团队作业特征研究现状与展望

团队作业特征是团队有效性模型中的重要输入变量,是团队绩效差异的贡献因素。作业特征在个体与团队层面的相关理论基础表明,团队作业特征包括技能多样性、作业同一性、作业重要性、反馈、自主性、作业互依性、作业复杂性七个核心要素。以此为基础介绍了作业特征在个体与团队层面的相关效应研究;团队作业特征模型测量、作业特征作用机制、作业特征要素的深入研究则可作为未来研究的重点     

Executive control of thought and action: in search of the wild homunculus

Executive control is studied in many areas of psychological research using a wide variety of procedures. This article focuses on studies of the executive processes involved in switching between tasks. The experiments discussed were designed to isolate and measure the duration of the executive processes required to switch from one task to another. However, the research is open to alternative interpretations that do not hypothesize executive processes, suggesting that task-switching procedures may not measure the duration of executive control. Further research is required to determine whether or not behavioral effects reflect the involvement of executive processes.     

Effects of an indoor plant on creative task performance and mood

In this study, we investigated the effect of an indoor plant on task performance and on mood. Three room arrangements were used as independent variables: a room with (1) a plant, or (2) a magazine rack with magazines placed in front of the participants, or (3) a room with neither of these objects. Undergraduate students (M= 35, F= 55) performed a task of associating up to 30 words with each of 20 specified words in a room with one of the three room arrangements. Task performance scores showed that female participants performed better in view of the plant in comparison to the magazine rack (p < 0.05). Moreover, mood was better with the plant or the magazine rack in the room compared to the no object condition (p < 0.05). However, the difference in task performance was highly influenced by the evaluation about the plant or the magazine rack. It is suggested that the compatibility between task demand and the environment is an important factor in facilitating task performances.     

Further analysis of variables that affect self-control with aversive events

The purpose of this study was to examine variables that affect self-control in the context of academic task completion by elementary school children with autism. In the baseline assessment of Study 1, mathematics problem completion was shown to be an aversive event, and sensitivity to task magnitude, task difficulty, and delay to task completion were measured. The effects of manipulating values of those parameters on self-control then were assessed. For all participants, self-control increased as a function of one or more changes in task parameter values. In Study 2, the effects of a commitment response on self-control was assessed. Results indicated that for all participants, levels of self-control were higher when the opportunity to commit to the immediate aversive event was available.     

Working memory in wayfinding-a dual task experiment in a virtual city

This study examines the working memory systems involved in human wayfinding. In the learning phase, 24 participants learned two routes in a novel photorealistic virtual environment displayed on a 220° screen while they were disrupted by a visual, a spatial, a verbal, or—in a control group—no secondary task. In the following wayfinding phase, the participants had to find and to "virtually walk" the two routes again. During this wayfinding phase, a number of dependent measures were recorded. This research shows that encoding wayfinding knowledge interfered with the verbal and with the spatial secondary task. These interferences were even stronger than the interference of wayfinding knowledge with the visual secondary task. These findings are consistent with a dual-coding approach of wayfinding knowledge.     

The effects of funny and serious task content and expectations of fun versus importance on children's cognitive performance

This study investigated how children's performance on a cognitive task was influenced by funny and serious task content, and by fun or important instructions. Eighty‐four children in Grades 1 and 5 performed two versions of a paired‐associates word‐learning task, which paired nonsense words with novel definitions and illustrations. All children completed a version in which the definitions and illustrations were funny, and a version in which they were not, with either fun or important instructions. Results revealed significantly better performance on the funny than on the serious version, but only when the funny version was presented first. There were no significant effects of task instructions. The findings confirm that making children's cognitive tasks funnier can enhance task performance. Although there were no effects of expectations as created by task instructions, the enhancing effect of funny content was influenced by children's expectations as created by their prior experience with the task.     

