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1.
Gregor M. T. McLean Geoffrey W. Stuart Troy A. W. Visser Anne Castles 《Scientific Studies of Reading》2013,17(4):334-357
The attentional blink refers to a reduction in accuracy that occurs when identifying the second of two targets presented within approximately 500 msec of each other. This research explored individual differences in the attentional blink in a sample of 86 children (aged 8–10) with normally developing reading skills. The attentional blink was examined in relation to general reading performance as well as specific orthographic and phonological reading subprocesses. No associations were evident between attentional blink duration and reading ability. However significant correlations did exist between each of the three reading measures and mean second target correct given first target correct (T2|T1) performance across all lags, with less skilled readers exhibiting inferior performance regardless of the temporal lag between first and second targets. Performance on a rapid naming task mediated some of the relationship between mean T2|T1 performance and reading, yet the association remained significant when this factor was accounted for. 相似文献
2.
We report two experiments investigating the effect of phonological priming on the recognition of two types of Chinese characters: compound targets which contain separate radical components; and integrated targets which do not contain separate radicals. We used a masked priming paradigm with varying prime-target exposure durations. In Experiment 1, phonological priming effects on compound target recognition were found following a 50 msec SOA. However, there was no evidence of phonological priming on integrated target recognition at this SOA. In Experiment 2 we investigated the time course of phonological priming effects at three prime-target SOAs (30, 50 and 80 msec) in a between-subjects design. Semantic priming effects were also investigated. Phonological priming effects on compound target recognition were found following the 50 msec and the 80 msec SOAs. However, there was no evidence of phonological priming on integrated target recognition at any SOA. Semantic priming effects on both compound and integrated target recognition were found in the 50 msec and the 80 msec SOA conditions suggesting that phonological and semantic activation are co-incidental during compound character recognition. We conclude that character type constrains the activation of phonology during Chinese character recognition. 相似文献
3.
Sequential priming refers to speeded visual search when target identity or location is repeated within a trial sequence. In two experiments with pigeons, we addressed the relative contributions of stimulus-driven factors and learned expectancies to this effect. Pigeons pecked at targets during trialwise presentations of visual-search displays. Random-sequence conditions minimized the role of expectancy by introducing same-target or same-location trial sequences unpredictably. Blocked-sequence conditions added predictability by regular repetition of target and/or location over trials. Intertrial interval varied from 0.5 to 3 sec. The findings revealed significant reductions in reaction time during predictable target or location sequences compared with unpredictable repetitions within random contexts. Stimulus-driven factors do not seem to have an important role in many instances of sequential priming. Expectancy-based priming of target and location followed similar patterns. 相似文献
4.
It has previously been reported that exposure to visually presented correctly and incorrectly spelled words has a significant effect on subsequent spelling accuracy. Previous research investigating this process in skilled adult readers has shown very robust effects that encountering a misspelling has a detrimental effect on spelling accuracy whereas encountering a correct spelling has a beneficial effect. This effect is considered to be mediated via an implicit priming mechanism. In the current study, children with a mean age of 10 years were tested using a similar procedure to the experiments with adults but the results revealed a qualitatively different pattern. Children showed a significant beneficial effect following presentation of a correct spelling but no measurable effect of encountering a misspelling on subsequent spelling accuracy. The fact that children's spelling output was also found to be affected by depth of encoding at the point of presentation points towards an explanation of children using explicit rather than implicit processing of prior information. 相似文献
5.
Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes.
In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a
spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the
stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties.
If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the
schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming
was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction
between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming
produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel
spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and
the target are not phonologically transparent but there is no evidence to suggest that younger children do so. 相似文献
6.
《天津大学学报(英文版)》2017,(6)
Conventional camera calibration that employs calibration targets is a commonly used method to acquire a camera's intrinsic and/or extrinsic parameters. The calibration targets are usually designed as periodic arrays of simple high-contrast patterns that provide highly accurate world coordinate system points and the corresponding image pixel coordinate system points. The existing pixel coordinate extraction algorithms can reach a sub-pixel level; however, they treat each single pattern in one image as an independent individual, which makes it difficult to further improve extraction accuracy. In this paper, a novel method is proposed by utilizing the periodic arrangement characteristics of the calibration target pattern as a global constraint to improve the calibration accuracy. Based on a camera's pinhole model, the intersection point of two fitted curves is used as an optimized pixel point to replace the initial one. Following the pixel coordinate optimization procedures, experiments were performed using real data from a 3D laser line scanner and a dynamic precision calibration target. Our results show that the relative errors of camera homography matrix elements obtained by the proposed optimization method were reduced compared with the commonly used method. The average coordinate measurement accuracy can be improved by nearly 0.05 mm. It is shown that the proposed optimization method can enhance the camera calibration accuracy,especially when the extracted pixels are of poorer precision. 相似文献
7.
