唤醒定义探析及其认知神经生理基础

唤醒是衡量机体清醒程度和做出反应前准备程度的指标, 其水平可从睡眠到觉醒的连续体上变化, 具有独特的生理机制与神经回路。由于唤醒与情绪关联密切, 唤醒度这个概念常被认为等同于情绪强度, 但情绪强度实际上是唤醒和效价的和向量。受到Lazarus提出的“刺激”定义情绪思想的启发, 对唤醒的内含和心理机制进行了探析, 发现对不符合预期刺激出现的紧急准备是唤醒系统的主要功能, 预期性相关机制是唤醒的重要认知加工机制。其它因素(刺激属性、个体差异等)可能存在以下影响唤醒的原因：改变处理刺激时所需的资源量、影响预期机制。未来研究可从心理唤醒与生理唤醒的关系、唤醒的测量方法、唤醒度与情绪强度的关系、人类临床精神疾病的唤醒特征等角度推动唤醒的基础和应用研究。     

On brouwer's definition of unextendable order

It is argued that the tensed theory of the creative subject provides a natural formulation of the logic underlying Brouwer's notion of unextendable order and explains the link between that notion and virtual order. The tensed theory of the creative subject is also shown to be a useful tool for interpreting recent evidence about the stages of Brouwer's thinking concerning these two notions of order.     

Components of phonemic processing and the beginning reader

This study primarily investigated various aspects of phonemic processing and memory in relation to reading in 74 5- and 6-year-old British children. A principal components analysis revealed a major connection between reading and aspects of phonemic processing for both age groups. For the 5-year-olds the processing of the initial phoneme was important for reading, whereas for the 6-year-olds processing of initial and final phonemes appeared to be equally related on this factor. A second factor for both groups was intelligence, which was related to reading only for the 6-year-olds; but this intelligence factor was more associated with phonemic processing for the 5-year-olds. An analysis involving clustering individual readers with similar patterns across the experimental variables showed some consistent profiles for disabled readers across the two age groups. These profiles suggested potential areas for remediation according to subgroup membership.     

On the definition of differential reinforcement of alternative behavior

Differential reinforcement of alternative behavior (DRA) has a long history as a behavioral treatment. The term has usually been defined in a manner that suggests one form of behavior (usually some appropriate alternative) is reinforced, while another form of behavior (usually problem behavior) is placed on extinction. In this paper, we will suggest that DRA should not require extinction, either procedurally or by definition. Ideally, problem behavior would be placed on extinction when possible; however, when problem behavior is not or cannot be placed on extinction, the procedure used is still DRA. Thus, we propose the following definition: Providing greater reinforcement, along at least one dimension, contingent on the occurrence of one form or type of behavior, while minimizing reinforcement for another form or type of behavior.     

Components of phonemic processing and the beginning reader

This study primarily investigated various aspects of phonemic processing and memory in relation to reading in 74 5- and 6-year-old British children. A principal components analysis revealed a major connection between reading and aspects of phonemic processing for both age groups. For the 5-year-olds the processing of the initial phoneme was important for reading, whereas for the 6-year-olds processing of initial and final phonemes appeared to be equally related on this factor. A second factor for both groups was intelligence, which was related to reading only for the 6-year-olds; but this intelligence factor was more associated with phonemic processing for the 5-year-olds. An analysis involving clustering individual readers with similar patterns across the experimental variables showed some consistent profiles for disabled readers across the two age groups. These profiles suggested potential areas for remediation according to subgroup membership.     

On the definition of objective probabilities by empirical similarity

Synthese - We suggest to define objective probabilities by similarity-weighted empirical frequencies, where more similar cases get a higher weight in the computation of frequencies. This formula is...     

On "intention" in the definition of suicide

The need for a comprehensive nomenclature in suicidology is now well recognized. In this paper the focus is on the issue of intention, which is identified as an essential aspect of any definition of suicide and suicidal behavior primarily because of its distinction from accidental behavior. The distinction between the retrospective perspective of motives versus the prospective perspective of intentions is highlighted, and I argue that the latter is more closely related to suicidal behavior. Finally, while motives and intentions tend to be used together in research, there is a need for sound research to clarify the roles of intentions in order to better understand suicide and attempted suicide.     

