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1.
The influence of cue type and cue configuration on radial-maze performance in rats was examined in two experiments. In the first experiment, it was found that rats provided with both salient intramaze and extramaze cues acquired the task faster than rats given only one set of cues. No difference in acquisition was found between a group trained with intramaze cues alone and a group trained with extramaze cues alone. In a cue-preference test, it was found that groups that had been trained with extramaze cues, intramaze cues, or both sets of cues relied on extra-maze cues to avoid visited arms when given both types of cues concurrently. When all groups were transferred to intramaze-cue-alone trials, only the group that had been originally trained with extramaze cues alone showed any disruption. Also, during the second half of the intramaze-cue-alone trials, the arrangement of these cues was randomly changed on each trial. This disruption in cue configuration did not deleteriously affect performance in any of the three groups; all remained above chance performance, although the performance of the group originally trained with extramaze cues alone was inferior to that of the other two groups. In Experiment 2, groups of rats were trained on daily alternating trials under intramaze-cue-alone and extramaze-cue-alone conditions. For one group, the configuration of intramaze cues was altered randomly on each trial; the other group had intramaze cues always presented in the same configuration over trials. It was found that acquisition was more rapid on intramaze trials in the group given static configurations. Also, acquisition of the extramaze task was faster than the intramaze task in the group given variable intramaze cue configurations. No difference was found between the intramaze and extramaze conditions in the group given static intramaze cue configurations. These data suggest that a static cue configuration may influence radial maze performance, but is not a necessary condition for such performance. 相似文献
2.
句法和语义在留学生汉语简单句理解中的作用 总被引：1，自引：0，他引：1
采用实验方法探讨了句法和语义在中级水平留学生汉语简单句加工中的作用特点。包括两个实验。实验1采用语法判断任务,发现句法作用是主要的;实验2采用施事判断任务,发现句法作用与语义可逆性的作用都很显著;两个实验都发现句法与语义可逆性之间的交互作用不显著。研究结果初步表明,句法因素在中级水平留学生汉语简单句理解的过程中起重要作用,句法分析是一个可以独立于语义的自主加工过程,本研究结果支持句法自主理论。 相似文献
3.
To reduce sensory uncertainty, humans combine cues from multiple senses. However, in everyday life, many co‐occurring cues are irrelevant to the task at hand. How do humans know which cues to ignore? And does this ability change with development? This study shows the ability to ignore cross‐modal irrelevant information develops late in childhood. Participants performed a sound discrimination task, with or without an irrelevant visual flash, presented synchronously in front of them. Adults ignored the irrelevant visual information, while 7‐ to 10‐year‐olds' responses were biased toward the flash location. The findings show that acquiring mature cue combination mechanisms is a multifaceted process that includes learning to ignore irrelevant cues, as well as to optimally combine relevant cues. 相似文献
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Three levels of feed forward information and five levels of feedback information were administered during a 200 two-cue trial experiment to 150 subjects. The feed forward information consisted of instructions on correlative relationships and cue validities. The feedback information consisted of outcome feedback presented at different rates. Results indicated that: subjects provided with a psychologically relevant MCPL setting with labeled cues can perform at a very high level of proficiency without feed forward or feed-back information; statistically naive subjects are unable to use feed forward information to improve their performance; whether subject performance increases or decreases when provided with feedback information depends upon the performance index used; and withdrawal of feedback generally has little effect upon subject performance. 相似文献
6.
Jean -Paul Caverni Jean -Luc Péris 《European Journal of Psychology of Education - EJPE》1992,7(2):109-122
Two experiments were designed in order to examine the knowledge assessment task accomplished by French teachers assessing essays written by French native secondary school students. The focus of the study bears on the potentially multidimensional nature of the processing of evaluation cues. In the experimental conditions conventionally designed to test multidimensional evaluation models or techniques, information about each object to be evaluated (and hence, the dimensions along which objects are compared with each other) are explicitly provided to the subject from some external source. The experiments presented here were aimed at studying information processing by experts performing an evaluation task in which the experts themselves are required to: (i) define the relevant dimensions to be used in the evaluation and (ii) elaborate the necessary information about each of those dimensions for each object (in this case, native language essays). The question is to find out whether or not the information processing carried out by such subjects is multidimensional. If evaluators do in fact perform multidimensional processing of information, this implies not only that evaluation cues belong to differentiated classes (Experiment 1), but also that cues belonging to the same class are processed with respect to each other before being processed with respect to cues of another class (Experiment 2). The results obtained here support that conclusion. Both experiments used the self-paced display paradigm. Subjects were presented with segments of text on a computer screen, and the display time for each segment was recorded. Random coloration of errors belonging to three evaluator-defined classes was found to increase display time on the corresponding segments. 相似文献
7.
