句子理解中颜色信息的心理表征

采用混合实验设计、实时和事后的句子-图片匹配范式, 以隐含物体典型颜色和非典型颜色信息的句子为实验材料, 以被试对图片的反应时间和阅读时间为因变量指标, 通过不同时间间隔的设置以及不同的实验程序, 探讨了句子理解中静态和动态颜色信息心理表征的特点。结果表明：(1)在加工时间有限的情况下, 两个加工任务是否竞争相同的认知资源是造成句-图范式下匹配易化和不匹配易化的关键因素。(2)对于句子隐含的静态颜色信息, 大脑对典型颜色信息的心理表征具有即时性和局部性, 而对非典型颜色信息的心理表征还具有非局部性的特点。(3)对于句子隐含的动态颜色信息, 大脑不能对其进行即时的心理表征, 这种动态颜色信息的心理表征是在句子阅读晚期发生的。     

汉语确定性无界否定句模拟加工的时间进程

以往关于否定句理解的心理模拟过程是一步完成的还是两步完成的, 结果并不一致, 这与各个研究使用的实验材料类型有关。本研究以汉语确定性无界否定句为研究对象, 采用句-图匹配范式和2(句子类型：汉语确定性无界肯定句和汉语确定性无界否定句) × 2 (图片描绘事物状态与句子描述的事物状态的匹配类型：匹配与不匹配)被试内实验设计, 以对图片判断的反应时和正确率为指标, 探讨其理解的早期(250 ms)、中期(750 ms)和晚期(1500 ms)的心理模拟过程。研究结果表明：确定性无界否定句理解的心理模拟是分两步进行的, 首先模拟的是否定句的被否定状态, 随着加工时间的推进, 完成了对确定性无界否定句的第二步模拟即对实际状态的模拟。但是, 比其他类型否定句的模拟过程所用的时间要短, 即在阅读理解的中期就完成了心理模拟。     

主人公的动机水平对句子理解中心理模拟的影响

通过两个实验, 考察了主人公的动机水平对句子理解中读者的心理模拟的影响。实验1采用移动窗口技术, 记录读者阅读句子中目的地词语的时间; 实验2采用视觉情景眼动范式, 主试播放描述运动的句子, 同时呈现相应的情境图片, 记录读者扫描图片中主人公、路径和目的地的时间。实验结果表明：(1)主人公的动机水平影响读者对目的地词语的阅读时间, 主人公的动机水平越高, 读者的阅读时间就越短; (2)读者对情景图片的扫描受主人公的动机水平影响, 主人公的动机水平越高, 读者对路径区域的扫描时间就越短, 对目的地区域的扫描时间就越长。两个实验均表明, 在句子的实时加工中, 读者可以通过再入情境, 遵循先内后外的顺序, 先模拟主人公的动机水平, 继而模拟主人公的动作, 从而影响对句子的注视和理解。研究结果支持语言加工的具身认知观。     

情绪对职业决策的影响

职业决策是决策研究领域的重要课题,引起了心理学家和决策研究者的高度关注.本文在以往研究的基础上,引人情绪和职业种类变量探讨了情绪对职业决策的影响,结果显示:(1)无论是四种还是八种职业决策任务,积极情绪的被试同消极情绪的被试相比,信息搜索的时间较长,信息搜索的深度显著增加;(2)在职业选择策略上,积极情绪的被试更加倾向于基于选项的加工,而消极情绪的被试随着从四种职业决策任务到八种决策任务的转变,逐渐倾向于基于属性的加工;(3)情绪影响了决策者职业决策的信息加工能力.     