意向保持间隔对时间性前瞻记忆的影响

通过两个实验来探讨意向保持间隔对时间性前瞻记忆的影响。实验一仅通过嵌入前瞻目标的背景任务来操纵保持间隔,实验二通过在背景任务之前加入不同时长的填充任务来改变意向保持间隔。结果发现,(1)背景任务中的保持间隔越长,前瞻记忆成绩越差;(2)背景任务中的保持间隔和填充任务的时长对前瞻记忆的影响存在交互作用。成绩最好的为15min-2min组,最差的为15min-15min组。结果表明,背景任务和填充任务阶段对于个体保持前瞻意向可能有不同的功能。     

The effects of ongoing task absorption on event-based prospective memory in preschoolers

The current study applied a 2 × 2 experimental design to investigate the effects of ongoing task absorption on event-based prospective memory performance of children aged 3 and 5 years. Children were required to label pictures as ongoing task but to remember to refrain from picture naming and to respond to the target cues in a different way as the prospective memory task. Two differently absorbing ongoing tasks (high absorbing scenario game task vs. low absorbing computer-based task) were administered. Results indicated that prospective memory performance of 5-year-old children was significantly better than that of 3-year-old children. Ongoing task absorption affected the ongoing task performance of preschoolers, but not overall prospective memory performance. Only the 3-year-olds were negatively affected by high ongoing task absorption, which was not the case for the 5-year-olds. The findings are discussed within the light of the multiprocess theory.     

幼儿能力判断发展特点研究

本研究以62名3~6岁儿童为被试,考察了幼儿在不同任务中对自身和他人能力判断的发展特点。结果表明:(1)幼儿对自身或他人能力判断的准确性随着年龄的增长而提高;(2)幼儿对他人能力判断并不比对自身能力判断更准确,随着年龄的增长,幼儿开始对自身能力做出更加积极的判断;(3)幼儿能够明确区分愿望与预期,不过当幼儿对自身能力进行判断时这种区分不容易显现出来。     

不同分配情境下儿童公平行为的发展

为探究儿童在不同利益对比情境以及与己利益无关情境中的公平行为,研究呈现了自我任务的劣势博弈、优势博弈、冲突博弈以及第三方任务博弈四种分配情境。自我任务中儿童需要为自己与另一名匿名儿童迫选方案,第三方任务中则需为两名匿名儿童迫选方案。结果发现:(1)劣势博弈中所有年龄组均倾向于选择公平方案,而非劣势方案;(2)优势博弈中,8岁、10岁组选择公平方案的人显著多于优势方案,而4岁、6岁组均无显著差异;(3)冲突博弈中,4岁、6岁组选择优势方案的人显著多于劣势方案,而8岁、10岁组均无显著差异;(4)第三方博弈中, 8岁、10岁组选择公平方案的人显著多于不公平方案,而4岁、6岁组均无显著差异。这表明,4岁~6岁儿童尚未真正获得公平观念,且以获得个人利益为主;而8岁是真正获得公平观念的转折年龄,8~10岁儿童对人对己均坚持公平原则,且表现出利他倾向。     

Manipulating attentional load in sequence learning through random number generation

Implicit learning is often assumed to be an effortless process. However, some artificial grammar learning and sequence learning studies using dual tasks seem to suggest that attention is essential for implicit learning to occur. This discrepancy probably results from the specific type of secondary task that is used. Different secondary tasks may engage attentional resources differently and therefore may bias performance on the primary task in different ways. Here, we used a random number generation (RNG) task, which may allow for a closer monitoring of a participant's engagement in a secondary task than the popular secondary task in sequence learning studies: tone counting (TC). In the first two experiments, we investigated the interference associated with performing RNG concurrently with a serial reaction time (SRT) task. In a third experiment, we compared the effects of RNG and TC. In all three experiments, we directly evaluated participants' knowledge of the sequence with a subsequent sequence generation task. Sequence learning was consistently observed in all experiments, but was impaired under dual-task conditions. Most importantly, our data suggest that RNG is more demanding and impairs learning to a greater extent than TC. Nevertheless, we failed to observe effects of the secondary task in subsequent sequence generation. Our studies indicate that RNG is a promising task to explore the involvement of attention in the SRT task.     

