共查询到17条相似文献，搜索用时 660 毫秒
1.
时间压力是影响决策的重要因素。本研究引入时间压力和任务类型变量探讨两者对决策策略的影响。结果显示：（1）高时间压力明显低于非时间压力信息搜索的深度,而重要任务决策的信息搜索深度要高于非重要任务的搜索深度;（2）无论在高时间压力还是非时间压力下,被试在进行重要任务决策时,倾向于采用代偿决策策略,即基于选项的加工;而在进行非重要任务决策时,被试所采用的策略是非代偿的,即基于属性的加工。 相似文献
2.
运动决策就是运动者在运动情境中感知信息、加工信息和采取行动的全过程,它不同一般决策任务的主要特点是决策者可利用的信息少、时间压力大和结果的不确定性.对于像篮球这种复杂的、开放性的运动项目来说,运动决策的水平直接影响着运动员技术水平的发挥和运动成绩的好坏.因此,对运动决策的研究是体育运动领域中的一个重要研究项目. 相似文献
3.
在人类的判断和决策中时间是一个重要的资源,如果缺乏充裕的时间,人们就会产生时间压力感,时间压力会影响决策者的决策质量、决策信心、决策策略的选择等方面,其影响的大小与决策者对时间压力情境的评价、所引起的状态的性质（如时间压力、时间应激）、任务的结构和任务的总目标有关。未来研究需要从决策者的角度来界定时间压力,重视在不同的时间压力情境中情绪状态对决策的影响作用。 相似文献
4.
姚若松 《番禺职业技术学院学报》2011,(6):43-48
利用信息板技术,采用2×2×8的混合实验设计,对应届毕业生和在职人士的职业决策进行比较研究。通过方差分析、T检验研究职业选项、职业属性对职业决策的影响。结果表明：职业选项、职业属性对点击次数和查看时间的影响显著,同时职业选项数影响了决策的搜索深度;应届毕业生和在职人士在属性的点击次数和查看时间上存在差异;在决策的搜索模式上,应届毕业生和在职人士在四种职业选项任务中的搜索模式存在显著差异。 相似文献
5.
本文通过实验研究不同程度的时间限制对中学生决策的影响.在实验中要求被试完成主观经验评估问卷,探索被试对决策任务的外显认知.研究结果表明:时间压力对决策有显著影响,高时间压力和中等时间压力条件下,决策质量都显著降低;决策过程中既包含内隐情感偏好的作用,也包含外显认知的作用. 相似文献
6.
时间压力是影响决策的重要变量。研究者对此也进行了深入的研究,结果却出现了严重的分歧：一种是时间压力严重降低了决策质量;另一种是时间压力提升了决策质量。针对上述问题,本研究引入时间压力变量（高时间压力、中等时间压力、低时间压力）,以管理中遇到的问题为决策任务,继续考察时间压力对决策的影响。 相似文献
7.
多属性决策的主客观结合特征向量方法 总被引：3，自引：0，他引：3
研究了结合主观和客观信息的模糊多属性决策问题,其中主客观信息分别由属性权重的两两比较矩阵和决策矩阵组成.提出一种结合主观和客观信息的特征向量决策方法,给出了2种求解基于主客观特征向量法的模糊多属性决策方法.这种方法通过求解2个线性目标规划模型得到最优属性权重,然后,通过对决策信息进行简单的加权集结,得到所有方案的排序结果.最后,通过一个算例说明了该方法的实用性和有效性.结果表明,该方法要比其他主客观结合多属性决策方法简单. 相似文献
8.
彭展声 《南宁师范高等专科学校学报》2011,(3):4-7
研究了只有部分属性权重信息,决策者对方案有偏好,决策信息均以Vague数给出的多属性决策问题.在改进Vague集记分函数基础上,建立了一个线性规划模型,用以确定属性权重,进而给出了主客观Vague分值偏差最小化的多属性决策方法.最后通过实例对该方法的详细过程和有效性进行了说明. 相似文献
9.
《佳木斯教育学院学报》2017,(8)
在不确定情境的判断与决策中,直觉可能带来便利,节省决策及采取行动的时间。但同样会导致情报分析人员不充分地调整信息,产生多种认知偏差。本文通过介绍直觉的属性和侦查情报分析中直觉偏差的基本样态研究,提出对直觉偏差进行修正的措施,避免侦查活动中的错误。 相似文献
10.
综述并讨论了在决策行为的研究过程中时间压力的形成机制、时间压力下决策行为的研究方法以及时间压力对决策行为的影响理论,最后对该领域未来的研究做了展望. 相似文献
11.