为什么快乐在“上”，悲伤在 “下”? ——语篇阅读中情绪的垂直空间隐喻

以具有一定情境的语篇作为实验材料,采用引导范式和无关任务范式,探讨了“快乐是上,悲伤是下”这一情绪的垂直空间隐喻在语篇阅读中的心理现实性。实验1要求被试阅读情绪语篇后,对呈现在屏幕上方或下方的字母“F”或“J”进行判断。结果发现,被试阅读积极情绪语篇后对呈现在空间位置上方的字母反应更快,阅读消极情绪语篇后对呈现在空间位置下方的字母反应更快,表明语篇阅读中存在情绪的垂直空间隐喻的始源域向目标域映射的心理现实性。实验2要求被试阅读含有空间位移的语篇后对随机呈现在屏幕上方或下方的图片中面孔人物的性别进行判断。结果发现被试阅读含有在空间中向上移动的语篇后对积极情绪图片反应更快,阅读含有在空间中向下移动的语篇后对消极情绪图片的反应更快,说明语篇阅读中存在情绪的垂直空间隐喻的目标域向始源域映射的心理现实性。研究表明：语篇阅读中读者可以产生情绪的垂直空间隐喻,并且空间这一始源域和情绪这一目标域具有双向映射的性质。     

积极情绪强度对广告外显和内隐记忆的影响

采用60张情绪效价图片,运用加工分离范式研究积极情绪强度对大学生广告外显和内隐记忆的影响,并考察了情绪图片的效价对品牌偏好的影响。实验结果表明:(1)高强度与低强度的积极情绪均对外显记忆有促进作用,积极图片和消极图片的外显记忆优于中性图片。(2)低强度的积极情绪对内隐记忆有促进作用,高强度的积极情绪对内隐记忆有抑制作用。而中性图片的内隐记忆好于消极图片和积极图片。(3)较消极和中性图片,被试更偏爱积极图片后呈现的品牌。     

被试性别对情绪识别的影响

情绪作为人类反映客观世界的一种形式,是人心理的重要组成部分,它具有组织功能、适应功能、信号功能与动机功能。情绪识别是一种基本的情绪能力,识别他人的情绪对于理解他人的心理状态,预测他人的行为,更好地处理与他人的关系都有着重要的作用。目前,对情绪识别的脑机制已经有了大量的研究,主要探讨了对不同情绪类型及不同情绪效价的识别。本文使用E-prime软件对不同性别的被试(男、女)呈现人脸图片,使其对不同情绪(积极情绪、消极情绪)的人脸图片在电脑上做出按键反应并记录反应时,以探讨不同被试性别对情绪识别的影响。     

积极情绪对任务转换的影响

通过两个行为实验考察了积极情绪图片所诱发的情绪状态对任务转换的影响及其机制。研究任务是数字分类任务,分为保持和转换两个阶段。首先要求被试对靶刺激形成一定的习惯化反应,然后改变任务要求。实验1以53名大学生为被试,分别在积极情绪、消极情绪和中性条件下完成任务,发现在与中性条件相比时,积极情绪促进任务转换,消极情绪延缓任务转换。实验2以37名大学生为被试,增加了一种转换条件,考察积极情绪促进任务转换的心理原因,结果表明积极情绪因偏好新异刺激而促进任务转换     

情绪的相容性对创造性思维的影响

为探讨具身内隐情绪和外显情绪之间的相容性和不相容性对创造性思维的影响，实验采用情绪视频启动范式诱发被试的积极情绪或消极情绪，同时采用面部表情操纵技术诱导其具身积极情绪或具身消极情绪，然后要求被试完成创造性思维测验中的替代使用任务（AUT）与顿悟字谜测验。结果发现：在积极情绪下，情绪相容组的AUT流畅性得分显著高于情绪不相容组；而在消极情绪下，情绪相容组的AUT原创性得分与顿悟字谜得分显著高于情绪不相容组；灵活性在两种情绪条件下的差异均不显著。结果表明，面部表情和外显情绪的相容性有利于创造性思维的表现，积极情绪和消极情绪下的情绪相容性分别影响着创造性思维的不同成分。     

线索—提示任务下情绪对注意转换的影响

大量研究表明情绪状态会影响认知灵活性。本研究运用情绪影片片段作为情绪诱发的手段,以68名女大学生为被试,采用线索-提示任务范式考察了不同情绪效价(积极、消极)对认知灵活性重要成分之一注意定向转换的影响。结果发现,对于有效提示,积极情绪和消极情绪两种条件下的反应时差异不显著;对于无效提示,积极情绪下的反应时显著快于消极情绪;而且,积极情绪下的线索有效性效应不显著,但消极情绪下表现出显著的线索有效性效应。实验结果说明,积极情绪有助于注意定向的转换,消极情绪延缓了注意定向的转换。这一结果进一步支持了积极情绪扩展认知范围,而消极情绪缩窄认知范围的观点。     