Pitch as a phonemic cue

Three experiments that were designed to determine how pitch information is represented in auditory memory are reported. A same-different reaction time was used in all three experiments. Previous experiments have interpreted the finding of faster “same” responses to acoustically identical pairs than to pairs that are phonemically identical but acoustically distinct as indicating that there is a memory that preserves auditory information. It has been assumed that this can be used to match “same” pairs only if the formant frequencies of the members of the pair are the same. In the first experiment, the size of this matching advantage for pairs with identical formant frequencies was not altered when the members of the pair were on different pitches. This indicates that pitch is represented separately from the formants at the auditory level. The second and third experiments used a bigger pitch difference when the pairs were on a different pitch, which, for one of the stimulus sets, resulted in a change in vowel quality but not in the identity of the consonant. In the other stimulus set, both phonemes of the syllable remained the same when presented on different pitches. The matching advantage was reduced when the stimuli were on different pitches for both stimulus sets. This indicates that a difference in pitch can prevent matching at the auditory level under some circumstances. An additional finding, a reduced residual matching advantage when the syllable changes, indicates that at least a syllable-length representation is held in auditory memory. The results are discussed with respect to how the representation in auditory memory might be used in the perception of speech produced by different speakers.     

Spectral fissioning in phonemic transformations

Listeners presented with a repeated sequence of brief (30- to 100-msec) steady-state vowels hearphonemic transformations—they cannot identify the vowels, but they perceive two simultaneous utterances that differ in both phonemic content and timbre (Warren, Bashford, & Gardner, 1990). These utterances consist of either English words or syllables that occur in English words. In the present study, we attempted to determine whether the two percepts represent alternative interpretations of the same formant structures, or whether different portions of the vowels are used for each verbal organization. It was found that separate spectral regions are employed for each verbal form; Components below 1500 Hz were generally used for one form, and components above 1500 Hz for the other. Hypotheses are offered concerning the processes responsible for the verbal organization of the vowel sequences and for the splitting into two spectrally limited forms. It appears that the tendency to organize spectral regions separately competes with, and can overcome, the tendency to integrate the different spectral components of speech into a single auditory image. A contralateral induction paradigm was used in a procedure designed to quantitatively evaluate these opposing forces of spectral fission and fusion.     

Sequences of phonemic approximations in aphasia

The trends of sequences of phonemic approximations to a single target were studied in three types of aphasia (Broca's, conduction, and Wernicke's), as gathered in five tasks (spontaneous speech, repetition of meaningful words, repetition of nonsense words, reading aloud, and automatized sequences). A phonemic error ratio was defined in order to quantify the distance between each approximation of a given sequence and its target. The results of a computer analysis based on this ratio were analyzed according to three parameters. A study of three types of patients revealed that conduction aphasics exhibited the most regular trend toward the target in sequences of phonemic approximations; the analysis of the various tasks indicated that sequences produced in repetition by conduction aphasics form an exception to the regularity of this trend, and an examination of the various lengths of sequences indicated that longer sequences showed a less decisive trend toward the target than shorter sequences. The discussion bears on some theoretical aspects of the phonological production mechanism and its control: the initial strength and permanence of the internal representation of the target emerge as important factors required for the good functioning of this mechanism.     

Increasing the intelligibility of speech through multiple phonemic restorations

Outside of the laboratory, listening conditions are often less than ideal, and when attending to sounds from a particular source, portions are often obliterated by extraneous noises. However, listeners possess rather elegant reconstructive mechanisms. Restoration can be complete, so that missing segments are indistinguishable from those actually present and the listener is unaware that the signal is fragmented. This phenomenon, called temporal induction (TI), has been studied extensively with nonverbal signals and to a lesser extent with speech. Earlier studies have demonstrated that TI can produce illusory continuity spanning gaps of a few hundred milliseconds when portions of a signal are replaced by a louder sound capable of masking the signal were it actually present. The present study employed various types of speech signals with periodic gaps and measured the effects upon intelligibility produced by filling these gaps with noises. Enhancement of intelligibility through multiple phonemic restoration occurred when the acoustic requirements for TI were met and when sufficient contextual information was available in the remaining speech fragments. It appears that phonemic restoration is a specialized form of TI that uses linguistic skills for the reconstruction of obliterated speech.     

