摘要:

AbstractThree field studies investigated the effects of post‐exposure cognitions on person identification. Subjects' beliefs that they could identify someone were significantly increased by the presentation of new information and the rehearsal of old information about the person. Misidentification errors increased as the lengths of the initial exposure duration increased and when subjects received additional contextual information about the target. These frequent misidentifications may reflect the misattribution of familiarity from enhanced contextual knowledge to familiarity arising from perceptual knowledge. Further, performance was enhanced when the identification task capitalized on 'transfer‐appropriate rehearsal' post‐event strategies. Ancillary findings contradicted research on 'verbal overshadowing', and the relationship between identification accuracy and confidence. The results were generalized to real‐world situations that encourage post‐event cognitions by eye

ISSN:0888-4080    

DOI:10.1002/acp.2350090202

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractMental model analysis was conducted in word problem solving using American (n= 42) and Korean (n= 44) sixth‐graders. Two levels of mental models–the problem model and the mathematical model–constructed in the process of word problem solving were investigated. Categories for correct and incorrect models were developed to be used in think‐aloud protocol analysis. The majority of students who constructed correct problem models classified the problems rapidly according to solution procedures as they read the problems, or restated the problems focusing on the specific words relating them to other statements in the problems. However, significant differences were found between American and Korean sixth‐graders' in some categories of problem and mathematical models. While many Korean sixth‐graders' problem‐solving process steps were proceduralized, this was not the case for American sixth‐graders, even for those who had a readily accessible knowledge base of basic mat

ISSN:0888-4080    

DOI:10.1002/acp.2350090203

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractLarge‐scale diet‐related epidemiological work relies on the quality of self‐reported food consumption. As this epidemiological work forms the basis of knowledge of the relationship of diet to disease, it is essential that the self‐reports of personal diet are understood. It is generally accepted that foods consumed are under‐reported, even over as short a period as 24 hours. However, little is known about the potential systematic biases that may affect the quality of self‐reported food intake. The current study examines the accuracy of memories of the consumption of snack foods eaten in the previous 24 hours and investigates factors that may bias these memories. All participants had previously participated in a randomized intervention trial to lower dietary fat intake to 20 per cent of calories. Fifty‐six women (intervention and control) tasted eight snack foods in a laboratory setting. They were telephoned a day later and asked to recall the type of snack foods (M&Ms, pretzels, etc.) and the quantity of each food they consumed. Subjects in general under‐reported the number of selections and the quantity of each item consumed. Women who accurately recalled an item, reported more liking for that item compared to those who forgot the item. Women currently maintaining a low‐fat diet were less accurate in their recall of low‐fat items than women on a high‐fat diet. Low‐fat eaters, however, may be slightly better at recalling how much of certain foods they consumed. Results have implications for survey research and understanding the psychological influences on reports of food consumption used in l

ISSN:0888-4080    

DOI:10.1002/acp.2350090204

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe primary purpose of this study was to determine whether providing first‐grade students with multiple strategy instruction plus metacognitive information would improve their spelling performances relative to providing them with strategy instruction or traditional language arts activities alone. Students in the strategy conditions received explicit instruction in the use of phonetics, imagery, and analogy. Students in the strategy condition with metacognitive information were also provided with information about when and where to use each spelling strategy. The remaining students completed traditional language arts activities. Students' spelling performances were assessed prior to, immediately after and 14 days after instruction using a dictation test, the Developmental Spelling Test, and a writing sample. For the dictation test, students who received multiple strategy instruction with metacognitive information out‐performed those who received strategy instruction alone or completed language arts activities, with no differences between students' performances in the latter conditions. All students' performances improved on the Developmental Spelling Test and writing samples as a function of time. The authors concluded that even young students are able to acquire a repertoire of effective spelling strategies if they are provided with explicit instruction that includes metacognitive informat

ISSN:0888-4080    

DOI:10.1002/acp.2350090205

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe way in which intensifiers affect the meaning of the phrases to which they are applied is investigated. Previous research demonstrates that they often have little impact in between‐subject designs. Here we present research which demonstrates that their effects in within‐subject designs do not conform to the multiplicative hypothesis. Both the psychological mechanisms employed and the implications for survey methodologists are discus

ISSN:0888-4080    

DOI:10.1002/acp.2350090206

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY

ISSN:0888-4080    

DOI:10.1002/acp.2350090201

出版商:John Wiley&Sons, Ltd    

年代:1995

数据来源: WILEY