《Performance Improvement Quarterly》2017,30(2):93-120
This study compared the use of interactive decision guides to traditional process flowcharts. A within‐subjects design with two conditions was carried out to determine if there is a statistically significant difference between the job aids on the outcomes of perceived cognitive load, perceived satisfaction, and performance with regard to time‐on‐task and diagnostic accuracy. Participants consisted of call center agents who work in customer service roles at a large telecommunications company. Participants found the interactive decision guides less cognitively demanding than the traditional process flowcharts. Second, participants' perceptions of satisfaction towards the interactive decision guides were more positive than the traditional process flowcharts. It took participants the same average amount of time in seconds to diagnose problems using the interactive decision guide as it did the traditional process flowchart. Finally, there was no significant relationship between job aid design and diagnostic accuracy. 相似文献
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13.
In two reading level design experiments, matched groups of normal and poor readers were compared with regard to their use of phonological and orthographic information. Experiment 1 used a semantic decision task similar to the task described in the study of Jarvella & Snodgrass (1974). Experiment 1 was aimed to assess the way normal and poor readers, matched on reading level, automatically process phonological and orthographic incongruencies when comparing the singular and plural of nouns. Experiment 2 investigated the automatized processing of uppercase-lowercase letter incongruencies in a same-different task using words and pseudowords. It assessed the role of letter feature cues involved in the initial identification process. Experiment 1 demonstrated that poor readers needed more time for evaluating phonologically incongruent word pairs. No independent effect of orthographic incongruency was found. Experiment 2 showed that, if compared with reading age matched normals, poor readers had more problems with evaluating uppercase-lowercase incongruencies. This orthographic processing problem was particularly prominent when pseudowords were presented. It is concluded that poor readers not only have phonological processing problems, but also have difficulties at the orthographic processing level. 相似文献
14.
Mark J. Clayton 《教育心理学》1997,17(4):373-386
Expert rather than general or informal opinion is often sought in the development of educational policy. Decisions to be made regarding best practice, the most effective way to deliver services, issues dealing with the professional development of teachers and the distribution of limited educational resources are examples which require critical thinking and reasoning. Regardless of the nature of the task, complex decision‐making is rarely left to the remit of one person and there is usually an assumption made that ‘two heads are better than one’. The organisational requirements of collecting, analysing, refining and validating critical information can be a long, arduous and often tedious process‐‐a process which can often be overlooked, resulting in ill‐defined, poorly conceived, biased and invalid determinations. The conventional Delphi procedure offers decision‐makers a user‐friendly, rigorous and systematic strategy in the collection and dissemination of critical information. This paper reviews the substantive literature relating to the Delphi procedure, provides a rationale for its use, describes the distinctive features, reviews key points of contention and provides an indication of both past and present uses 相似文献
15.
In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text. 相似文献
16.
Two experiments were conducted to compare morphological processing of skilled and less skilled Dutch readers. Prefixes and suffixes provide morphological information concerning meaning and/or function of the word stem. There is some empirical support for the hypothesis that these sublexical access units are functionally involved in the process of word recognition. The present study focuses on the role of prefixes as access units in visual word recognition. Adult skilled Dutch readers and elementary school children were presented a lexical decision task using polysyllabic word and nonword items. Prefix Frequency (high/low) and Prefix Quality (true/pseudo prefix ratio) were manipulated. Evidence for differential use of prefix information in adults and elementary school children was found. Characteristic difference patterns between skilled and less skilled readers are discussed. It is concluded that the information accessed by prefixes is semantically combined with the subsequent word stem (root). Characteristics of the prefix plus stem combination largely determine speed of access to the complex word item processed. 相似文献
17.
Yuh-Fang Chang 《Reading and writing》2011,24(8):903-919
The free recall task has gained popularity among researchers in the field of second language reading research recently. Because of its prevalent use in L2 reading research, increased attention is being given to an examination of the use of the recall task as a measure of L2 reading comprehension. An examination of the existing literature revealed that studies employing the recall task to measure reading comprehension varied in the time allowed for recall. Whether the variation in the length of time spent in doing the recall influenced the quantity and quality of L2 readers?? recall, however, remained unexplored. Examining and understanding the effects of variation in the implementation of the recall task are important because theory building entails comparability of findings with various research designs. A total of 180 college students participated in this study. The subjects were randomly assigned to one of the conditions??time-unconstrained and time-constrained. The results showed that the length of time allowed for reading when doing the immediate written recall task significantly influences L2 readers?? recall performance. Participants in the unconstrained time condition, regardless of proficiency level, recalled significantly more information than participants in the constrained time condition. 相似文献