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The current study examined the number and content of possible selves in the lives of adult women over the course of a five-month interval. Based on previous empirical studies of possible selves, a variety of hypotheses were proposed that addressed cohort differences in possible selves, continuity and change in possible selves, and predicting changes in possible selves over time with ego-identity. The results indicated mixed support for the hypotheses, but basically replicated previous research findings on possible selves. The findings are discussed in terms of how they extend both descriptive and predictive knowledge of possible selves. © 2006 by Nova Science Publishers, Inc. All rights reserved.
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We report four experiments designed to determine whether visual information affects judgments of acoustically-specified nonspeech events as well as speech events (the "McGurk effect"). Previous findings have shown only weak McGurk effects for nonspeech stimuli, whereas strong effects are found for consonants. We used click sounds that serve as consonants in some African languages, but that are perceived as nonspeech by American English listeners. We found a significant McGurk effect for clicks presented in isolation that was much smaller than that found for stop-consonant-vowel syllables. In subsequent experiments, we found strong McGurk effects, comparable to those found for English syllables, for click-vowel syllables, and weak effects, comparable to those found for isolated clicks, for excised release bursts of stop consonants presented in isolation. We interpret these findings as evidence that the potential contributions of speech-specific processes on the McGurk effect are limited, and discuss the results in relation to current explanations for the McGurk effect.
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The rise of mathematical models in the experimental analysis of behavior has increased over the years, and they offer several advantages. Mathematical models require theorists to be precise and unambiguous, often allowing comparisons of competing theories that sound similar when stated in words. Sometimes different mathematical models may make equally accurate predictions for a large body of data. In Such cases, it is important to find and investigate situations for which the competing models make different predictions because, unless two models are actually mathematically equivalent, they are based on different assumptions about the psychological processes that underlie ail observed behavior. Mathematical models developed in basic behavioral research have been used to predict and control behavior in applied settings, and they have guided research in other areas of psychology. A good mathematical model call provide a common framework for understanding what might otherwise appear to be diverse and unrelated behavioral phenomena. Because psychologists vary in their quantitative skills and in their tolerance for mathematical equations, it is important for those who develop mathematical models of behavior to find ways (such as verbal analogies, pictorial representations, or concrete examples) to communicate the key premises of their models to nonspecialists.
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In two experiments, we investigated directed forgetting of a single item. We presented participants with two phone numbers to remember and instructed half of the participants to forget the first phone number. The first number was either learned on a single trial (Experiment 1) or on three trials (Experiment 2). In Experiment 1, there was evidence of directed forgetting as a result of differential encoding; the forget instruction affected recall and recognition for both phone numbers. In Experiment 2, the evidence favored differential rehearsal because the forget instruction affected recall but not recognition. These results indicate that instructions to forget can affect memory of single items.
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It has been suggested in the identity literature that a readiness to change may play a role in identity development beyond adolescence, but an empirical investigation of this relationship had yet to be conducted until now. Therefore, the purpose of the current study was to establish a longitudinal relationship between readiness to change and adult identity development. Participants completed measures of readiness to change and identity at both the beginning and the end of the study. The results revealed a relationship between readiness to change and changes in identity exploration over the study interval, and between readiness to change and changes in identity commitment. The findings are discussed in terms of the currently available literature on identity development in adulthood. (c) 2006 Elsevier Inc. All rights reserved.
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Abstract. This study investigated whether a reflective journal writing assignment would improve students' course performance. A total of 166 students from undergraduate sections of a course taught by the same instructor over three semesters completed the assignment as part of their requirements. Students (N = 317) from five previous semesters of the same course taught by the same instructor, who were not required to complete the assignment, served as a comparison group. Intervention and comparison groups were comparable on a variety of variables including all assignments, excepting the journal assignment. The findings are interpreted within the context of factors such as students' study habits and motivation. © 2006, Copyright Taylor & Francis Group, LLC.
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Pigeons responded on concurrent-chains schedules with equal variable-interval schedules as initial links. One terminal link delivered a single reinforcer after a fixed delay, and the other terminal link delivered either three or five reinforcers, each preceded by a fixed delay. Some conditions included a postreinforcer delay after the single reinforcer to equate the total durations of the two terminal links, but other conditions did not include such a postreinforcer delay. With short initial links, preference for the single-reinforcer alternative decreased when a postreinforcer delay was present, but with long initial links, the postreinforcer delays had no significant effect on preference. In conditions with a postreinforcer delay, preference for the single-reinforcer alternative frequently switched from above 50% to below 50% as the initial links were lengthened. This pattern of results was consistent with delay-reduction theory (Squires & Fantino, 1971), but not with the contextual-choice model (Grace, 1994) or the hyperbolic value-added model (Mazur, 2001) as they have usually been applied. However, the hyperbolic value-added model could account for the results if its calculations were expanded to include reinforcers delivered in later terminal links. The implications of these findings for models of concurrent-chains performance are discussed.
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