情绪对西蒙效应的调节作用

西蒙效应（Simoneffect）是动作反应机制研究中的经典效应。基于微观分析的视角,动作反应机制可以用来解释和衡量操作效率。本文以22名大学生为被试,采用实验研究的方式,应用启动一靶（priming—target）范式探索情绪对水平和垂直西蒙效应的调节机制。结果表明,情绪影响西蒙效应的强度,相比中性和正性情绪启动,负性情绪降低了西蒙效应。同时,情绪对西蒙效应的调节作用仅表现在水平西蒙效应而不是在垂直西蒙效应中。本文为情绪对西蒙效应的调节机制提供了行为学实验研究证据。     

A meta-analysis of the n-back task while driving and its effects on cognitive workload

This study investigates the effect of the n-back task on cognitive workload while driving. Results of 20 studies with over 800 participants in total show a moderate to high mean effect size. That means the n-back task varies cognitive load while driving in a substantial matter. Further analysis reveals several moderator variables: experiments conducted in a driving simulator showed larger effect sizes than on-road studies. This effect decreases with increasing driving simulator fidelity. Furthermore, the specific driving task assignment moderates the effect: lane change task scenarios result in higher effects than other situations. Regarding the different measurement methods of cognitive workload, subjective questionnaires seem to have very high sensitivity. In contrast, n-back performance measures, detection response task measures, and physiological measurements result in moderate effect sizes, and driving performance measures show reduced sensitivity. Regarding different implementations of the n-back task itself, surprisingly, no moderators are found. Overall, the findings highlight the suitability of the n-back task as a method of inducing cognitive load in transportation research. The moderator analysis gives an overview of different methodological designs and how these designs will affect effect sizes.     

The jumping to conclusions bias associated with symptoms in schizophrenia: which factors influence this bias?

ABSTRACT

Jumping-to-conclusions (JTC) bias has been found to be associated with delusions. However, there is limited data about which other factors are related to JCT bias. The aim of the current study was to investigate the effects of psychotic, cognitive, impulsivity and anxiety symptoms on JTC bias. We compared individuals with paranoid schizophrenia, non-paranoid schizophrenia, generalized anxiety disorder and healthy individuals in terms of JTC bias. Beads task (90:10 and 60:40 versions), Tower of London task, BPRS, SAPS, SANS and BIS-11 were applied. Our results show that the factors related with JTC bias were different on each version of the Beads task. Education levels, anxiety and negative symptoms of individuals with schizophrenia were found to affect JTC bias on 90:10 version of task, whereas positive symptoms and impulsivity levels were related to JTC bias on 60:40 version. These results are important as they contribute to our understanding of this relationship.     

Cross‐cultural study on adult age‐group differences in the recall of the literal and interpretive meanings of narrative text1

Abstract: This study examined cultural and age differences in the recall of the literal and interpretive meanings of narrative text. Twenty Japanese younger adults (age: M = 21.05, SD = 1.02), 20 Japanese older adults (age: M = 66.95, SD = 1.71), 20 American younger adults (age M = 21.7, SD = 1.76), and 16 American older adults (age M = 69.56, SD = 3.43) participated in this study. One story rich in both literal and interpretive content was used as a stimulus text for two recall tasks, to retell and interpret the story. The response task order was counterbalanced across the participants for each group. When asked to retell a story as close to the original as possible, the younger adults in both of the two cultural groups recalled more of the literal propositions than did the older adults. Both older and younger adults in the two cultural groups recalled more of the main ideas relative to the details; however, when asked to interpret the same story, more older than younger adults represented deep and synthetic representations of the story's interpretive meanings in the Japanese group. The interpretive responses by both the older and younger adults were almost to the same extent on depth; however, the younger adults’ responses were slightly higher on synthesis in the American group. These interpretive patterns stem from cultural background.     

