraduates role played 4 discrete emotions vocally using sentences whose semantic content was emotionally appropriate or affectively neutral. 48 undergraduate listeners attempted to identify the emotions from content-filtered recordings. With one exception, all emotions were recognized at above-chance levels; sadness was more accurately identified than anger, happiness, or surprise. However, an interaction revealed that the effect of semantic content depended on the emotion being expressed. For instance, semantically emotional (compared to neutral) material aided in the identification of sadness; however, the opposite was true for anger. Multidimensional scaling of listeners' confusions revealed 2 underlying affective dimensions termed "pleasantness" and "energy level." Analyses of dimensional coordinates indicated that regardless of affect, stimuli with neutral semantic content were perceived as having greater energy than those with emotionally appropriate content. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
7.
Danish Steven J.; D'Augelli Anthony R.; Brock Gregory W. 《Canadian Metallurgical Quarterly》1976,23(3):259
Evaluated the impact of a training program designed by S. J. Danish and A. L. Hauer (1973) for basic helping skills on 126 undergraduate and graduate students in a course on helping relationships. In particular, changes in the verbal responses used by human service workers in training were investigated. Using a rating system, based on the training program's goals, helpers' responses in simulated helping interviews were categorized. Responses which summarized the helpee's statements and which focused on feelings increased significantly over training. Leading responses, such as advice and closed questions, decreased significantly. Helpers talked less at posttesting. Similar changes were found for 2 consecutive sets of trainees. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
8.
12 1st graders were tested 3 times during the school year on a word-reading task and on a task measuring the automaticity of their letter and word processing. Word-reading speed increased steadily during the year, and by the end of the year most of the Ss were able to extract meaning automatically from familiar printed words. The pattern of performance across tasks suggested that the ability to process letters automatically is acquired prior to the ability to read words rapidly and accurately. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
9.
51 undergraduates viewed a videotape of role-played problem vignettes and responded as though they were in face-to-face contact with the speakers. Half of the Ss took the role of counselor and half the role of friend. Written responses were coded using a system that included most of the response modes emphasized in contemporary models of counseling. Analyses of covariance indicated that Ss serving as friends made fewer reflections and gave more advice than those serving as counselors. Female stimuli elicited more advice and information-seeking questions than male stimuli, while male stimuli elicited more positive feedback than female stimuli. Compared to males, females used more interrogative interpretations. Same-sex pairings elicited more interpretation than opposite-sex pairings, and more negative feedback was given to same-sex stimuli under friend conditions and to opposite-sex stimuli under counselor conditions. Discussion focused on natural verbal helping repertoires, responsivity to situational cues, and pervasiveness of sex role stereotypes. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
10.
"This experiment studied stimulus generalization in psychiatric patients as a function of direction of generalization and clinical anxiety. It was found that direction of generalization along the height continuum did not significantly affect the gradient of stimulus generalization. Level of clinical anxiety, as measured by the Taylor Manifest Anxiety Scale, also did not significantly affect the gradient of stimulus generalization. The validity of the Taylor scale with psychiatric patients was discussed briefly." (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
11.
This study investigated the influence of verbal self-instructions (VSI) on the transfer of task-switching training in older adults (56–78 years). We applied an internally cued switching paradigm in a pretest–training–posttest design. Training-related improvements were not modulated by VSI. Transfer (the pretest–posttest reduction of switch costs) was most pronounced when participants applied the VSI at posttest after practicing the switching task without VSI. The results indicate that in contrast to transfer of executive control training, transfer of (verbal) strategy training seems to be limited and that VSI is most beneficial when the task-switching abilities are already well practiced. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
12.
16 supervisors of beginning practicum counselors rated the importance to good supervision of 42 supervisor behaviors. At the end of their 1st semester of training, 31 beginning practicum counselors rated the frequency with which their supervisors actually performed each of the 42 supervisor behaviors. The counselors also rated the effectiveness of supervision on 3 dimensions: satisfaction with supervision, supervisor competence, and contribution of supervision to improved counselor ability. In general, supervisors perceived supervision as primarily providing feedback to supervisees. Beginning counselors rated their supervision as good, however, if (a) a personal and pleasant supervisor–supervisee relationship existed; (b) supervisors provided relatively structured supervision sessions, especially during early sessions; and (c) supervisors directly taught beginning counselors how to counsel (i.e., by using literature, and by didactic instruction) and then encouraged the new counselors to try out their new skills. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
13.
