Titlebook: Reminiscence, Motivation, and Personality; A Case Study in Expe H. J. Eysenck,C. D. Frith Book 1977 Springer Science+Business Media New Yor

ingrate

Transfer of Training and Interpolated Activityed with a control group that learns task B without any prior training. From this comparison we can discover whether learning task A has any effect on the learning of task B. In the second experimental paradigm task B is practiced twice, separated by an interval during which task A is practiced. Here

小步走路

慌張

Individual Differences: Extraversionrences into their discussions; they found it impossible to account for the peculiarities of individual protocols without postulating (often ad hoc) personality qualities which might explain such departures from expectation. It would be easy to read too much into these early efforts; there is little

organism

Individual Differences: Schizophreniarformance of schizophrenics on a simple addition task (massed practice for 10 min), followed by a pause of 5 min (Kraepelin, 1913). Performance increased markedly after the rest pause, but then sank to a low level. Hoch (1901), a pupil of Kraepelin’s, used the ergograph in his experiments; he found

chandel

incredulity

Strategies in Performance: What Is This Thing Called Learning?s concepts such as reactive inhibition, conditioned inhibition, and involuntary rest pauses were abandoned in favor of the single factor of consolidation. However, in another, and perhaps more important, sense this new model was very much within Hull’s tradition. For, as in Hull’s models of behavior

hardheaded

Fulsome

侵略者

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