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Showing 1 to 12 of 156 entries
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[Modeled events and observers' traits underlying observational learning of altruistic behavior].

Shinrigaku kenkyu : The Japanese journal of psychology

Yoshimi Y, Yonezawa S, Matsui H.
PMID: 3450911
Shinrigaku Kenkyu. 1987 Oct;58(4):218-25. doi: 10.4992/jjpsy.58.218.

The present experiments investigated the changes of altruistic responses through observational learning (OL) in elementary school children (ages 10 and 11) with relation to the characteristics of the modeled events and the observers' traits. The former included certain categories...

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Yoshimi Y, Yonezawa S, Matsui H. [Modeled events and observers' traits underlying observational learning of altruistic behavior]. Shinrigaku Kenkyu. 1987;58(4):218-25doi: 10.4992/jjpsy.58.218.
Yoshimi, Y., Yonezawa, S., & Matsui, H. (1987). [Modeled events and observers' traits underlying observational learning of altruistic behavior]. Shinrigaku kenkyu : The Japanese journal of psychology, 58(4), 218-25. https://doi.org/10.4992/jjpsy.58.218
Yoshimi, Y, et al. "[Modeled events and observers' traits underlying observational learning of altruistic behavior]." Shinrigaku kenkyu : The Japanese journal of psychology vol. 58,4 (1987): 218-25. doi: https://doi.org/10.4992/jjpsy.58.218
Yoshimi Y, Yonezawa S, Matsui H. [Modeled events and observers' traits underlying observational learning of altruistic behavior]. Shinrigaku Kenkyu. 1987 Oct;58(4):218-25. doi: 10.4992/jjpsy.58.218. Japanese. PMID: 3450911.
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Toddlers infer higher-order relational principles in causal learning.

Psychological science

Walker CM, Gopnik A.
PMID: 24270464
Psychol Sci. 2014 Jan;25(1):161-9. doi: 10.1177/0956797613502983. Epub 2013 Nov 22.

Children make inductive inferences about the causal properties of individual objects from a very young age. When can they infer higher-order relational properties? In three experiments, we examined 18- to 30-month-olds' relational inferences in a causal task. Results suggest...

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Walker CM, Gopnik A. Toddlers infer higher-order relational principles in causal learning. Psychol Sci. 2013;25(1):161-9doi: 10.1177/0956797613502983.
Walker, C. M., & Gopnik, A. (2014). Toddlers infer higher-order relational principles in causal learning. Psychological science, 25(1), 161-9. https://doi.org/10.1177/0956797613502983
Walker, Caren M, and Gopnik, Alison. "Toddlers infer higher-order relational principles in causal learning." Psychological science vol. 25,1 (2014): 161-9. doi: https://doi.org/10.1177/0956797613502983
Walker CM, Gopnik A. Toddlers infer higher-order relational principles in causal learning. Psychol Sci. 2014 Jan;25(1):161-9. doi: 10.1177/0956797613502983. Epub 2013 Nov 22. PMID: 24270464.
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Sequential detection of learning in cognitive diagnosis.

The British journal of mathematical and statistical psychology

Ye S, Fellouris G, Culpepper S, Douglas J.
PMID: 26931602
Br J Math Stat Psychol. 2016 May;69(2):139-58. doi: 10.1111/bmsp.12065. Epub 2016 Mar 02.

In order to look more closely at the many particular skills examinees utilize to answer items, cognitive diagnosis models have received much attention, and perhaps are preferable to item response models that ordinarily involve just one or a few...

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Ye S, Fellouris G, Culpepper S, et al. Sequential detection of learning in cognitive diagnosis. Br J Math Stat Psychol. 2016;69(2):139-58doi: 10.1111/bmsp.12065.
Ye, S., Fellouris, G., Culpepper, S., & Douglas, J. (2016). Sequential detection of learning in cognitive diagnosis. The British journal of mathematical and statistical psychology, 69(2), 139-58. https://doi.org/10.1111/bmsp.12065
Ye, Sangbeak, et al. "Sequential detection of learning in cognitive diagnosis." The British journal of mathematical and statistical psychology vol. 69,2 (2016): 139-58. doi: https://doi.org/10.1111/bmsp.12065
Ye S, Fellouris G, Culpepper S, Douglas J. Sequential detection of learning in cognitive diagnosis. Br J Math Stat Psychol. 2016 May;69(2):139-58. doi: 10.1111/bmsp.12065. Epub 2016 Mar 02. PMID: 26931602.
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Growth.

