Vladimir J Konečni
Vladimir J Konečni
Paintings are static 2-dimensional images with limited narrative means. On the basis of a critical analysis of the relevant laboratory scaling studies, museum studies, and neuroaesthetic work, the article reaches a negative conclusion about...
From Sound to Significance: Exploring the Mechanisms Underlying Emotional Reactions to Music [0.03%]
从声音到意义：探究音乐引起情感反应的机制
Patrik N Juslin,Gonçalo Barradas,Tuomas Eerola
Patrik N Juslin
A common approach to studying emotional reactions to music is to attempt to obtain direct links between musical surface features such as tempo and a listener's responses. However, such an analysis ultimately fails to explain why emotions ar...
James S Nairne
James S Nairne
At its core, episodic memory requires the encoding and retention of occurrence information. One needs to remember that a particular item occurred (what) at a particular time (when) in a particular place (where). These task requirements are ...
Kiran N Kumar,Suyog H Chandramouli,Richard M Shiffrin
Kiran N Kumar
Parallel and automatic processing is evidenced in visual search by what is commonly called popout. An object of search (a target) that differs widely from all other display objects on some simple visual dimension is commonly called a single...
Robert A Bjork,Judith F Kroll
Robert A Bjork
In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retent...
Can Multiple-Choice Testing Induce Desirable Difficulties? Evidence from the Laboratory and the Classroom [0.03%]
基于实验室和课堂的多项选择测验的应试难度研究证据
Elizabeth Ligon Bjork,Nicholas C Soderstrom,Jeri L Little
Elizabeth Ligon Bjork
The term desirable difficulties (Bjork, 1994) refers to conditions of learning that, though often appearing to cause difficulties for the learner and to slow down the process of acquisition, actually improve long-term retention and transfer...
From Healy's Training Principles to Training Specifications: The Case of the Comprehensive LOFT [0.03%]
从海利的训练原则到训练大纲：综合LOFT案例分析
Immanuel Barshi
Immanuel Barshi
Alice Healy has dedicated much of her work to questions of skill acquisition, retention, and transfer. In the process, she has come to identify numerous training principles that have been shown to promote the acquisition, retention, and tra...
Planting a Seed: Applications of Cognitive Principles for Improving Food Choices [0.03%]
基于认知原则改善食品选择的途径：播种良好饮食习惯的研究与应用
Erica L Wohldmann
Erica L Wohldmann
People are not very good at estimating quantitative information, but seeding the knowledge base has been shown to improve estimation accuracy of numerical information (e.g., Brown & Siegler, 1996). In the present study, the seeding techniqu...
Influence of Response-Effect Feedback on Learning and Performance of a Complex Key-Pressing Task: Morin and Grant (1955) Revisited [0.03%]
响应效应反馈对复杂按键任务学习和表现的影响：再论Morin和Grant(1955)的研究
Jing Chen,Robert W Proctor
Jing Chen
Response effects, also called action effects, are events produced as a consequence of a response. Morin and Grant (1955) conducted an 8-choice task in which, when one of the response keys was pressed, a feedback light (i.e., response effect...
Simultaneous Versus Sequential Presentation in Testing Recognition Memory for Faces [0.03%]
面部识别记忆测验中同时呈现与顺序呈现的比较研究
Jason R Finley,Henry L Roediger rd,Andrea D Hughes et al.
Jason R Finley et al.
Three experiments examined the issue of whether faces could be better recognized in a simul- taneous test format (2-alternative forced choice [2AFC]) or a sequential test format (yes-no). All experiments showed that when target faces were p...