大学生现场观赏中超足球联赛意图和行为研究

以计划行为理论为基础,以开放式引导问卷搜集大学生显著观赛信念为前提,编制并发放研究问卷。用SPSS 18.0、Amos 22.0进行数据处理,主要探讨大学生现场观赏中超足球联赛的行为模式。结果发现:(1)控制信念对国内大学生现场观赛行为意图的间接影响最大;(2)间接测量法对大学生现场观赛行为意图具有较高的预测力;(3)不同研究视角会造成现场观赛行为的主导前因变量不一致;(4)证实了大学生现场观赛行为意图能有效预测实际观赛行为。     

虚拟社区公民行为在虚拟社区感与知识共享意图间的中介作用:自我效能感的调节机制

采用问卷法对445名虚拟社区成员及与其比较亲密的其他社区成员进行调查,探讨了虚拟社区感的三个维度(成员感、影响力、沉浸感)对成员知识共享意图的影响及其内在作用机制。结果表明:(1)成员感对成员知识共享意图具有显著的正向预测作用,而影响力和沉浸感的预测作用不显著;(2)虚拟社区公民行为是成员感对成员知识共享意图作用的中介变量;(3)自我效能感在成员感—虚拟社区公民行为—知识共享意图关系中不具有显著的调节效应。     

4-6岁儿童公平意图的发展研究

公平行为是儿童道德发展的重要内容。本研究采取博弈实验范式来考察学龄前儿童公平意图的发展情况。以往对儿童公平意图的博弈研究中,选取的儿童年龄跨度大且研究范式并不适应学龄前儿童的认知特点,而学龄前期可能正是公平意图开始发生及发展的时期。因此本研究选取108名4-6岁学龄前儿童,在实验一中采用独裁者博弈(DG),实验二中改进mini-最后通牒博弈(mini-UG),分别从提议者和回应者的角度考察学龄前儿童公平意图的发展情况。结果表明:4岁儿童已经能初步辨识对方的公平意图,但分配结果的公平性在他们行为决策时占的比重更大;5到6岁期间公平意图的影响更大,是儿童公平意图发展的一个关键时期。     

前瞻记忆意图后效中执行错误的机制

前瞻记忆意图后效是指已完成或取消的意图失活失败对当前认知任务造成的干扰。近期研究采用前瞻记忆任务范式探究意图后效的影响因素及认知机制。自发提取-抑制失败和预备性监控两种认知机制的分歧在于提取旧意图是否依赖注意资源的参与。脑成像研究也证实意图提取存在两条神经通路：自发提取通路和预备性监控提取通路。未来研究应探索兼容有意遗忘失败、旧意图再提取、抑制失败三者的研究范式以及降低执行错误的有效措施。     

基于成本最小化信息的社会性意图识别：来自脑电和行为的证据

与已有研究着重考察如何识别客体导向性意图(动作以物理对象为目标, 而不涉及其他人)不同, 本研究对人们如何识别社会性意图(动作以指向社会主体为目标以影响对方的交互行为)进行了探讨。基于两交互主体在整体层面应遵循效用最大化的分析, 提出当A协助B达成目标状态所需要的成本小于B单独实现该目标状态所需要的成本时(简称为成本最小化信息), 其可被识别为具有社会性意图。通过在B面前设置栅栏的方法操纵成本最小化信息, 以指示不同意图类型的脑电μ抑制程度、对不同变化的敏感性(辨别力)为指标, 对该假设进行了检验。结果显示, 相比客体导向性意图的控制条件(即A将目标物苹果放置在石头前), 当A将目标物苹果放置在被栅栏挡住的B前, 其动作可减少B单独获取该苹果的动作成本, 即符合成本最小化条件时, μ的抑制程度更高(实验1), 且对结构改变(某两个动画中充当相同角色的智能体互换)的辨别力更强, 但对角色交换(某个动画中两个智能体的角色交换)的辨别力更弱(实验3a); 而当栅栏不存在时, 虽然A的运动路径与实验1相同, 但A将苹果放置在B前的成本大于B自身获取苹果的成本, 即不符合成本最小化条件, 条件间μ抑制的差异消失(实验2), 且对不同动作模式中变化的辨别相当(实验3b)。鉴于已有研究表明社会性意图所诱发的μ抑制强于客体导向性意图, 且人们对存在社会性意图的两个智能体间的结构改变更容易辨别, 而对角色交换不敏感, 故上述结果揭示, 两个个体的行为是否满足成本最小化影响人们对动作意图的识别, 支持成本最小化信息是社会性意图识别线索的观点。     

