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Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation
may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can
use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However,
the results of Experiment 4 showed that a subset of adults—namely, those more successful at identifying actions that had been seen more frequently than
comparison sequences—were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing
of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical
learning in other domains, including language. 相似文献
43.
Dinah F. Meyer 《Journal of College Counseling》2005,8(1):20-30
This study investigated the psychological correlates of treatment seeking for eating disorders in female college students. Results indicated that 56% of the 106 participants with eating‐disorder symptomatology did not believe their behaviors warranted therapy. Women with eating‐disorder symptoms who did not believe their behaviors warranted therapy exhibited higher levels of immature defenses and lower endorsement of sociocultural norms concerning attractiveness than did women who believed treatment was needed. These findings hold implications for the prevention and treatment of college women's disordered eating. 相似文献
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Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
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Eike Emrich Martin Hämmerle Christoph Behrens Tim Meyer Christian Pierdzioch 《Sportwissenschaft》2018,48(4):560-572
While much research has been done to analyze whether socioeconomic status influences prosocial behavior in the form of donations, no consensus has yet emerged in the relevant literature. We contribute to this research by studying, based on a dataset from a questionnaire of volunteers of sports clubs in Palatinate (part of Rhineland–Palatinate, Germany) whether social status affects donations. We measured social status of volunteers of sports clubs along the dimensions income, vocation, education and we considered status crystallization. Results showed that social status has a positive effect on the likelihood of donations. We report similarities and differences across different categories of donations (donations to one’s own sports club, to other clubs, to aid projects, and political parties). 相似文献
49.
This contribution aims to lay down the theoretical potential of accompaniment as a phenomenon and developing this point further from a pedagogical perspective. The core assumption is that accompaniment represents both a pedagogically relevant phenomenon of action as well as an essential characteristic of the system. In this sense, accompaniment can be understood as creating a possibility for looking at phenomena of education on a micro and a macro level. Thus, the assumption follows that a central signature of the social system – namely that of inclusion – has already been incorporated by the pedagogically organized system of lifelong learning a long time ago. This finding has far-reaching consequences for levelling the hierarchy between different layers of the education and learning systems. 相似文献
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