Zobrazeno 1 - 10 of 63 pro vyhledávání: '"Dale J. Cohen"'
1
Akademický článek
Depression Induced Quantity Estimation Bias Manifests Only Under Time Constraints
Autor: Madeline R. White, Dale J. Cohen
Publikováno v: Journal of Numerical Cognition, Vol 8, Iss 1, Pp 183-201 (2022)
Here, we assess whether quantity representations are influenced by the perceptual biases hypothesized to manifest in depressive individuals. In contrast to this clinical model, several prominent models of numerical cognition assume that quantity repr
Externí odkaz: https://doaj.org/article/84f50f8ce5304402a26a239269744683
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2
Akademický článek
The Effects of Depression on Number Perception and its Implications for Theories of Numerical Cognition
Autor: Dale J. Cohen, Katherine A. Barker, Madeline R. White
Publikováno v: Journal of Numerical Cognition, Vol 5, Iss 1, Pp 105-121 (2019)
Most theories of numerical cognition assume that the perception of a quantity is independent of that which the quantity describes (termed an abstract quantity representation). Beck’s cognitive theory of depression, in contrast, assumes that depress
Externí odkaz: https://doaj.org/article/6ac2bebba4324fd1868d627ad13b05b5
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3
Akademický článek
In Vision It Is Groups, Rather Than Maps, That Determine How We Perceive the World
Autor: Philip T. Quinlan, Keith Allen, Dale J. Cohen
Publikováno v: Vision, Vol 6, Iss 3, p 51 (2022)
This paper presents the results of a study that used a speeded counting task to adjudicate between two competing theories of how perceptual representations of visual objects are derived. Boolean map (BM) theory assumes that there are strict limits on
Externí odkaz: https://doaj.org/article/7be86e5a873a4cc892c6964431cadd9a
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6
Psychological value theory: The psychological value of human lives and economic goods
Autor: Katelyn E. Freda, Dale J. Cohen, Madeline R. White, Amanda R. Cromley
Publikováno v: Journal of Experimental Psychology: Learning, Memory, and Cognition. 48:2015-2050
Here, we present a strong test of the hypothesis that sacrificial moral dilemmas are solved using the same value-based decision mechanism that operates on decisions concerning economic goods. To test this hypothesis, we developed Psychological Value
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0bbae42a0723dc79e2c2fe09b0ee6205
https://doi.org/10.1037/xlm0001047
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7
On the Reliable Identification and Effectiveness of Computer-Based, Pop-Up Glossaries in Large-Scale Assessments
Autor: Jon Cohen, Frank Rijmen, Dale J. Cohen, Alesha Ballman
Publikováno v: Applied Measurement in Education. 33:378-389
Computer-based, pop-up glossaries are perhaps the most promising accommodation aimed at mitigating the influence of linguistic structure and cultural bias on the performance of English Learner (EL)...
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::bd599d63d10da672a3fbbb9667253f8c
https://doi.org/10.1080/08957347.2020.1789137
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8
Further insights into the operation of the Chinese number system: Competing effects of Arabic and Mandarin number formats
Autor: Xingyu Liu, Dale J. Cohen, Philip T. Quinlan
Publikováno v: Memory & Cognition
Here we report the results of a speeded relative quantity task with Chinese participants. On each trial a single numeral (the probe) was presented and the instructions were to respond as to whether it signified a quantity less than or greater than fi
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b1740aaf4c39d3207f9a01d31f987a5a
http://europepmc.org/articles/PMC7683487
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9
Effects of Item Modifications on Test Accessibility for Persistently Low-Performing Students with Disabilities
Autor: Dale J. Cohen, Werner Wothke, Jin Zhang
Publikováno v: Applied Measurement in Education. 32:269-280
Construct-irrelevant cognitive complexity of some items in the statewide grade-level assessments may impose performance barriers for students with disabilities who are ineligible for altern...
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::34f7be2c279f81cea6053485182cc82a
https://doi.org/10.1080/08957347.2019.1660343
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10
Experimental bias in number-line tasks and how to avoid them: Comment on Kim and Opfer (2017) and the introduction of the Cohen Ray number-line task
Autor: Dale J. Cohen, Austin Ray
Publikováno v: Developmental psychology. 56(4)
Kim and Opfer (2017) report data that demonstrate children produce a negatively accelerating (e.g., logarithmic) response pattern in the unbounded number-line task. This pattern of results is the opposite of those generally reported for the unbounded
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cc8412736c13ba9bb2ff5334b4924b79
https://pubmed.ncbi.nlm.nih.gov/32134299
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