The British journal of educational psychology

Dweck CS.
PMID: 25973689
Br J Educ Psychol. 2015 Jun;85(2):242-5. doi: 10.1111/bjep.12072.

No abstract available.

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Dweck CS. Growth. Br J Educ Psychol. 2015;85(2):242-5doi: 10.1111/bjep.12072.
Dweck, C. S. (2015). Growth. The British journal of educational psychology, 85(2), 242-5. https://doi.org/10.1111/bjep.12072
Dweck, Carol S. "Growth." The British journal of educational psychology vol. 85,2 (2015): 242-5. doi: https://doi.org/10.1111/bjep.12072
Dweck CS. Growth. Br J Educ Psychol. 2015 Jun;85(2):242-5. doi: 10.1111/bjep.12072. PMID: 25973689.
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Children's developing understanding of what and how they learn.

Journal of experimental child psychology

Sobel DM, Letourneau SM.
PMID: 25728930
J Exp Child Psychol. 2015 Apr;132:221-9. doi: 10.1016/j.jecp.2015.01.004. Epub 2015 Feb 26.

What do children know about learning? Children between 4 and 10 years of age were asked what they thought the word learning meant and then engaged in a structured interview about what kinds of things they learned and how...

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Sobel DM, Letourneau SM. Children's developing understanding of what and how they learn. J Exp Child Psychol. 2015;132:221-9doi: 10.1016/j.jecp.2015.01.004.
Sobel, D. M., & Letourneau, S. M. (2015). Children's developing understanding of what and how they learn. Journal of experimental child psychology, 132221-9. https://doi.org/10.1016/j.jecp.2015.01.004
Sobel, David M, and Letourneau, Susan M. "Children's developing understanding of what and how they learn." Journal of experimental child psychology vol. 132 (2015): 221-9. doi: https://doi.org/10.1016/j.jecp.2015.01.004
Sobel DM, Letourneau SM. Children's developing understanding of what and how they learn. J Exp Child Psychol. 2015 Apr;132:221-9. doi: 10.1016/j.jecp.2015.01.004. Epub 2015 Feb 26. PMID: 25728930.
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How to learn the natural numbers: inductive inference and the acquisition of number concepts.

Cognition

Margolis E, Laurence S.
PMID: 17482155
Cognition. 2008 Feb;106(2):924-39. doi: 10.1016/j.cognition.2007.03.003. Epub 2007 May 04.

Theories of number concepts often suppose that the natural numbers are acquired as children learn to count and as they draw an induction based on their interpretation of the first few count words. In a bold critique of this...

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Margolis E, Laurence S. How to learn the natural numbers: inductive inference and the acquisition of number concepts. Cognition. 2007;106(2):924-39doi: 10.1016/j.cognition.2007.03.003.
Margolis, E., & Laurence, S. (2008). How to learn the natural numbers: inductive inference and the acquisition of number concepts. Cognition, 106(2), 924-39. https://doi.org/10.1016/j.cognition.2007.03.003
Margolis, Eric, and Laurence, Stephen. "How to learn the natural numbers: inductive inference and the acquisition of number concepts." Cognition vol. 106,2 (2008): 924-39. doi: https://doi.org/10.1016/j.cognition.2007.03.003
Margolis E, Laurence S. How to learn the natural numbers: inductive inference and the acquisition of number concepts. Cognition. 2008 Feb;106(2):924-39. doi: 10.1016/j.cognition.2007.03.003. Epub 2007 May 04. PMID: 17482155.
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Evolution of social learning does not explain the origin of human cumulative culture.

Journal of theoretical biology

Enquist M, Ghirlanda S.
PMID: 17275852
J Theor Biol. 2007 May 07;246(1):129-35. doi: 10.1016/j.jtbi.2006.12.022. Epub 2006 Dec 27.