"In… subliminal perception experiments some response shows discriminative accuracy at stimulus values below the threshold of awareness determined by classical psychophysical techniques. The procedure is objectionable because the threshold measure admits extraneous variance that the measure of 'subliminal accuracy' does not… . This experiment compares the discriminative accuracy of GSR and verbal response when assessed by the same forced-choice psychophysical technique." Results indicated "the verbal response showed significantly higher correlation with the stimulus than did the GSR… neither response was significantly more accurate than the other." (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
14.
15.
"It was hypothesized that the state inferred from manifest clinical symptoms of anxiety would show functionally similar motivational properties to the state of anxiety defined in terms of an implicit response that has been conditioned to situations involving noxious stimulation. It was predicted that both types of anxiety would exhibit the energizing properties of a drive and therefore elevate response gradients of generalization… . The results showed that the groups designated as high in clinical anxiety showed significantly more generalization than the low-clinical anxiety groups under the strong-shock condition. No difference was found between the 2 levels of clinical anxiety for either the weak-shock or buzzer condition." (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
16.
Compared trainee-generated rule coding with trainer-provided rule coding in a field experiment conducted during a behavior-modeling workshop designed to train supervisors to coach problem employees and to handle employee-initiated complaints. 15 1st-line supervisors from a hospital were randomly assigned to treatments that manipulated symbolic coding (trainee-generated or trainer-provided 1st-line) and participated in a 1-day workshop. Ratings of videotaped trainee performance on generalization tests given 1 wk after the training session served as dependent measures. Trainee-generated coding proved to be the superior encoding technique, accounting for an average of 78% of the performance variance. Content analysis of trainee-generated codes revealed that they were conceptually similar to, but of lower quality than the trainer-provided codes. No difference was found between conditions in participant reactions to training. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
17.
Effects of stimulus similarity in discrimination training upon wavelength generalization in pigeons.
Administered variable-interval training to 30 naive adult pigeons to peck a 550-nm light and then tested them for wavelength generalization. Ss were later assigned to 1 of 3 groups, matched for both relative generalization slope and response rate. One group then received successive discrimination training between the 555-nm stimulus (S+) and a vertical white line on a 555-nm background (S-); another group experienced the same S+ but a vertical white line on a black background as S-. A 3rd group received a comparable amount of single stimulus training with the 555-nm value. On a 2nd wavelength generalization test, the 1st group yielded greater sharpening of generalization than the 2nd group, whereas the 3rd group showed no change from Test 1. Results indicate that the sharpening of generalization gradients by discrimination training was directly related to the similarity of the discrimination training stimuli. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
18.
The effectiveness of brief social skills training (SST) was evaluated in a controlled outcome study with 27 children meeting criteria of the Diagnostic and Statistical Manual of Mental Disorders(3rd ed., revised; American Psychiatric Association, 1987) for an attention deficit disorder. Children were randomly assigned to either SST with parent-mediated generalization (SST-PG), child-only SST, or a wait-list control group. SST consisted of 8 group sessions in which skill modules were taught sequentially. Parents of children in the SST-PG group simultaneously participated in group generalization training designed to support their children's transfer of skills. Significant improvement in children's skill knowledge and in parent reports of social skills and disruptive behavior occurred for both treatment groups relative to the wait-list control group and maintained at a 4-month follow-up. More modest evidence was found for generalization of SST to the school setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
19.
Assessed whether teaching children to engage in comparison activity improves their referential communication performance. In contrast to previous communication training studies, the training focused on a specifiable unitary skill, employed a teaching procedure with known effectiveness, and controlled for practice and other familiarity effects. Two training experiments with 3rd- and 4th-grade children were conducted. Results from Exp I indicate that 33 trained Ss improved more than 32 control Ss in communication accuracy. Furthermore, gains were maintained at the 1-mo follow-up. Exp II (20 undergraduates; 43 children) examined training effects on message appraisal as well as message production. Results indicate significant training effects on both tasks. Results demonstrate that inadequate comparison processing contributes to children's poor communication performance. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
20.
The hypothesis that music training can improve verbal memory was tested in children. The results showed that children with music training demonstrated better verbal but not visual memory than did their counterparts without such training. When these children were followed up after a year, those who had begun or continued music training demonstrated significant verbal memory improvement. Students who discontinued the training did not show any improvement. Contrary to the differences in verbal memory between the groups, their changes in visual memory were not significantly different. Consistent with previous findings for adults (A. S. Chan, Y. Ho, & M. Cheung, 1998), the results suggest that music training systematically affects memory processing in accordance with possible neuroanatomical modifications in the left temporal lobe. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献