INTELLIGENCE TESTING,COGNITION, AND INSTRUCTION*

This paper examines the implications of recent theory and research in cognitive psychology for the understanding and assessment of intelligence. Three major themes are developed. The first has to do with how changes in the social and educational climate for testing can influence the conception of intellectual competence and the technology of testing. The second theme concerns the ways that cognitive psychology, with its emphases on memory, problem-solving, and knowledge acquisition, has begun to provide a new framework for viewing differences in intellectual functioning. Finally, it is argued that study of the kinds of performances required for success in school suggests ways in which intelligence testing can be made more responsive to current social and educational needs.     

Intelligence research at the interface between differential and cognitive psychology: Prospects and proposals

There seems to be widespread agreement among theoreticians and methodologists alike that new approaches to studying intelligence should somehow combine the differential and cognitive (information-processing) approaches that have been used in the past, and that the combination should somehow enable the investigator to isolate components of intelligence that are elementary (at some level of analysis). Researchers disagree, however, as to how the differential and cognitive approaches should be combined, and consequently, in how elementary components of intelligence should be isolated and in what they are. How does an investigator choose from among the multiple paths available for theory and research? In this article, I propose some guidelines that may help investigators make informed choices. The article is divided into three major parts. In the first, I propose guidelines for choosing from among various methodologies for studying intelligence, and then describe briefly at least some of the methods that meet (or come close to meeting) these guidelines. In the second part, I propose guidelines for the specification of subtheories (and eventually, full-fledged theories) of intelligence, and illustrate how these guidelines can be met. Finally, I describe the direction in which I believe our subtheories and methods should lead us.     

认知神经科学关于表象的研究

表象是不是除命题表征之外的一种独立的表征问题一直是心理学上争论不休的话题。争论的焦点主要在视觉表象与视知觉的关系上,有些研究发现视觉表象能够激活视觉系统,甚至能够激活较早的视觉皮质(如V1区),而且视知觉的选择性障碍也会导致相应的视觉表象障碍,但另外的研究却没有发现视觉表象能够激活较早的视觉皮质,而且发现视觉表象与视知觉存在双重分离。文章最后讨论了视觉表象研究中存在的一些问题。     

认知神经科学的心理学理论价值

从认知神经科学面临的三个挑战--(1)神经科学是“还原” 的,不能完全解释一个人的心理活动过程;（2）认知神经科学无法真正解释人的心理与行为;（3）认知神经科学只能揭示出神经事件与认知活动或行为活动的相关性--入手来讨论其心理学理论价值,阐明认知神经科学在心理学研究中的重要地位及主流趋势。同时指出,认知神经科学只是心理学学科门类中的一种,它能解决的问题也只限于特定的范围,对它要有科学理性的认识和定位。     

Stereotype threat and group differences in test performance: a question of measurement invariance

Studies into the effects of stereotype threat (ST) on test performance have shed new light on race and sex differences in achievement and intelligence test scores. In this article, the authors relate ST theory to the psychometric concept of measurement invariance and show that ST effects may be viewed as a source of measurement bias. As such, ST effects are detectable by means of multi-group confirmatory factor analysis. This enables research into the generalizability of ST effects to real-life or high-stakes testing. The modeling approach is described in detail and applied to 3 experiments in which the amount of ST for minorities and women was manipulated. Results indicate that ST results in measurement bias of intelligence and mathematics tests.     

Psychology of Science/Theology of Science: Reaching Out or Narrowing?

Formalizing a “psychology of science” today will constrain intellectual freedom in ways more likely stultifying than liberating. We should be more improvisational in seeking ideas from academic psychology to develop a more comprehensive purview. I suggest that a psychology of science should look at systematic theology and empirical theology. Liberal theologians have long experience trying to distill from religion those structural aspects that affirm openness in a search for truth. Science, as well as religion, has its myths and rituals, but theologians are more experienced than scientists at a large mythohistorical scale. There are distortions in the extreme degree to which psychological science has traditionally emphasized empiricism, positivism, hypothesis testing, and falsifiability. I argue for less critical reduction and more creative augmentation. This could include looking outside academia at cognitive competencies of people in trades. Exaggerated parsimony is an old story. This is illustrated by the opposition to David Hartley's 1749 theory of neural oscillations. There is an inexorable “margin of uncertainty” where scientific prediction and control can never outstrip the new uses to which human beings put ideas. Facts and values interact in this margin; theology has long made a home there, but scientists sometimes have been excessive in rejecting the “naturalistic fallacy.” There is also often a degree of disingenuousness in psychology's reluctance to take subjective phenomena seriously; here there may be lessons in how empirical theology has handled subjectivity, as well as in taking an honest look at the way much of the methodology of experimental psychology incorporates subjective assessments. Feist's book is a start, but these things need more thought before codifying a psychology of science.     