语境与颜色诊断性对句子理解中物体隐含颜色知觉模拟的影响

具身认知理论的代表知觉符号系统认为知识表征具有知觉特点,并假设语言理解中对于所涉及概念及其隐含属性会即时进行知觉模拟。当前研究采用句图匹配范式,通过三个实验探讨句子理解中是否会对物体隐含颜色属性进行知觉模拟及其具体条件。实验1沿用经典范式验证语言理解中对物体隐含颜色存在知觉模拟过程。实验2通过变化句子前语境考察语境是否支持对于物体隐含颜色知觉模拟的影响。实验3进一步考察当颜色属性与其对应物体存在稳定关联时(即具有高颜色诊断性的物体),在不同语境作用下是否会引起知觉表征的变化。研究结果表明,语言理解中知觉模拟过程是灵活的,语境改变会引起读者所激活的物体颜色知觉表征发生变化,并且对于高颜色诊断物体,即使缺乏支持语境,读者仍然会对句中隐含的物体特定颜色进行知觉模拟。     

有关运动的语言理解的知觉模拟

针对阅读理解是建构抽象命题网络的传统理论,知觉符号理论提出：阅读加工是建构语言所述事件的知觉模拟,并由此推论：有关运动的语言理解包括动态的知觉模拟。该动态模拟假设得到一些实证研究的支持。行为学上的研究证明了语言理解中动态知觉模拟的存在,还对这种模拟的机制进行了初步探讨。该假设也得到一些认知神经科学研究的支持。作为一种新兴的观点,动态模拟假设还需要深入的检验,以进一步充实知觉符号理论的语言理解模拟观     

汉语句子理解中物体隐含颜色心理模拟的ERPs研究

当前研究采用事件相关电位(ERPs)技术,同时沿用经典的句图匹配范式,考察句子理解中物体典型颜色与非典型颜色的心理加工过程在脑电活动上的反映。实验中被试先阅读句子再判断句子后呈现的图片物体是否在句子中出现过,句子中隐含的物体颜色或是关键物体的典型颜色或是非典型颜色。实验结果发现,典型颜色句子版本下句图不匹配条件比句图匹配条件引发了更大的N400效应;而非典型颜色句子版本下两者N400差异不显著。研究结果表明,人们在汉语句子理解过程中会实时对隐含的物体颜色信息进行心理模拟。并且,句子隐含物体颜色的典型性是造成匹配易化或不匹配易化的关键因素之一。     

言语理解中的知觉符号表征与命题符号表征

采用移动窗口技术探讨言语理解中信息表征的方式。被试为华南师范大学本科生96名。实验材料按照探测图画中物体的形状跟先前阅读的句子中描述的物体的隐含形状的关系总体上分为两类,一类是匹配版本,一类是不匹配版本。采用相关样本t检验分别对两种条件下图画再认的反应时间和正确率进行统计分析。实验1中被试读完句子以后马上进行图画探测任务,结果表明这时被试头脑中进行的是知觉符号表征。实验2中被试的阅读任务难度增大,结果表明这时被试头脑中进行的是命题符号表征。实验3中被试阅读的关键信息进入长时记忆以后再进行图画探测任务,结果表明这时被试头脑中进行的也是命题符号表征。总的实验结果表明言语理解中既存在知觉符号表征,也存在命题符号表征,知觉符号表征是信息表征的一种早期状态,人类头脑中最终的信息表征形式主要是命题符号表征。     

Perceptual simulation in developing language comprehension

We tested an embodied account of language proposing that comprehenders create perceptual simulations of the events they hear and read about. In Experiment 1, children (ages 7–13 years) performed a picture verification task. Each picture was preceded by a prerecorded spoken sentence describing an entity whose shape or orientation matched or mismatched the depicted object. Responses were faster for matching pictures, suggesting that participants had formed perceptual-like situation models of the sentences. The advantage for matching pictures did not increase with age. Experiment 2 extended these findings to the domain of written language. Participants (ages 7–10 years) of high and low word reading ability verified pictures after reading sentences aloud. The results suggest that even when reading is effortful, children construct a perceptual simulation of the described events. We propose that perceptual simulation plays a more central role in developing language comprehension than was previously thought.     