行为意图与行为结果的匹配关系对儿童道德情绪判断及归因影响的实验研究

运用故事情境的临床访谈方法,考察了不同匹配情境对4-6岁儿童道德情绪判断及归因的影响.结果表明(1)当行为意图与行为结果匹配时,即便4岁幼儿也能做出正确的道德和情绪判断;当两者非匹配时,儿童的道德判断和情绪判断都不稳定;(2)在情绪归因过程中,年幼儿童以结果定向为主,年长儿童以意图定向为主;(3)4-6岁儿童在情绪判断任务中不存在年龄差异;(4)道德情境的冲突性因素影响了幼儿的道德情绪判断及归因.     

目标性意图与执行性意图调节情绪反应的效果比较

目标性意图和执行性意图作为目标的不同形式,对情绪调节的影响有待探讨。本研究试图考察目标性意图和执行性意图与表达抑制相结合之后,在调节情绪反应方面的作用。实验采用主观报告和生物反馈的方法对58名大学生进行测试。结果发现：（1）执行性意图组被试在观看负性和中性图片时对自身情绪唤醒度的评价均显著低于目标性意图组,在观看负性图片时其情绪唤醒度也显著低于控制组。（2）执行性意图组被试在各项生理反应指标上均显著低于目标性意图组和控制组,主要表现为形成执行性意图的个体在皮肤电导增加量、皮温降低量和指脉增加量上均显著低于形成目标性意图或不形成任何意图的个体。上述结果表明,相较于仅仅给出情绪体验下调目标的目标性意图,与表达抑制结合在一起的执行性意图能有效下调个体的负性情绪反应。     

幼儿在不同规范标准下的意图判断：“副作用”效应

在幼儿对主人公的行为意图做出判断后加入奖惩任务,用意图"有无"判断和星星分配的数量作为考察"副作用"效应的指标,探讨幼儿在不同规范标准下能否利用理性策略对主人公的心理状态进行推断。结果发现:(1)幼儿对带来积极和消极"副作用"的行为意图"有无"判断没有差异;(2)相比于消极"副作用",幼儿倾向于给带来积极"副作用"的行为者分配更多的星星作为奖励;(3)"副作用"效价对4、 5、 6岁幼儿分配行为的影响是一致的;(4)在道德规范标准和约定规范标准下,"副作用"效价对4、 5、 6岁幼儿分配行为的影响是一致的。结果表明:(1)使用星星分配数量作为指标考察幼儿的行为意图判断更敏感。(2)幼儿会把违背规范的行为推断为有意的,遵守规范的行为推断为无意的。且这种表现在4～6岁之间具有稳定性。不同规范标准下,幼儿的这一表现没有差异。(3)研究结果支持了意图判断"副作用"效应的理性推理观点。     

不同注意状态下前瞻记忆意图后效的抑制效应

采用Scullin, Einstein和Mc Daniel(2009)的研究范式,通过改变意图激活阶段任务相对重要性、意图完成阶段注意状态,探讨已完成意图后效抑制问题。结果显示,执行功能的作用是灵活的,意图激活阶段受任务重要性影响,促进前瞻记忆任务完成;完成阶段意图后效受到抑制,分散注意通过影响执行功能的资源分配促进意图后效抑制。     

视觉注意离散性的实验范式

注意离散性是注意间歇性地采集外界信息的特性。文章综述了视觉注意离散性的4种实验范式:(1)车轮错觉范式,刺激强度大、实验条件少、被试任务量小,较早地证实了视觉注意的离散性;(2)视觉探测范式,同时观察了被试的行为表现与电生理信号,确定了视觉注意离散性与神经振荡的关联;(3)线索靶子范式和视觉搜索范式,通过系统地变化SOA大幅提高了行为数据的时间分辨率,直观地探测到注意离散性调制的行为振荡。     