基于情绪认知评价理论的虚拟人情绪模型研究

情感计算是人工智能的前沿领域之一,建立具有情绪表现力的人机智能系统具有广泛的社会需求。本文分析了基于情绪认知评价理论的情绪建模方法,总结了典型的虚拟人情绪计算模型,归纳了情绪和感知的相关成果,梳理了虚拟人情绪表现方法。针对情绪建模所要深入研究的问题,分析现有研究中存在的不足,对虚拟人情绪模型研究的未来发展方向提出了建议,为进一步深入研究虚拟人情绪模型提供了参考。     

Intelligence and the rest of cognition

Cognitive psychologists have become enamored with intelligence. Increasingly, the theories, findings, and methods of what is known as the information processing approach are being used in attempts to explain intelligence related phenomena. This article examines intelligence from a different perspective, which emphasizes domain-specific constraints on knowledge structures. It is argued that conceptions of what intelligence is and how it relates to the rest of cognition can vary considerably when viewed from the vantage points of these two perspectives. The constraints approach views intelligence as being closely related to a special subset of all of our cognitive abilities and as having unique distinguishing properties. It is also argued that the evaluation of any cognitive ability as being intelligent depends crucially on a prior specification of the formal constraints on the domain or domains of knowledge from which that ability originates.     

Attachment theory and research: Resurrection of the psychodynamic approach to personality

Since the rise of the social-behaviorist approach to personality and its elaboration with cognitive concepts following “the cognitive revolution,” psychodynamic theories, usually identified with Sigmund Freud, have taken a beating. This makes it easy for mainstream personality-social psychologists to brush the psychodynamic approach aside. At the same time, researchers in both developmental and personality-social psychology have made great progress in testing and elaborating ideas presented by John Bowlby in his famous trilogy on attachment and loss. What outsiders to that perspective may not realize is that Bowlby was a psychoanalyst who saw himself as retracing Freud’s steps but with the advantage of new theoretical and empirical strategies. In this article, we conceptualize attachment theory as a contemporary psychodynamic approach, show how this theory has helped to bring psychodynamic psychology back to life, and review empirical evidence from our laboratories that supports many of the psychodynamic hypotheses advanced by Bowlby.     

Enhancing social diffusion theory as a basis for prevention intervention: A conceptual and strategic framework

Social diffusion theory has recently been recognized as a promising approach for large-scale disease prevention and health promotion efforts. This paper describes how principles and tactics from social cognitive theory, operant psychology, social psychology, social marketing, and the overarching stages of change model can be used to further develop the conceptual and strategic (technological) bases of social diffusion theory. Within an integrative framework, we discuss in detail more effective ways to train peer mediators of behavior change as one example of how social diffusion theory can benefit from this conceptual and strategic reformulation. We then further illustrate the use of peer mediators of change in human immunodeficiency virus (HIV) and cancer prevention intervention studies with both interventions training peer mediators to diffuse information, norms, and risk reduction strategies. Although the results of these studies showed reductions in high-risk behaviors across population segments, more closely following the framework discussed in this article should further increase the behavior change potential of future interventions based on social diffusion theory.     

“认知科学”与“第二代认知科学”刍议

以计算隐喻为核心假设的传统认知心理学以及联结主义心理学均不能克服离身心智（disembodied mind）的根本缺陷,当代认知心理学正面临着新的范型转换。以具身性和情境性为重要特征的第二代认知科学将日受重视,并促使认知神经科学进入新的发展阶段。作者认为在身心关系上应该坚持生理只是心理的必要条件,而非充分条件的立场,克服生理还原论的危险;应该重新审视基于二元论的生理机制这种说法;心理学传统中的科学主义和人文主义有可能在第二代认知科学强调认知情境性的基础上达成某种融合;第一代认知科学对意识的研究是不成功的,因为对知觉、注意、记忆、思维等心理过程的研究不能代替意识的研究,同时还应避免以意识内容的研究取代心理学研究的倾向。第二代认知科学中的动力系统理论关于变量（因素）之间的偶合（coupling）关系完全不同于变差分析中的变量之间的交互作用关系”,其动力系统模式可能更有助于破解意识的产生（涌现）之谜,并引发心理学研究的方法论的变革新潮。第二代认知科学的兴起将启发人们对身心关系、生理还原论、意识研究在心理学中的地位、人工智能对心智完全模拟的可能性等重大问题重新思考     

元认知研究的理论意义

简要介绍了弗劳威尔、布朗等人的元认知理论和斯登伯格的元成份理论。这些理论的基本思想是一致的──重视认知主体对自身认知活动的计划、监控、评价和调节。元认知思想与皮亚杰的形式运算、自我调节以及平衡化思想有着深刻的内在一致性。而且,无认知的本质可以用控制论思想加以说明。     