You heard it here first: Readers mentally simulate described sounds

The present experiments examined whether readers spontaneously simulate implied auditory elements of sentences. Participants read sentences that implicitly conveyed details that could provoke auditory imagery (e.g., The engine clattered as the truck driver warmed up his rig.), and then performed an unrelated sound categorization task during which they classified sounds as real (occurring in the world) or fake (computer generated). In Experiment 1 these two tasks were performed in sequence; in Experiment 2 they were separated into three experimental blocks to rule out the possibility that readers strategically formed auditory imagery as a result of task demands. In both studies, readers were faster to correctly categorize sounds as ‘real’ when the sounds had been implied by a preceding sentence. These results suggest that readers mentally simulate the implied auditory characteristics of sentences, even in the absence of tasks that promote mental simulation. Mentally simulating described events is not limited to visual and action-based modalities, further demonstrating the multimodal nature of the perceptual symbols spontaneously activated during reading.     

Automatic perceptual simulation of first language meanings during second language sentence processing in bilinguals

Research supports the claim that, when understanding language, people perform mental simulation using those parts of the brain which support sensation, action, and emotion. A major criticism of the findings quoted as evidence for embodied simulation, however, is that they could be a result of conscious image generation strategies. Here we exploit the well-known fact that bilinguals routinely and automatically activate both their languages during comprehension to test whether this automatic process is, in turn, modulated by embodied simulatory processes. Dutch participants heard English sentences containing interlingual homophones and implying specific distance relations, and had to subsequently respond to pictures of objects matching or mismatching this implied distance. Participants were significantly slower to reject critical items when their perceptual features matched said distance relationship. These results suggest that bilinguals not only activate task-irrelevant meanings of interlingual homophones, but also automatically simulate these meanings in a detailed perceptual fashion. Our study supports the claim that embodied simulation is not due to participants' conscious strategies, but is an automatic component of meaning construction.     

Evidence for the Role of Shape in Mental Representations of Similes

People mentally represent the shapes of objects. For instance, the mental representation of an eagle is different when one thinks about a flying or resting eagle. This study examined the role of shape in mental representations of similes (i.e., metaphoric comparisons). We tested the prediction that when people process a simile they will mentally represent the entities of the comparison as having a similar shape. We conducted two experiments in which participants read sentences that either did (experimental sentences) or did not (control sentences) invite comparing two entities. For the experimental sentences, the ground of the comparison was explicit in Experiment 1 (“X has the ability to Z, just like Y”) and implicit in Experiment 2 (“X is like Y”). After having read the sentence, participants were presented with line drawings of the two objects, which were either similarly or dissimilarly shaped. They judged whether both objects were mentioned in the preceding sentence. For the experimental sentences, recognition latencies were shorter for similarly shaped objects than for dissimilarly shaped objects. For the control sentences, we did not find such an effect of similarity in shape. These findings suggest that a perceptual symbol of shape is activated when processing similes.     

Do readers mentally represent characters' emotional states?

Abstract

Subjects read stories that described concrete actions, such as a main character stealing money from a store where his best friend worked and later learning that his friend had been fired. Following each story, subjects read a target sentence that contained an emotion word that either matched the emotional state implied by the story (e.g. guilt) or mismatched that emotional state. In Experiment 1, target sentences were read more slowly when the mismatched emotion words were the perceived opposites of the emotional states implied by the stories (e.g. pride). In Experiment 2, target sentences were read more slowly when the mismatched emotion words shared the affective valence of the implied emotional state; therefore, readers must represent more than simply the affective valence of the emotional states. Instead of reading target sentences that contained matching versus mismatching emotion words, subjects in Experiment 3 simply pronounced matching versus mismatching emotion words. Mismatching emotion words were pronounced more slowly. These experiments suggest that readers form explicit, lifelike, mental representations of fictional characters' emotional states, and readers form these representations as a normal part of reading comprehension.