Three experiments investigated whether production of low-frequency spellings could be influenced by other words containing
those spellings. Participants saw visually-presented primes (Experiment 1) or heard primes presented auditorily and produced
their spelling (Experiments 2 and 3). Primes either shared both orthography and phonology (e.g., chapl
ai
n) or only orthography (e.g., ord
ai
n) with the target word (e.g., porcel
ai
n). Following the primes, participants attempted to produce the correct spellings of auditorily-presented target words containing
low-frequency spellings, such as the ai in porcelain. Participants correctly spelled the targets’ low-frequency spelling more often when preceded by either type of prime, relative
to unprimed targets. Furthermore, priming only occurred when the prime’s spelling was produced correctly; primes spelled incorrectly
reduced the correct production of target spellings. These results suggest that unlike the priming of nonwords, the basis of
lexical priming of real words is orthographic, resulting from the priming of specific graphemes that increases the probability
of reactivating the same spelling pattern in the target.
相似文献
| Lise AbramsEmail: |
8.
针对复杂水面环境下的船舶目标检测问题,运用融合图像显著性的YOLOv3船舶目标检测改进算法以提高检测能力。该算法基于Darknet-53网络模型,根据水上船舶特点,融合非极大值抑制算法Soft-NMS和显著性检测算法FT思想,进一步优化最终检测以达到更准确的效果。用Soft-NMS算法替换原有NMS算法,使得算法对小目标和重叠目标检测效果明显提升。融入FT算法对船舶图像局部细节作进一步细化,使得包围盒回归更加准确。在建立的数据集上进行训练与测试,实验结果表明,改进方法比原始方法准确率提高4%,达97%,检测速度提高10帧/s,达30帧/s,表明改进算法有效提高了船舶目标检测精度,且加快了检测速度。 相似文献
9.
《信阳师范学院学报(哲学社会科学版)》2019,(6):75-80
为探讨提取干扰是否会影响语义分类任务中的概念启动效应,以及该影响是否源于动作反应资源的竞争,实验分成无干扰、同时干扰和继时干扰三种条件,在继时干扰条件下设置有反应竞争与无反应竞争两种条件,实验结果表明,提取干扰会影响概念启动效应,只要存在提取干扰,启动效应就会被破坏,但仅在继时干扰有反应竞争时才存在负启动效应。因此,提取干扰效应源于双任务操作中注意资源的分散,而反应竞争会在此基础上更大地破坏启动效应。 相似文献
10.
The relationship between linguistic experience and phonemic representations in spelling was investigated in two groups of Mandarin–English bilingual children (aged 5–6 years) who spoke mostly Mandarin-L1 (n = 23) or mostly English-L1 (n = 27) at home. A 60-item cloze task including high- and low-frequency words with word-initial and word-final target phonemes that are either common to Mandarin and English (/f/ and /p/), or found only in English (/v/ and /b/), was developed and administered to both groups. With performance for a neutral control phoneme /m/ matched, spelling accuracy for the common phonemes was equivalent but the Mandarin-L1 children's performance for /v/ and /b/ was significantly poorer than that of their English-L1 classmates in low-frequency words. For both groups, performance on word-final targets was poorer for English-only phonemes than common phonemes. If early literacy development depends on stored phonological representations of the first language, these findings have implications for language minority communities. 相似文献
11.
The study examined children and adolescents’ ability to improve root spelling in Hebrew words by paying attention to phonological, semantic and orthographic properties of priming roots. One hundred and fifty 8, 9, 10, 11 and 15-year olds were administered two spelling tests in Hebrew. The same 40 target words were used in both tests, each word containing a root with at least one homophonous letter. Target words were matched one-to-one with 40 priming words containing the same root. The pool of prime-target word pairs was classified into two major groups:Words containing genuine root primes, and words containing false root primes. In the first test, participants had to spell the 40 target words. In the second test they had to spell the same words, each primed by its written genuine or false match. Results showed that unprimed spelling improved with age. Priming – both genuine and false – improved spelling performance significantly, especially in younger grades, but genuine priming was more effective. Spellers were able to overcome phonological opacity in root primes and to take root semantics into account. This finding testifies to the robustness of the root as a unified morphological entity in Hebrew and to children’s ability to make use of their knowledge of lexical and morphological organization in learning to spell.We thank Dominiek Sandra, Harald Baayen and an anonymous reviewer for their important and constructive comments on an earlier version of this paper. 相似文献
12.
