Adaptation-Level. Hlesry Revised

艾尔'这里与赫尔森的适应性水平理论（AL理论）不同。它预测了一种类型的主题平等（PSE），并定义为等同于刺激的价值。哪一种方法可以在操作上进行中立的判断和反应？公式（1）可以应用于该系列刺激法（Xi）中的会话，由单一刺激法提供。公式（2）可以应用于使用锚定刺激（C）或标准刺激的会话。公式（3）可以应用于第一节中没有C的单一刺激方法所呈现的方法，而其中受到锚刺激的长期抑制效果（LTREAS）的影响。我用两个类别做了一个加权实验， I.。e. e. light and heavy， under the condition n=2 （X1=100， X2=110）。我对F组物体上方的A、B、E和FZ的重量进行了实验和计算; 6年-ol、8年-ol、10年-ol、12年-ol和学院学生，我解释了他们的交叉部分 ... More 从发展心理学的观点来看，本实验研究的目的是通过修改AL理论来创建一个新的理论公式，构建一个定量理论，并引入一个新的公式来开发心理学。A Lo" =CHISIGMApi（CHi-CHI·并确定了e、a、b和fZ的价值观。我发现6岁老学生组和学院学生组的价值观较小，而10岁老学生组的价值观最大，而8岁和12岁老学生的价值观在中间。我从“set”、“orientation”和“expectation”中获得此结果，使其成为10年旧组的最大值。a和b的价值观与赫尔森的结果不同： a更有效（大于b），大约6到9次比b大。对于我计算的每个主题，C在30秒后的直接影响是什么？Less（低）

AL' here is different from AL in Helson's Adaptation-Level Theory (AL Theory). It predicts one type of Point of Subjective Equality (PSE) and is defined as equivalent to the value of the stimulus. Which induces operationally neutral judgment and response. Formula (1) can apply to sessions in which the series stimuli (Xi) are presented by the single stimulus method. Formula (2) can apply to sessions which use anchoring stimuli (C) or standard stimuli. Formula (3) can apply to the first session which is presented by the single stimulus method without C and which is influenced by Long-Term Residul Effects of Anchoring Stimulus (LTREAS). I conducted a weighted-lifting experiment by using the two categories, i. e. light and heavy, under the condition n=2 (X1=100, X2=110). I experimented and calculated the weights of a, b, e, and fZ in the formulae above for five groups of subjects ; 6-year-ols, 8-year-lods, 10-year-olds, 12-year-olds and college students, and I explained them cross-sectiona … More lly from the viewpoint of developmental psychology. The purpose of this experimental study is to create a new theoretical formula by modifying AL Theory, to construct a quantitative theory and to introduce the new formulae to developmental psychology.A Lo" =CHISIGMApi (CHIi-CHI ・・・・・・・・・・・・ (4)I calculated ALO" which is observed values from Formula (4), substituted this ALO" for AL' in Formulae (1), (2), and (3), and determined the values of e, a, b and fZ. I found that the e values of the 6-year-old group and the college student group are small and those of the 10-year-old group are maximum, while those of the 8 and 12-year old groups are in the middle. I inferred from this result that "set", "orientation" and "expectation" become maximum for the 10-year-old group. The values of a and b are different from the Helson's results : a is more effective (than b) and about from 6 to 9 times larger than b. For each subject I calculated quantitatively fZ, which is the residual effect of C after 30 seconds. Less