Because culture requires transmission of information between individuals, thinking about the origin of culture has mainly focused on the genetic evolution of abilities for social learning. Current theory considers how social learning affects the adaptiveness of a single cultural...

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Enquist M, Ghirlanda S. Evolution of social learning does not explain the origin of human cumulative culture. J Theor Biol. 2006;246(1):129-35doi: 10.1016/j.jtbi.2006.12.022.
Enquist, M., & Ghirlanda, S. (2007). Evolution of social learning does not explain the origin of human cumulative culture. Journal of theoretical biology, 246(1), 129-35. https://doi.org/10.1016/j.jtbi.2006.12.022
Enquist, Magnus, and Ghirlanda, Stefano. "Evolution of social learning does not explain the origin of human cumulative culture." Journal of theoretical biology vol. 246,1 (2007): 129-35. doi: https://doi.org/10.1016/j.jtbi.2006.12.022
Enquist M, Ghirlanda S. Evolution of social learning does not explain the origin of human cumulative culture. J Theor Biol. 2007 May 07;246(1):129-35. doi: 10.1016/j.jtbi.2006.12.022. Epub 2006 Dec 27. PMID: 17275852.
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Causal learning and inference as a rational process: the new synthesis.

Annual review of psychology

Holyoak KJ, Cheng PW.
PMID: 21126179
Annu Rev Psychol. 2011;62:135-63. doi: 10.1146/annurev.psych.121208.131634.

Over the past decade, an active line of research within the field of human causal learning and inference has converged on a general representational framework: causal models integrated with bayesian probabilistic inference. We describe this new synthesis, which views...

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Holyoak KJ, Cheng PW. Causal learning and inference as a rational process: the new synthesis. Annu Rev Psychol. 2011;62:135-63doi: 10.1146/annurev.psych.121208.131634.
Holyoak, K. J., & Cheng, P. W. (2011). Causal learning and inference as a rational process: the new synthesis. Annual review of psychology, 62135-63. https://doi.org/10.1146/annurev.psych.121208.131634
Holyoak, Keith J, and Cheng, Patricia W. "Causal learning and inference as a rational process: the new synthesis." Annual review of psychology vol. 62 (2011): 135-63. doi: https://doi.org/10.1146/annurev.psych.121208.131634
Holyoak KJ, Cheng PW. Causal learning and inference as a rational process: the new synthesis. Annu Rev Psychol. 2011;62:135-63. doi: 10.1146/annurev.psych.121208.131634. PMID: 21126179.
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Counterfactual thinking and emotions: regret and envy learning.

Philosophical transactions of the Royal Society of London. Series B, Biological sciences

Coricelli G, Rustichini A.
PMID: 20026462
Philos Trans R Soc Lond B Biol Sci. 2010 Jan 27;365(1538):241-7. doi: 10.1098/rstb.2009.0159.

Emotions like regret and envy share a common origin: they are motivated by the counterfactual thinking of what would have happened had we made a different choice. When we contemplate the outcome of a choice we made, we may...

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Coricelli G, Rustichini A. Counterfactual thinking and emotions: regret and envy learning. Philos Trans R Soc Lond B Biol Sci. 2010;365(1538):241-7doi: 10.1098/rstb.2009.0159.
Coricelli, G., & Rustichini, A. (2010). Counterfactual thinking and emotions: regret and envy learning. Philosophical transactions of the Royal Society of London. Series B, Biological sciences, 365(1538), 241-7. https://doi.org/10.1098/rstb.2009.0159
Coricelli, Giorgio, and Rustichini, Aldo. "Counterfactual thinking and emotions: regret and envy learning." Philosophical transactions of the Royal Society of London. Series B, Biological sciences vol. 365,1538 (2010): 241-7. doi: https://doi.org/10.1098/rstb.2009.0159
Coricelli G, Rustichini A. Counterfactual thinking and emotions: regret and envy learning. Philos Trans R Soc Lond B Biol Sci. 2010 Jan 27;365(1538):241-7. doi: 10.1098/rstb.2009.0159. PMID: 20026462; PMCID: PMC2827450.
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[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

Shinrigaku kenkyu : The Japanese journal of psychology

Miki K, Yamauchi H.
PMID: 16200881
Shinrigaku Kenkyu. 2005 Aug;76(3):260-8. doi: 10.4992/jjpsy.76.260.

