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121.
Three experiments tested human participants on a two-dimensional, computer, landmark-based search task to assess the integration
of independently acquired spatial and temporal relationships. Experiment 1 showed that A-B spatial training followed by B-outcome
spatial training resulted in spatial integration in such a way that A was effectively associated with the outcome. Experiment
2 showed that A-B spatial and temporal training followed by B-outcome spatial and temporal training resulted in integration
that created both spatial and temporal relationships between A and the outcome. Experiment 3 refuted an alternative explanation,
one that is based on decision-making speed, to the temporal-integration strategy that was suggested by Experiment 2. These
results replicate in humans the observations regarding spatial integration made by Sawa, Leising, and Blaisdell (2005) using
a spatial-search task with pigeons, and they extend those observations to temporal integration. 相似文献
122.
Correlational analyses are one of the most popular quantitative methods, yet also one of the mostly frequently misused methods
in social and behavioral research, especially when analyzing ordinal data from Likert or other rating scales. Although several
correlational analysis options have been developed for ordinal data, there seems to be a lack of didactically written literature
illustrating the appropriate use and differences among them. The purpose of this paper is to provide a synthesis of correlational
analysis options when analyzing ordinal data. These options span from the traditional methods, such as Pearson’s r, to more recent developments, such as Bayesian estimation of polychoric correlations. An illustration of these methods utilizing
a contemporary dataset is provided. 相似文献
123.
Anne-Marie Adams Fiona Simmons Catherine Willis Ralph Pawling 《Journal of Research in Reading》2010,33(1):54-76
In order to communicate understanding, students are often required to produce texts which present an explicit, coherent argument. This study examined the extent to which individual differences in undergraduates' topic knowledge and working memory skills were related to their ability to revise texts to better fulfil these goals. Forty-seven students revised texts containing three types of error: language, structure and argument. Topic knowledge was indexed by multiple choice test performance. Verbal short-term and working memory were measured using forward and backward digit recall and reading span. Rates of identification, diagnosis and correction of errors were generally poor. Contrary to expectations neither topic knowledge nor verbal working memory was associated with text revision although significant associations were identified with verbal short-term memory. When revising texts students may focus on the surface features of the text rather than addressing issues of structure and argument. Possible accounts of this tendency are considered. 相似文献
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