准备时间和预先信息对任务切换的影响

两个实验采用任务线索范式,考察了准备时间和预先信息对任务切换的影响。实验1的准备时间为可预测,实验2的为不可预测,以考察准备时间的可预测性对任务切换的影响。以被试执行重复任务、切到任务和切离任务的正确反应时为主要指标,结果：（1）在准备时间可预测和不可预测两种条件下,准备时间和预先信息之间存在显著交互作用。在可预测条件中,重复和切到任务的反应时随着准备时间的增加而减少,但切到代价无显著变化,切离任务的反应时不受准备时间的影响,切离代价表现出反准备效应;不可预测条件下,三种任务的反应时都随着准备时间的增加而减少,但是切到和切离代价表现出反准备效应;（2）切离任务的反应时和代价显著高于切到任务的反应时和代价;（3）在这两种条件下,都没有出现切换代价的准备效应     

不同特征维度下ADHD儿童的任务切换特点

本研究采用双向刺激设置,通过操纵两实验的特征维度,以考察任务维度对ADHD儿童任务切换的影响。结果发现,在两个实验中,相对于正常组儿童,ADHD儿童在任务切换上都表现出缺损。当注意维度相同时,ADHD儿童在固定顺序上的切换损耗大于随机顺序,但在跨维度任务中,ADHD儿童在固定顺序上的切换损耗则小于随机顺序,这与正常儿童的表现模式不一致。该结果表明,工作记忆会对ADHD儿童产生影响,但这取决于任务的特征维度是否一致。     

不同任务类型对熟练维汉双语者跨语言启动不对称性的影响

采用两种不同的任务类型对熟练维汉双语者跨语言掩蔽翻译启动效应进行考察,结果发现,在词汇决定任务中,熟练维汉双语者在L1-L2和L2-L1两个方向上均表现出了掩蔽翻译启动效应,但L1-L2方向远大于L2-L1方向,即掩蔽翻译启动效应具有不对称性。而在语义分类任务中,熟练维汉双语者在两个方向上表现出的翻译启动效应量相近,具有对称性。结果支持Kroll的修正层级模型。     

The Bright and Dark Sides of Performance-Dependent Monetary Rewards: Evidence From Visual Perception Tasks

Studies have shown that performance-dependent monetary rewards facilitate visual perception. However, no study has examined whether such a positive effect is limited to the rewarded task or may be generalized to other tasks. In the current study, two groups of people were asked to perform two visual perception tasks, one being a reward-relevant task and the other being a reward-irrelevant task. For the reward-relevant task, the experimental group received performance-dependent monetary rewards, whereas the control group did not. For the reward-irrelevant task, both groups were not rewarded. The two tasks were randomly intermixed trial by trial (Experiment 1) or presented block by block (Experiment 2) or session by session (Experiments 3a, 3b, and 3c). Results showed that performance-dependent monetary rewards improved participants' performance on the relevant task in all experiments and impaired their performance on the irrelevant task in Experiments 2, 3a, 3b, and 3c. These results suggested that monetary rewards might incur a cost on reward-irrelevant tasks. Finally, the benefit of monetary rewards disappeared when they were no longer provided during the final session. This is the first study that reveals both the bright and dark sides of the performance-dependent monetary rewards in visual perception.     

平衡秤任务复杂性的事前与事后分析

任务复杂性的分析和评估是心理测量学和认知心理学都非常关注的重要主题。以264名小学四、五、六年级儿童为被试,平衡秤任务为研究材料,考察任务在未旋转时第一个因素上的载荷(事后分析)能否作为评价任务复杂性的一个指标,以及关系-表征复杂性模型对平衡秤任务复杂性分析(事前分析)的有效性两个问题。结果表明:平衡秤任务施测后所得所有项目的因素载荷与其难度之间没有显著正相关,即因素载荷的高低没有反映平衡秤任务复杂性的大小;而基于关系-表征复杂性模型对任务的事前分析所确定的任务等级复杂性和知识经验对任务难度的解释率为95.0%,可见,关系-表征复杂性模型提供的分析任务复杂性的思路和方法是较为合理的。