关于自然概念的最新研究

概念是在感觉和知觉的基础上产生的对事物的概括性认识,反映事物的共同属性。概念在人的心理活动中有重要的作用。人通过感官得到的感性经验是丰富多样的,感性经验以其变异性为特征。但是在感性经验基础上形成的概念却是相对稳定的。概念是人们对某种事物的全部知识经验的核心,使有关的知识经验围绕这个核心组成一定的系统。这种系统有利于知识经验的记忆。同时也为人们获得新的知识经验提供了必要的内部条件,使人能够把已有的知识经验用于各种不同的情境。     

记叙文阅读中人物第一印象的即时更新

采用移动窗口技术探讨读者在记叙文阅读中是否对人物第一印象进行即时更新。实验1探讨读者在阅读过程中是否会根据第一印象建构人物特征情境模型。实验2探讨已经形成的人物特征情境模型是否会受最近印象的影响得以更新。实验3探讨在明确描述人物特征的情况下,读者是否仍然会更新人物特征情境模型。研究结果表明,记叙文阅读中,读者会对人物第一印象进行即时更新,表现出首因效应向近因效应的转化。     

主题还是分类学? 对事物分类倾向的发展研究

研究旨在探讨个体分类倾向的发展趋势与影响因素.实验一采用图片、文字两种方式呈现实验材料,并使用不同指导语.要求被试选择三个事物中关系更近的两个.结果表明,成人比儿童具有更显著的按照主题分类的倾向,实验材料的呈现方式对于被试分类倾向没有显著影响.实验二进一步考察了分类倾向的发展轨迹,随着年龄增长,个体按照主题划分事物的倾向增强,由倾向于按照分类学规则向按照主题分类的转变可能发生在小学低中年级之间.     

阻碍效应范式中主题知识对类别学习的影响

三个实验采用阻碍效应研究范式探讨主题知识对类别学习的影响。实验1探讨定义特征维度为机械特征时,主题知识对类别学习的影响;实验2和实验3,通过考察定义特征维度为知识特征时,类别学习中阻碍效应的大小,继续探讨主题知识对类别学习的影响。实验结果发现：（1）当定义特征维度为机械特征时,主题知识的存在没有促进类别学习。这可能因为定义特征维度为机械特征,主题知识难以发现所致;（2）当定义特征维度为知识特征时,类别学习中的阻碍效应消失,证明主题知识的存在促进了类别学习。研究结果再次支持了类别学习不仅仅受到减少归类错误驱动的观点。     

特征概率影响多维和少维类别的分类学习和特征学习

探讨了特征概率对多维和少维类别的分类学习和特征学习的效果及策略的影响。结果表明高特征概率条件下,多维比少维类别的分类学习更容易,而且学到更多的特征知识,多维条件下人们更倾向于整体性加工策略,而少维条件下人们倾向于分析性加工策略。低特征概率条件下,多维比少维类别的分类学习和特征学习都困难,且两种条件下人们都倾向于采取分析性加工策略。     

自然事物认知偏好的初步实验研究

本研究从认知心理学角度采用实验方法探索自然科学学习的影响因素。发现：1自然事物的认知偏好中存在内隐学习现象。2．自然事物认知偏好的表现非常复杂：年龄的影响并不显著,经验的影响不可忽视;3．性别差异十分明显,男生比女生的自然事物认知偏好更为肯定更为积极,很可能社会性别角色是造成自然科学学习结果差异的重要原因;4．内隐组学习坦率好奇,倾向于把自然事物看得更熟悉更容易,具有更强的探究兴趣：外显组学生矜持审慎,倾向于把自然事物看得更陌生更难以理解,探究兴趣较弱。因此,科学教育要创设情境让学生潜移默化地学以致用;要帮助学生利用经验并从中获取乐趣、增长兴趣、树立志趣;要鼓励女孩子大胆挑战科学。     

多类别情境中类别特征的相似性与竞争性对特征推理的影响

探讨在多类别情境中新项目与类别成员的关系对特征推理的影响。共包括两个实验,被试是212名大一学生。实验1与实验2分别探讨类别特征的竞争性与相似性对特征推理的影响。结果表明:无论当非靶类别中目标与关键特征维度是否结合及是否预先归类时,类别特征的相似性与竞争性影响特征推理,验证了类别学习的特征概率模型。     

类别学习语言标签效应的眼动研究

采用眼动技术,通过两个实验探讨人工语言标签与真实语言标签在类别学习中的作用。实验一对33名大学本科被试施测,探讨了人工语言标签对类别学习的影响。结果发现,在人工语言标签下,个体会基于标签的相似性进行分类。实验二对34名大学本科被试施测,探讨了真实语言标签对类别学习的影响。结果发现,在真实语言标签下,个体会基于标签的类别知识进行分类。类别学习中语言标签效应的熟悉程度影响分类方式,不熟悉的类别语言标签基于相似性分类,熟悉的类别语言标签基于知识分类;基于类别知识分类准确性更高,速度更快。     