On the basis of early transitivity judgments

This research had two aims. The first was to test three explanations of performance on N-term series tasks by young children: the labeling model of B.DeBoysson-Bardies and K. O'Regan (1973), Nature (London), 246, 531–534, the sequential-contiguity model of L. Breslow (1981, Psychological Bulletin, 89, 325–351), and the ordered array or image model of C. A. Riley and T. Trabasso (1974, Journal of Experimental Child Psychology, 17, 187–202). In the first experiment, 5-year-old children were taught additional premises which would interfere with labeling and sequential-contiguity processes, but not with forming an ordered array. Reasoning performance was essentially comparable to previous results with the paradigm, thus supporting the ordered array model. The second aim was to reexamine children's ability to learn sets of premises which can be assembled into an ordered array, since there was reason to believe that previous studies had created false positives. In the second experiment, 3- to 7-year-old children were taught either overlapping (a > b, b > c, …) or nonoverlapping (a > b, c > d, …) premises. Overlapping premises can be integrated into an ordered array (a, b, c, d, e), but nonoverlapping premises cannot. However, the overlapping condition proved more difficult, and the success rate for preschoolers ($\text{3}\text{1}\text{2}\text{-}\text{to 4}\text{1}\text{2}\text{-year-olds}$) was of zero order. This raises doubts about their ability to learn a set of premises of the kind required for transitive inference. These doubts were strengthened by the third experiment which showed that when premises were not presented in serial order, preschool ($\text{3}\text{1}\text{2}\text{-}\text{to 4}\text{1}\text{2}\text{-year-old}$) children could not learn the premises of an N-term series task.     

Speech perception and phonemic restorations

When a speech sound in a sentence is replaced completely by an extraneous sound (such as a cough or tone), the listene restores the missing sound on the bases of both prior and subsequent context. This illusory effect, called phonemic restoration (PhR), causes the physically absent phoneme to seem as real as the speech sounds which are present. The extraneous sound seems to occur along with other phonemes without interfering with their clarity. But if a silent gap (rather than an extraneous sound) replaces the same phoneme, the interruption in the sentence is more readily localized in its true position and PhRs occours less frequently. Quantitative measures were taken both of the incidence of PhRs and of the direction and extent of temporal mislocalizations of interruptions for several related stimuli under a variety of experimental conditions. The results were connected with other auditory illusions and temporal confusions reported in the literature, and suggestions were made concerning mechanisms employed normally for verbal organization.     

Relation of the verbal transformation and the phonemic restoration effects

This study examined the relationship between illusory changes of repeated words (“verbal transformations” or VTs) and illusory presence of phonemes replaced by noise (“phonemic restorations” or PhRs). Separate groups of 20 subjects were each presented with one of four taped variations of the repeated stimulus word “magistrate”: stimulus intact (MAGISTRATE); speech sound “s” removed and replaced with a silent gap (MAGI TRATE); speech sound “s” removed and replaced with a louder extraneous sound (MAGI¹TRATE); syllable “gis” removed and replaced with a louder extraneous sound (MA⁷¹TRATE). The stimuli MAGI¹TRATE and MA⁷¹TRATE evoked PhRs, and with these stimuli, the phonetic changes corresponding to VTs were concentrated at the perceptually restored portions of the word. It is suggested that both PhRs and VTs are related directly to perceptual processes employed normally for the correction of errors and resolution of ambiguities in speech. Other effects of PhRs upon VTs are described and implications of these findings for mechanisms underlying speech perception are discussed.