Directed forgetting shares mechanisms with attentional withdrawal but not with stop-signal inhibition

To explore the mechanisms underlying the ability to intentionally forget, the present study combined an itemmethod directed forgetting paradigm with tasks that measure stop-signal inhibition (Experiments 1 and 2) and inhibition of return (IOR; Experiment 2). Following each study-phase instruction to remember (R) or forget (F), a target was presented centrally (Experiment 1) or to the left or right in the visual periphery (Experiment 2); the target required a speeded response that was sometimes countermanded by a central stop signal. Although stopsignal reaction times were unaffected by the preceding memory instruction (or relationship with word-target location), F instructions improved stopping and delayed responses. Replicating previous findings in the literature, significant IOR was observed following F instructions but not following R instructions (Experiment 2). These findings suggest that intentional forgetting is an active cognitive process that more likely engages attentional mechanisms related to orienting than those related to stop-signal inhibition.     

Working memory and behavioral inhibition in children with attention-deficit/hyperactivity disorder (ADHD): an examination of varied central executive demands,construct overlap,and task impurity

The stop-signal paradigm is the premier metric of behavioral inhibition in contemporary attention-deficit/hyperactivity disorder (ADHD) research. The stop-signal paradigm’s choice-reaction time component, however, arguably places greater demands on working memory processes (e.g., controlled-focused attention) relative to alternative inhibition metrics (i.e., go/no-go (GNG) tasks), and consequently obscures conclusions about inhibition and working memory deficits in affected children. The current study, therefore, aimed to determine whether shared variance between stop-signal behavioral inhibition and working memory performance in children with ADHD reflects overlap between the working memory and inhibition constructs or insufficient specificity of the stop-signal paradigm. Fifty-five children (8–12 years) with and without ADHD were administered established phonological (PH) and visuospatial (VS) working memory measures, as well as stop-signal and GNG tasks that vary with respect to demands on controlled-focused attention. Although working memory and GNG performance each uniquely predicted children’s inattention, stop-signal task performance was not a significant predictor of unique variance in inattention, above and beyond variance associated with working memory. Collectively, these findings suggest that performance on the stop-signal task, compared to the GNG task, is confounded by greater demands associated with working memory and consequently reflects an impure estimate of the inhibition construct.     

Horse-race model simulations of the stop-signal procedure

In the stop-signal paradigm, subjects perform a standard two-choice reaction task in which, occasionally and unpredictably, a stop-signal is presented requiring the inhibition of the response to the choice signal. The stop-signal paradigm has been successfully applied to assess the ability to inhibit under a wide range of experimental conditions and in various populations. The current study presents a set of evidence-based guidelines for using the stop-signal paradigm. The evidence was derived from a series of simulations aimed at (a) examining the effects of experimental design features on inhibition indices, and (b) testing the assumptions of the horse-race model that underlies the stop-signal paradigm. The simulations indicate that, under most conditions, the latency, but not variability, of response inhibition can be reliably estimated.     

情绪一致性对有意遗忘的影响

有意遗忘是强调遗忘的有意性和指向性。对负性情绪的有意遗忘有利于个体的身心健康。本研究采用单字范式,实验一以正性、负性和中性情绪词为材料,探讨了情绪材料对有意遗忘的影响。结果发现,三类词语均表现出了显著的有意遗忘效应;实验二在实验一的基础上加入了情绪状态,探讨了情绪状态和情绪材料对有意遗忘的影响,结果发现,在积极情绪状态下,被试更多地遗忘负性情绪词;在消极情绪状态下,被试更多地遗忘中性词。表明个体对情绪信息的有意遗忘既受信息的情绪性影响,又受个体情绪状态的影响。     

小学学习成绩优生与差生有意遗忘中抑制能力的发展研究

有意遗忘是一种探讨个体抑制能力发展的新的记忆研究的实验范式。本研究以单字为实验材料,被试为小学二、四、六年级共90名学生,每个年级的学生按学习成绩好和差分别选取15人。实验结果为:1、小学生有意遗忘中的认知抑制能力是发展的;2、小学生有意遗忘中的认知抑制能力具有明显的个体差异,各年级小学生中学习成绩好的学生抑制能力强,学习成绩差的学生抑制能力弱。     