4～6岁幼儿相似性判断与类别判断的知识效应

采用类别知识的分类学习模式,选取72名4-6岁幼儿作为被试,对相似性判断和类别判断的知识效应进行实验研究。结果表明：（1）相似性判断和类别判断存在知识效应。（2）相似性判断的知识效应存在显著的年龄差异,类别判断的知识效应不存在显著的年龄差异;5岁是知识学习对幼儿相似性判断产生影响的关键时期。（3）相似性判断知识效应的性别差异不显著,类别判断知识效应的性别差异极其显著,男孩更倾向于依据学习概念所强调的属性进行类别判断。     

双类别情境中类别特征的相似性与竞争性对特征推理的影响

探讨在双类别情境中新项目与类别成员的关系对特征推理的影响。共包括两个实验,被试是126名大一学生。实验1与实验2分别探讨类别特征的相似性与竞争性对特征推理的影响。结果表明:匹配特征数量越多,匹配特征概率越低,特征推理的正确率就越高;对立特征数量越多,对立特征概率越高,特征推理的正确率就越低。验证了类别学习的特征概率模型。     

心理差异量对儿童青少年分类活动影响的研究

本研究选择自制的、被试从前未看过的墨渍图为实验材料,探讨心理差异量对分类活动的影响。以４０名１１－２０岁儿童青少年为被试,一方面使用速示仪测量墨渍图之间的心理差异量,一方面要求被试对墨渍图进行自由分类,并说明理由。结果发现：①心理差异量直接影响分类结果。②心理差异量在１１岁、１４岁与１７岁、２０岁之间存在着非常显著的差异（Ｐ〈０．０１）。③分类标准的选择的年龄差异主要表现在分类标准的复杂性方面。     

Mood and realism of confidence judgements of one''s own answers to general knowledge questions

This study examines the effect of a depressed mood on the realism of subjects' confidence judgements of the correctness of answers to general knowledge questions. Research conducted on how mood influences cognitive processes gives reason to expect that a depressed mood might increase the realism of individuals' confidence ratings. Sixty subjects were divided into three conditions, two of which were given mood induction, one condition into an elated-happy mood and one condition into a depressed-sad mood. As evidenced by subjects' responses to mood scales only the depressed condition was affected by the mood induction. All subjects answered 93 general knowledge questions and rated their confidence in the correctness of the answer given. Subjects were instructed to think aloud when answering the last 31 questions. The conditions did not differ with respect to the proportion of questions answered correctly, mean level of confidence, nor with respect to three measures of the realism in subjects' confidence ratings (calibration, over/underconfidence and resolution). The results were the same when questions answered with and without think aloud instructions were analysed separately.     

样例数量对内隐序列学习的影响

本研究采用序列学习范式,探讨了样例数量对内隐序列学习的影响,以揭示意识在学习中的作用以及内隐学习获得的知识表征。研究发现,在内隐序列学习中：（1）被试既可以记忆具体的样例知识也可以抽取抽象的规则知识;（2）样例数量影响被试对样例和规则知识的获得,在样例较少时被试可以获得更多的样例和规则知识;（3）样例数量影响被试对意识知识的获得,在本研究中仅当样例数为4时被试获得了有关样例和规则的意识知识。     

Discourse in aphasia: Integration deficits in processing reference

The present study investigated moderately impaired aphasic subjects' ability to integrate information across sentences by having them identify antecedents for ambiguous pronouns in brief narratives. In order to disambiguate the pronouns, the subjects had to consult either textual cues and/or extratextual cues. In addition, the subjects' ability to retrieve factual information was measured by having them identify explicitly stated noun referents. The results show that the aphasic subjects had significant difficulty using textual cues to resolve referents when the referents were not readily accessible through world knowledge. The patients had little difficulty interpreting referents which were recoverable from world knowledge or were stated explicitly. The explanatory power of world knowledge effects, grammatical class effects, memory effects, and linguistic integration effects in accounting for the deficit pattern observed is considered.     

Effect of exercise-based cardiac rehabilitation on mobility and self-esteem of persons after cardiac surgery

This study adopted an experimental design with using a nonequivalent, posttest only control group to study the rehabilitation outcomes of 152 persons who received cardiac surgery. 37 subjects in a rehabilitation group participated in a 2-mo. exercise-based cardiac rehabilitation programme, and another 115 subjects who did not attend the programme formed the control group. The subjects' self-esteem was measured on the Adult Source of Self-esteem Inventory by Elvoson and Fleming, and their mobility skill was measured by a simple mobility test based on New York Heart Association Classification. Analysis of covariance (with covariance analysis of the subjects' age, years of education, occupational skill, and mobility skill) indicated that the experimental group scored higher on positive self esteem and showed significantly better improvement in mobility skill. The exercise-based cardiac rehabilitation programme positively affected physical and psychological outcomes. Also, subjects' self-esteem was significantly correlated with their mobility skills (r=.21, p<.05) among those aged under 60 years (n=96) but not among those aged 60 or above (n=53).     