Scientists frequently construct explanatory models based on information they read about scientific phenomena. Modeling is a complex task involving reasoning about what information from multiple texts, including verbal and visual representations, is task-relevant and how it relates to the model. In this study, ninth graders were randomly assigned to a text-based modeling task with or without an instructional tool designed to support selection and elaborative processing of relevant information. Participants completed prompted self-explanation protocols during the modeling task and a learning task afterward. Participants with the instructional tool demonstrated better model construction and learning. Self-explanation analyses indicated more elaborative processing of relevant information for those with the tool. Elaboration of relevant information significantly mediated the instructional tool effect, indicating that it is not the tool, but the forms of processing that it encouraged, that underlies better model construction and learning. Implications for science literacy instruction are discussed. 相似文献
8.
D N Ruble 《Child development》1975,46(3):669-676
On the basis of visual orientation on a block design task, 180 kindergarten through fifth-grade children were assigned to 3 categories of task approaches: (a) inner directed or task oriented (TO), (b) information seeking (IS), and (c) approval seeking or cue dependent (CD). The performance and self-perceptions of the children were then examined as they worked on a concept-identification task in which an external cue was either relevant or irrelevant. The results showed that performance of the children in the 3 categories on the task was differentially affected by the manipulated cue conditions, though not consistently across grade levels. The relationship between task-approach categories and self-perceptions also differed over grade levels. 相似文献
9.
This study examined how mothers' scaffolding predicts preschoolers' metacognitive strategies and task performance. N = 132 preschoolers and their mothers participated in the study. Problem-solving tasks were solved in mother-child interactions and independently. Mothers' scaffolding (means; cognitive, metacognitive, autonomy support) and mother-child task performance were coded during mother-child interactions. Children's metacognitive strategies and task performance were coded during child-alone problem-solving. Path-model analyses found that mothers' metacognitive support was negatively – and autonomy support positively – associated with mother-child task performance. Mothers' scaffolding means served different scaffolding intentions, building two scaffolding strategies: (1) Mothers using more scaffolding means provided more cognitive support, which was related to lower levels of children's metacognitive strategies. (2) Mothers using fewer scaffolding means provided more autonomy support, which was related to higher levels of children's metacognitive strategies. This study demonstrates the importance of examining scaffolding strategies and shows that different scaffolding strategies may be relevant in joint and child-alone problem-solving. 相似文献
10.
Two experiments used eye tracking to investigate a novel cueing approach for directing learner attention to low salience, high relevance aspects of a complex animation. In the first experiment, comprehension of a piano mechanism animation containing spreading-colour cues was compared with comprehension obtained with arrow cues or no cues. Eye tracking data revealed differences in learner attention patterns between the different experimental conditions. The second experiment used eye tracking with synchronized and non-synchronized cues to investigate the role of dynamic direction of attention in cueing effectiveness. Results of Experiment 1 showed that spreading-colour cues resulted in better targeting of attention to thematically relevant aspects and in higher comprehension scores than arrow cues or no cues. For Experiment 2, superior comprehension after the synchronized version together with eye tracking data indicated that cue effectiveness depended on attention direction being spatially and temporally coordinated with onsets of animation events having high thematic relevance to the learning task. The findings suggest the importance of perceptual cues and bottom-up processing. 相似文献
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Six experiments examined children's ability to make inferences using temporal order information. Children completed versions of a task involving a toy zoo; one version required reasoning about past events (search task) and the other required reasoning about future events (planning task). Children younger than 5 years failed both the search and the planning tasks, whereas 5-year-olds passed both (Experiments 1 and 2). However, when the number of events in the sequence was reduced (Experiment 3), 4-year-olds were successful on the search task but not the planning task. Planning difficulties persisted even when relevant cues were provided (Experiments 4 and 5). Experiment 6 showed that improved performance on the search task found in Experiment 3 was not due to the removal of response ambiguity. 相似文献
13.
In two predictive-learning experiments, we investigated the role of the informational value of contexts for the formation of context-specific extinction learning. The contexts were each composed of two elements from two dimensions, A and B. In Phase 1 of each experiment, participants received acquisition training with a target cue Z in context A1B1 (the numbers assign particular values on the context dimensions). In Phase 2, participants were trained with conditional discriminations between two other cues, X and Y, for which only one of the two context dimensions was relevant. In a third phase, participants received extinction trials with cue Z in context A2B2. During a final test phase, we observed that a partial change of the extinction context disrupted extinction performance when the extinction context was changed on the dimension that had been trained as being relevant for the conditional discrimination. However, when the extinction context was changed on the irrelevant context dimension, extinction performance was not affected. Our results are consistent with the idea that relevant contexts receive more attention than do irrelevant contexts, leading to stronger context-specific processing of information learned in the former than in the latter type of contexts. 相似文献
14.