高低创造性思维水平者定向遗忘效应的差异研究

采用单字法定向遗忘范式,考察远距离联想任务得分高低者在中性和负性词语定向遗忘效应上的差异,来探讨创造性思维水平高低与主动抑制的关系。实验采用2(高/低创造性思维水平)×2(中性/负性词汇)×2(记住/忘记指令)×2(2s/5s时间间隔)混合设计,发现高低创造力组,在材料不同呈现时间下,对不同情绪材料的定向遗忘效应分别不同。低创者在2s和5s以及高创者在5s时间间隔时,均对中性词语表现出定向遗忘效应,而对负性词汇没有表现出明显的定性遗忘效应。高创者在2s时间间隔下,对中性和负性词语均表现出定向遗忘效应。结果表明较短时间内高创者对负性情绪的主动抑制能力优于低创者。     

Inhibiting responses when switching: Does it matter?

In the present study, cued task-switching was combined with the stop-signal paradigm in order to investigate the interaction between response inhibition and task-switching. In line with earlier findings from Schuch and Koch (2003), the results show that switch and repetition trials following inhibited responses were processed equally fast. This confirms the hypothesis of Schuch and Koch (2003) that after signal-inhibit trials there is less interference, resulting in a disappearance of the switch cost. Furthermore, stopping performance was not affected by task-switching. The estimated stop-signal latencies were similar for switch and repetition trials, while the stop-signal delays were longer for switch compared to repetition trials. This result suggests that response inhibition and the inhibition processes in cued task-switching are not relying upon a common mechanism.     

提取抑制对错误记忆的影响

该研究探讨提取抑制能否减少错误记忆的发生.以自编的DRM词表为实验材料,实验1采用有意遗忘范式（有意抑制）,实验2采用部分线索效应范式（无意抑制）.实验1结果发现：关键诱饵在“记住”条件下的错误回忆成绩显著高于“遗忘”条件下的错误回忆成绩;学过项目在“记住”条件下的正确回忆成绩显著高于“遗忘”条件下的正确回忆成绩.实验2结果发现：关键诱饵在“无部分线索”条件下的错误回忆成绩显著高于“部分线索”条件下的错误回忆成绩;学过项目在“无部分线索”条件下的正确回忆成绩显著高于“部分线索”条件下的正确回忆成绩.研究结果提示：有意和无意两种提取抑制都可以降低错误记忆,结果支持基于激活与监测的双加工理论的观点.     

Intention superiority effect on implicit memory of shopping lists: Activation and inhibition processes

Intentional memory is defined as the ability to remember to perform intentions in the future. Forming an intention such as “shopping” activates access to memories related to the products on the shopping list. As Intention Superiority Effect (ISE) studies show, these memories are more accessible in semantic and episodic memory, more activated over time and protected from competing representations. The inhibition of competing representations in intentional memory has been little examined so far. In this study we attempt to analyze changes in activation in the recall of products on a shopping list and competitors through implicit memory tasks. Sixty-five participants learned two shopping lists on a computer. Later, they were told to virtually buy one of them (prospective list) and not the other (neutral list). Prior to intentional task execution, they performed an implicit retrieval task in which we manipulated the appearance or not of cues from the intentional list and analyzed the influence of the items from the intentional list on items related to intentional and neutral lists. The main result of this study is that intention retrieval by intentional cues strengthens the activation of products related to the intentional list and/or inhibits competing products related to the neutral list. The inhibition is episodic rather than semantic in nature. The ISE requires the recall of the intention during the retention period through intentional cues for maintaining the intention. This seems to defend automatic recovery theories and not the intention persistence hypothesis. Also, the results are better explained by the directed forgetting paradigm rather than by the retrieval-induced forgetting paradigm.     

小学生有意遗忘中认知抑制能力发展的研究

有意遗忘是一种新的关于记忆研究的实验范式．主要探讨个体抑制能力的发展。研究使用的实验材料分为单字和双字词．被试为小学二、四、六年级共90名学生。实验结果发现：①对于两种实验材料单字和双字词,小学生有意遗忘中的认知抑制能力随年级而提高;②小学生对两种材料的抑制能力存在差异,表明小学生在有意遗忘中的抑制能力受材料的意义性和材料难度的影响。