教育因素对认知功能年老化过程的影响

应用言语－操作和人机对话两种方式共１２项作业,完成年龄和教育因素对认知功能影响的研究,被试共７３４人,４６－７５岁．结果表明：（１）年龄和教育因素对认知成绩的影响因作业而异,分别为年龄影响明显（图象自由回忆和无意义图形再认）、教育因素影响明显（卡片分类、图象分类和矩阵填图）、年龄和教育因素影响均明显（符号数字、词对联想学习、听觉和视觉数字广度）或均不明显（心算）．（２）四项非词语性作业速度明显受年龄和教育因素的双重影响．     

Response modes, decision processes and decision outcomes

Until recently, research on riskless multiattribute decision making has generally ignored a distinction among response modes, i.e. the type of response required of the decision maker. This neglect persisted in spite of the results of early studies on preference reversals in gambles, which showed a distinct difference between the decision outcomes of choice and those of judgment. This article examines the effects of response modes in relation to two explanations proposed in recent response mode studies: the compatibility hypothesis and the response mode continuum. An experiment was conducted with a process tracing technique (information boards), in which 104 subjects made decisions on the quality of student papers submitted for publication. Four response modes were compared: selecting, rejecting, classifying, and ranking of alternatives. In addition, information load was manipulated. Response mode influenced both the decision process and the decision outcome. The results are interpreted as supporting the response mode continuum idea, but not the compatibility hypothesis. A classification of response modes is proposed.     

Effects of knowledge that attributions will be observed by others

The current study was conducted to determine if attribution statements would be affected by subjects' knowledge that their attributions of success or failure would be observed by an opposite-sex peer. At the time subjects recorded their attributions, half of them anticipated that their attributions would soon be observed in their presence by an opposite-sex peer, while the other half recorded their attributions anonymously. Results indicated that attributions of success and failure were affected by the social context. Observed subjects evidenced less tendency to attribute their failure to low ability than did nonobserved subjects. Subjects who succeeded on an identity-relevant task reported higher ability attributions under observation conditions than under nonobservation conditions. Observed subjects evidenced significantly greater willingness to attribute failure to lack of effort than did nonobserved subjects. For a task intended to be of minimal relevance to subjects' identities, nonobserved subjects attributed failure to task difficulty to a significantly greater degree than did observed subjects. Results were discussed in relation to Bradley's contention that self-serving biases in attribution can usefully be conceptualized as strategic self-presentations.     

审美概念理解对审美感性水平影响的实验探索

通常认为审美理性对审美感性有消极影响。这至少对认知心理学和人工智能的研究与发展形成了一种障碍。本研究以审美概念理解作为审美理性活动的典型式,对二者的实际关系进行探索。实验对象分为A类普通被试和B类艺术专业被试。结果表明：无论是否通过专门的审美概念学习训练,实验组和对照组的审美概念理解与审美感性水平的发展都呈共同上升趋势：通过学习训练,审美概念理解程度有显著提高,且显著有助于AB两类被试审美感受总水平提高;审美概念理解的“合理性”（正确性与精确性）是对审美感性各因素影响的显著因子,而其“事实例举”对于审美感性中的审美感知、审美联想、审美情感等是显著因子。A类小学5年级被试的审美感知和审美情感、B类大学美术专业2年级被试的审美感知,实验前后无显著差异,这表明审美理性对审美感性所具有的积极影响,在一定条件下是有限的。     

The impact of character attribution on composite production: A real world effect?

Facial memory draws upon both veridical detail and beliefs based upon prior knowledge and stereotypes. Shepherd, Ellis, McMurran, and Davies (1978) demonstrated that subjects' perception and subsequent reconstruction of a face using the “Photofit” kit was significantly influenced by whether they believed the person to be a multiple murderer or a local hero. The current study explored whether similar effects would occur when the face involved was one of four male celebrities about which subjects held pronounced positive or negative views and where reconstruction was accomplished using the computerised “E-fit” composite system. Semantic differential ratings showed significant influences of liking on subjects' perception and reconstruction of the faces involved, though the pattern of effects was not always readily predictable. Liking also influenced accuracy of reconstruction; ranking and naming data showed that the best composites were made by subjects who disliked the target and made their reconstructions with the aid of a photograph.