The development of adaptive competence: Why cultural psychology is necessary and not just nice

I argue that developmental psychologists need to view cultural approaches to cognitive development as necessary and not just nice. Cultural psychology enables one to study problems one otherwise might not be able to study and also to identify solutions to problems that might be obscured or even distorted if one looked only at results within a single culture (usually, one’s own). I describe work my colleagues and I have done around the world addressing specific problems such as what does it mean to be adaptively intelligent in various cultures, how does illness affect intellectual functioning, and what do people even mean by “intelligence” in different cultures. The results show that cognitive development can be fully understood only if one looks beyond one’s own cultural boundaries and preconceptions. The article further argues that a theory of successful intelligence can be a useful way of studying phenomena of intellectual development within a cultural framework.     

Remembering Arthur Kornhauser: industrial psychology's advocate for worker well-being

Arthur Kornhauser was an early industrial psychologist whose contributions have been neglected in written histories of applied psychology. Throughout his career, he was a staunch advocate for an industrial psychology that concentrated on improving workers' lives. This article describes his contributions to improving worker well-being in the research areas of testing, employee attitude surveying, labor unions, and mental health of workers. His most enduring quality was his outspoken advocacy for an industrial psychology that addressed workers' issues instead of management's prerogatives. On the basis of Kornhauser's accomplishments, a case can be made for him as one of industrial and organizational psychology's most important early figures.     

具身框架下的社会认知研究述评

具身理论是继计算隐喻、联结主义之后诠释人类是如何获取知识表征世界这样一个本质性问题的新视角, 指出概念系统的建构对真实身体及其身体活动的体验的依赖, 即具身性。随着认知科学的快速发展, 具身理论已从原始阶段的哲学思辨成为认知心理学、社会认知等领域解释各种现象的一种新的研究范式。文章简要回顾了具身理论的起源及发展, 选取了社会认知心理学中主要的研究对象, 即态度、社会知觉、情绪等, 总结具身理论在这些领域的研究范式及最新研究成果。最后, 文章从实证的角度指出在社会认知领域中以具身理论为框架开展实证研究时值得注意的要点, 并提出此类研究结合其他研究视角(例如, 神经科学, 跨文化心理学)的可能性。     

Internet and the support of psychology education

The Computers in Teaching Initiative (CTI) Centre for Psychology has been promoting the use of computers in psychology education for the last 5 years. The advent of the Internet and ubiquitous access to the World-Wide Web has the potential to revolutionize the way the teaching and learning of psychology can be supported. This paper describes how we are using the Web to support psychology education through information dissemination, through the provision of teaching resources, and through facilities for communication.     

The missing link: A reply to Joseph Rychlak

We oppose Rychlak's (1991a, 1991b) claim that the view of mind entailed in artificial intelligence (AD and cognitive psychology is fundamentally at odds with Kelly's (1955) personal construct theory. Kelly's model and Al have much in common: They both are centrally concerned with representation, cognitive processes and their structure, and are ultimately empirical in their methodology. Many Al researchers have usefully embraced personal construct theory as a working conceptual framework, in this article, we examine Rychlak's assertions and identify several mistakes.     

A Neo-Lurian Approach to Assessment and Remediation

The first part of this article presents an operational battery of tasks for measuring the four cognitive processes of Planning, Arousal–Attention, and Simultaneous and Successive processing (PASS) not only based on the qualitative data provided in Luria's syndrome analysis, but also taken from tasks in experimental cognitive psychology and neuropsychology. The second part of the article presents a remedial program based on PASS for enhancement of reading. Because this part provides in some detail the efficacy of the remedial procedure, it simultaneously validates the PASS constructs as well. In both parts of the article, I have been unmistakably guided by Luria's views: Tests are approaches to investigating cognitive functions, and the purpose of testing is to guide rehabilitation.     

Connectionist models of conditioning: A tutorial

Models containing networks of neuron-like units have become increasingly prominent in the study of both cognitive psychology and artificial intelligence. This article describes the basic features of connectionist models and provides an illustrative application to compound-stimulus effects in respondent conditioning. Connectionist models designed specifically for operant conditioning are not yet widely available, but some current learning algorithms for machine learning indicate that such models are feasible. Conversely, designers for machine learning appear to have recognized the value of behavioral principles in producing adaptive behavior in their creations.     

计算机自动化项目生成概述

近年来,计算机自动化项目生成作为应对测验项目曝光问题的很具前景的一项技术,逐渐得到越来越多研究者的重视。这种技术是以认知心理学和心理测量学为基础,在测试过程中借助计算机自动生成目标难度水平的项目。该文首先简要介绍了这种技术的理论基础和两种具体方法,然后以项目设计系统法为例说明自动化项目生成研究的具体步骤与优点,最后评述了这种技术的局限性及未来的发展趋势