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th...

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Miki K, Yamauchi H. [Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies]. Shinrigaku Kenkyu. 2005;76(3):260-8doi: 10.4992/jjpsy.76.260.
Miki, K., & Yamauchi, H. (2005). [Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies]. Shinrigaku kenkyu : The Japanese journal of psychology, 76(3), 260-8. https://doi.org/10.4992/jjpsy.76.260
Miki, Kaori, and Yamauchi, Hirotsugu. "[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies]." Shinrigaku kenkyu : The Japanese journal of psychology vol. 76,3 (2005): 260-8. doi: https://doi.org/10.4992/jjpsy.76.260
Miki K, Yamauchi H. [Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies]. Shinrigaku Kenkyu. 2005 Aug;76(3):260-8. doi: 10.4992/jjpsy.76.260. Japanese. PMID: 16200881.
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Lessons from psychiatry and psychiatric education for medical learners and teachers.

International review of psychiatry (Abingdon, England)

Hilty DM, Srinivasan M, Xiong GL, Ferranti J, Li ST.
PMID: 23859096
Int Rev Psychiatry. 2013 Jun;25(3):329-37. doi: 10.3109/09540261.2013.794129.

Medical learners, teachers, and institutions face significant challenges in health care delivery and in training the next generation of clinicians. We propose that psychiatry offers lessons which may help improve how we take care of patients and how we...

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Hilty DM, Srinivasan M, Xiong GL, et al. Lessons from psychiatry and psychiatric education for medical learners and teachers. Int Rev Psychiatry. 2013;25(3):329-37doi: 10.3109/09540261.2013.794129.
Hilty, D. M., Srinivasan, M., Xiong, G. L., Ferranti, J., & Li, S. T. (2013). Lessons from psychiatry and psychiatric education for medical learners and teachers. International review of psychiatry (Abingdon, England), 25(3), 329-37. https://doi.org/10.3109/09540261.2013.794129
Hilty, Donald M, et al. "Lessons from psychiatry and psychiatric education for medical learners and teachers." International review of psychiatry (Abingdon, England) vol. 25,3 (2013): 329-37. doi: https://doi.org/10.3109/09540261.2013.794129
Hilty DM, Srinivasan M, Xiong GL, Ferranti J, Li ST. Lessons from psychiatry and psychiatric education for medical learners and teachers. Int Rev Psychiatry. 2013 Jun;25(3):329-37. doi: 10.3109/09540261.2013.794129. PMID: 23859096.
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Mind the gap: investigating toddlers' sensitivity to contact relations in predictive events.

PloS one

Muentener P, Bonawitz E, Horowitz A, Schulz L.
PMID: 22514616
PLoS One. 2012;7(4):e34061. doi: 10.1371/journal.pone.0034061. Epub 2012 Apr 13.

Toddlers readily learn predictive relations between events (e.g., that event A predicts event B). However, they intervene on A to try to cause B only in a few contexts: When a dispositional agent initiates the event or when the...

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Muentener P, Bonawitz E, Horowitz A, et al. Mind the gap: investigating toddlers' sensitivity to contact relations in predictive events. PLoS One. 2012;7(4):e34061doi: 10.1371/journal.pone.0034061.
Muentener, P., Bonawitz, E., Horowitz, A., & Schulz, L. (2012). Mind the gap: investigating toddlers' sensitivity to contact relations in predictive events. PloS one, 7(4), e34061. https://doi.org/10.1371/journal.pone.0034061
Muentener, Paul, et al. "Mind the gap: investigating toddlers' sensitivity to contact relations in predictive events." PloS one vol. 7,4 (2012): e34061. doi: https://doi.org/10.1371/journal.pone.0034061
Muentener P, Bonawitz E, Horowitz A, Schulz L. Mind the gap: investigating toddlers' sensitivity to contact relations in predictive events. PLoS One. 2012;7(4):e34061. doi: 10.1371/journal.pone.0034061. Epub 2012 Apr 13. PMID: 22514616; PMCID: PMC3325978.
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Showing 1 to 12 of 156 entries