Elisabeth Beyersmann Eddy Cavalli Séverine Casalis Pascale Colé 《Scientific Studies of Reading》2016,20(3):220-230
Previous research has repeatedly revealed evidence for morpho-orthographic priming effects in suffixed words. However, evidence for the morphological chunking of prefixed words is sparse and ambiguous. The goal of the present study was to directly contrast the processing of prefixed and suffixed pseudowords within the same experiment. We carried out a masked primed lexical decision experiment, in which the same target (AMOUR [LOVE]) was preceded by a prefixed (préamour [prelove]), a nonprefixed (brosamour [broslove]), a suffixed (amouresse [lovedom]), and a nonsuffixed (amourugne [lovedel]) prime. The results revealed significant priming across all four conditions. Moreover, priming was modulated by individual differences in reading proficiency. High-proficiency readers showed evidence for embedded stem priming effects, independent of whether stems occurred in combination with a real affix or a nonaffix. This finding is of relevance to recent morphological processing theories, suggesting that embedded stems represent salient activation units during the reading of complex pseudowords. 相似文献
13.
Patricia M. Blough 《Learning & behavior》1996,24(4):394-400
During search for multiple targets, reaction time decreases when a given target assumes a relatively high probability of appearance. Three experiments addressed the basis of this frequent-target effect. In a trialwise visual search method, pigeons pecked at the single target symbol embedded in a multisymbol display. In Experiment 1, the course of reaction times to frequent and infrequent targets was followed over extended sessions; reaction time to the frequent target dropped gradually over the first 200–400 trials. In Experiment 2, extinction sessions were introduced; the frequent-target effect persisted in the absence of reinforcement. In Experiment 3, the role of local trial patterns was examined; the frequent-target effect resisted temporary variations in relative target probability. Facilitation of search for high-probability targets appears to be an attentional rather than a conditioning effect; in the present design, information summarized over large sequences of trials appeared to provide pretrial information that primed attention. 相似文献
14.
以 Faster R-CNN 为代表的 two-stage 目标检测算法检测速度慢,而 one-stage 目标检测算法中的 SSD算法虽然检测速度快,但对交通标志类小目标的检测效果不佳。因此在 SSD 算法 VGG16 骨干网络上引入感受野块（RFB）结构,既提升检测速度又可在小目标检测上达到良好的检测精度。与此同时,为提高网络分类精度,在损失函数中加入中心损失。将 SSD 算法与改进的 SSD 算法在 VOC 数据集上进行训练,对比其性能可知,改进后算法 mPA 值达到 80.7%,相比 SSD300（VGG16）算法提高了 3.5%。该算法在 LISA traffic sign 数据集上训练,在迁移学习的基础上得到的 mPA 值为 78.4%,检测单张图像平均耗时为 20.5ms,可满足实时性要求。 相似文献
15.
Peter Jarvis 《Pastoral Care in Education》2002,20(4):27-34
There has been a move in schools towards the use of pupil performance data to set targets. It is believed that effective target setting can motivate pupils and staff to strive to reach, or beat, target grades. Alongside this has been a move to promote more effective dialogue about learning between teachers and pupils through the use of academic tutoring. There is a belief that in combination a system of target setting and academic tutoring might lead to more effective learning, increased achievement and therefore school improvement. This investigation into one system of target setting and academic tutoring suggests that although these systems may promote increased achievement in terms of examination performance, they do not necessarily help students to learn more effectively. For this schools must attempt to develop in ways that make learning an explicit subject of discussion, and help students learn about learning. Therefore, it is on the development of student meta–learning that such school improvement efforts should focus. 相似文献
16.
Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course 
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下载免费PDF全文 M. Melissa Gross Mary C. Wright Olivia S. Anderson 《Anatomical sciences education》2017,10(5):444-455
Research on the benefits of visual learning has relied primarily on lecture‐based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text‐based and image‐based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text‐based and image‐based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in‐class exercises. Students also rated the helpfulness and difficulty of the in‐class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image‐based exercises was significantly correlated with performance on examination questions associated with image‐based exercises (P < 0.001) and text‐based exercises (P < 0.01), while participation in text‐based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image‐based exercises were significantly less demanding, less hard and required less effort than text‐based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444–455. © 2017 American Association of Anatomists. 相似文献
17.