We propose that children's reasoning about others' visual perspectives is guided by simple heuristics based on a perceiver's line of sight and salient features of the object met by that line. In 3 experiments employing a 2-perceiver analogy task, children aged 3-6 were generally better able to reproduce a perceiver's perspective if a visual cue in the perceiver's line of sight sufficed to distinguish it from alternatives. Children had greater difficulty when the task hinged on attending to configural cues. Availability of distinctive cues affixed on the objects' sides facilitated solution of the symmetrical orientations. These and several other related findings reported in the literature are traced to children's reliance on heuristics of reasoning. 相似文献
15.
Spatial ability,visual imagery,and mathematical performance 总被引：7，自引：1，他引：7
116 Foundation Year Engineering Students, at the University of Technology, Lae, Papua New Guinea, were given a battery of mathematical and spatial tests; in addition, their preferred modes of processing mathematical information were determined by means of an instrument recently developed in Australia by Suwarsono.Correlational analysis revealed that students who preferred to process mathematical information by verbal-logical means tended to outperform more visual students on mathematical tests. Multiple regression and factor analyses pointed to the existence of a distinct cognitive trait associated with the processing of mathematical information. Also, spatial ability and knowledge of spatial conventions had less influence on mathematical performance than could have been expected from recent relevant literature. 相似文献
16.
Siegel, Allan, Hannah, and Crump (2009) demonstrated that cue interaction effects in human contingency judgments reflect processing that occurs after the acquisition
of information. This finding is in conflict with a broad class of theories. We present a new postacquisition model, the criterion-calibration
model, that describes cue interaction effects as involving shifts in a report criterion. The model accounts for the Siegel
et al. data and outperforms the only other postacquisition model of cue interaction, Stout and Miller’s (2007) SOCR model. We present new data from an experiment designed to evaluate a prediction of the two models regarding reciprocal
cue interaction effects. The new data provide further support for the criterion-calibration model. 相似文献
17.
Lennartz RC 《Learning & behavior》2008,36(2):138-144
Performance on various spatial tasks is superior in the presence of extramaze cues that provide guidance in locating the goal. This study was an investigation of the effect of such cues on nonrewarded, continuous spontaneous alternation in a plus-maze, a spatial task with no explicit reinforcement. Rats were tested in five daily sessions. Alternation scores, which reflect how frequently the least recently visited arms are chosen, were calculated for each day. On the first day only, rats in the stimulus-rich condition, with cues added to the curtain that surrounded the maze, alternated more than did rats in the stimulus-poor condition. Over days, the stimulus-rich group showed a significant downward trend in alternation, whereas the stimulus-poor group showed an upward trend, but all the groups always alternated at levels greater than chance. Thus, although performance on this task can be enhanced by the presence of extramaze cues, other types of information support alternation. 相似文献
18.
Paper-and-pencil learning and testing are gradually shifting to computerized environments. Cognitive and metacognitive researchers find screen inferiority compared to paper in effort regulation, test performance, and extent of overconfidence, in some cases, with unknown differentiating factors. Notably, these studies used reading comprehension tasks involving lengthy texts, which confound technology-related and cognitive factors. We hypothesized that the medium provides a contextual cue which leads to shallower processing on screen regardless of text length, particularly when task characteristics hint that shallow processing is legitimate. To test this hypothesis, we used briefly phrased yet challenging problems for solving on screen or on paper. In Experiment 1, the time frame for solving the problems was manipulated. As with lengthy texts, only time pressure resulted in screen inferiority. In Experiment 2, under a loose time frame, the same problems were now framed as a preliminary task performed before a main problem-solving task. Only the initial task, with reduced perceived importance, revealed screen inferiority similarly to time pressure. In Experiment 3, we replicated Experiment 1's time frame manipulation, using a problem-solving task which involved reading only three isolated words. Screen inferiority in overconfidence was found again only under time pressure. The results suggest that metacognitive processes are sensitive to contextual cues that hint at the expected depth of processing, regardless of the reading burden involved. 相似文献
19.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
20.
We investigated the role of dynamic information in human and pigeon object recognition. Both species were trained to discriminate
between two objects that each had a characteristic motion, so that either cue could be used to perform the task successfully.
The objects were either easy or difficult to decompose into parts. At test, the learned objects could appear in their learned
motions, the reverse of the learned motions, or an entirely new motion, or a new object could appear in one of the learned
motions. For humans, any change in the learned motion produced a decrement in performance for both the decomposable and the
nondecomposable objects, but participants did not respond differentially to new objects that appeared in the learned motions.
Pigeons showed the same pattern of responding as did humans for the decomposable objects, except that pigeons responded differentially
to new objects in the learned motions. For the nondecomposable objects, pigeons used motion cues exclusively. We suggest that
for some types of objects, dynamic information may be weighted differently by pigeons and humans. 相似文献