Barrie Wade 《教育心理学》1995,15(1):45-55
This study investigates the way subjects gain access to their internal lexicon and assesses the effects of context on this process. The focus is on ambiguous words that are homographic but pronounced differently. A total of 35 adult subjects read aloud from word lists containing the same target homographs. In two conditions the targets were primed by words calculated to influence subjects either towards a regular or irregular pronunciation; a third condition without primers provided a baseline check. The influence of primers on subjects’ pronunciations was recorded and calculated. Results confirmed a significant influence of primers on pronunciation for a majority of target words. Further analysis showed groups of subjects were significantly (p<0.001) influenced by semantic primers. However, results are interpreted cautiously and proposals are made for a more rigorous study using this exploratory work as a basis. Finally, the potential of semantic priming studies for future research is outlined. 相似文献
18.
Michael Allen Frédéric Vallée-Tourangeau 《International Journal of Science and Mathematics Education》2016,14(8):1553-1566
Math anxiety impedes performance in simple arithmetic tasks. Anxiety constrains working memory capacity and particularly the attentional functions of the central executive. The experiment reported here explored how interactivity mitigated the impact of math anxiety on the performance of elementary school students with simple additions. It manipulated two independent variables. The first was the length of the additions—involving either 7 or 11 number tokens (the value of the tokens ranged from 1 to 20). The other was the level of interactivity: in the low interactivity condition participants could not touch or point to the number tokens that configured the sums, and in a high interactivity condition participants could manipulate the tokens as they saw fit in deriving their answer. The length of the addition had an impact on accuracy, with longer sums leading to poorer performance. However, overall, performance in the high interactivity condition was superior, in terms of accuracy, absolute calculation error and efficiency, than performance in the low interactivity condition. Mathematics anxiety significantly predicted performance in the low interactivity condition, but not in the high interactivity condition. These results suggest that working memory resources are augmented through interactivity with the physical problem presentation, defusing the impact of anxiety on performance. 相似文献
19.
Ineke M. Pit-ten Cate Sabine Krolak-Schwerdt Sabine Glock 《European Journal of Psychology of Education - EJPE》2016,31(2):225-243
Bias in teachers’ judgment formation and decision making has long been acknowledged. More specifically, studies have repeatedly demonstrated discrepancies between teacher ratings of minority and majority students with similar academic profiles. Studies have also demonstrated that increasing accountability reduced bias. Little is known, however, about the effect of accountability and bias on the accuracy of decisions. This study investigated the short- and long-term effect of accountability priming on the accuracy of transition decisions. It considered both the extent to which teacher decision accuracy differed for minority and majority students with similar academic profiles (accuracy bias) and differences in levels of confidence for accurate versus erroneous decisions (metacognitive judgment bias). In a longitudinal experimental design, we presented 38 primary school teachers with 9 student vignettes at 3 points in time (baseline, post priming, and 6-month follow-up), varying students’ ethnic background, and asked them to make a school tracking decision for each student. We measured decision accuracy as well as teachers’ level of confidence for each decision. Accuracy and confidence levels were combined to provide two indices of metacognitive judgment accuracy. Results confirmed the hypothesis that accuracy of decisions would improve as a result of increased level of accountability. More specifically, we found that teachers made more accurate decisions after priming, whereby ethnic background differences disappeared. In addition, teachers’ metacognitions varied, whereby after priming decision accuracy was better matched with teachers’ confidence levels. Although accuracy levels were still higher at follow-up than at pre-test, the ethnic bias recurred. This study shows that increased levels of accountability are associated with not only increased decision accuracy but also reduced metacognitive judgment bias, especially in regard to minority students. It also demonstrates accountability may be an effective way of reducing systematic errors in decision making. Findings are discussed in terms of theory and current changes in educational practice. 相似文献
20.
Arturo X. Pereiro-Rozas Onésimo Juncos-Rabadán David Facal Aurora Pérez-Fernández 《Educational gerontology》2013,39(1):40-52
This study examines cognitive diversity through performance of four attentional tasks and a vocabulary measure in relation to age and level of education. Tasks were performed by 168 participants (aged between 45 and 91 years) who were grouped according to age and level of education. Multivariate analyses of variance were applied to Z scores calculated from intersubject coefficients of variation. When the variance associated with education was discounted prior to analysis, a disproportionate increase in cognitive diversity was observed in participants over 75 years of age. When cognitive diversity was analyzed in relation to age and education in the three youngest age groups, participants with a low level of education displayed higher diversity in most attentional tasks from 66 years of age. In participants with a high level of education, diversity was lower for all attentional tasks considered from 56 years of age. Vocabulary knowledge was the most sensitive to education-related cognitive diversity. The diversifying effect of the relationship between education and diversity on fluid cognitive performance appeared to reverse and become a homogenizing effect with increasing age. 相似文献