A Multimethod Approach to Assessing Dependency: The Early Memory Dependency Probe

The construct validity and clinical utility of the early memory probe assessing aspects of dependency was investigated. Clinical patients' responses to the feeding, being fed, or eating probe were compared with Rorschach Oral Dependency (ROD) scale scores (Masling, Rabie, & Blondheim, 1967), as well as theoretically and empirically derived behavioral ratings. Sixty-five psychiatric patients and their therapists participated in the study. Results demonstrated moderate to strong correlations between the early memory scores and the ROD scores, thus demonstrating good concurrent validity. A moderate correlation between the early memory scores and therapists' ratings of key behavioral patterns in therapy support the predictive validity of the early memory probes. The earn memory scores also demonstrated discriminant validity when compared with Rorschach object-relational content scales.     

内隐与外显记忆重复学习效果的比较研究

实验采用重学—分离设计 ,分别用知觉辨认和再认测验作为内隐、外显测量的测验方法 ,比较重学—启动测验的结果与重学—再认的结果 ,发现 :重学和间接测量的结合能有效地揭示内隐记忆的叠加现象 ;一次重学能使知觉启动测验的成绩产生明显的叠加效应 ;高意识水平学习后 ,低意识水平的重复学习不能改变外显测验成绩持续下降的趋势。     

Attention to Explicit and Implicit Contrast in Verb Learning

Contrast information could be useful for verb learning, but few studies have examined children's ability to use this type of information. Contrast may be useful when children are told explicitly that different verbs apply, or when they hear two different verbs in a single context. Three studies examine children's attention to different types of contrast as they learn new verbs. Study 1 shows that 3.5-year-olds can use both implicit contrast (“I'm meeking it. I'm koobing it.”) and explicit contrast (“I'm meeking it. I'm not meeking it.”) when learning a new verb, while a control group's responses did not differ from chance. Study 2 shows that even though children at this age who hear explicit contrast statements differ from a control group, they do not reliably extend a newly learned verb to events with new objects. In Study 3, children in three age groups were given both comparison and contrast information, not in blocks of trials as in past studies, but in a procedure that interleaved both cues. Results show that while 2.5-year-olds were unable to use these cues when asked to compare and contrast, by 3.5 years old, children are beginning to be able to process these cues and use them to influence their verb extensions, and by 4.5 years, children are proficient at integrating multiple cues when learning and extending new verbs. Together these studies examine children's use of contrast in verb learning, a potentially important source of information that has been rarely studied.     

Construing the Meaning of Authenticity in University Teaching: Comparing Explicit to Implicit Theories

Although recent literature on university teaching highlights “authenticity” as an important concept, the meaning of this complex notion remains elusive. Sternberg (1990 Sternberg, R. 1990. “Wisdom and its relations to intelligence and creativity”. In Wisdom, its nature, origins, and development, Edited by: Sternberg, R. J. 142–159. Cambridge, , UK: Cambridge University Press.  [Google Scholar]) proposed that we gain deeper insight into phenomena that are assumed to be of profound meaning but remain insufficiently understood if, alongside explicit theories of experts, we also consider the implicit theories of nonspecialists. This repertory grid study explored with a sample of lecturers their personal conceptions of authenticity in teaching and how these compare to explicit theories developed by educationalists and philosophers. Implications for theory and professional development, as well as future directions for research, are offered.     

Meeting Deadlines in Work Groups: Implicit and Explicit Mechanisms

Nous nous sommes demandés, dans cette étude, si les groupes étaient mieux à même de respecter les délais quand leurs membres partageaient les mêmes cognitions temporelles, c'est-à-dire quand ils s'accordaient sur les dimensions temporelles de leur tâche. Dans une étude longitudinale portant sur 31 groupes, nous avons étudié l'effet des cognitions temporelles partagées sur le respect d'un délai et exploré deux antécédents des cognitions temporelles partagées: la cohérence des rythmes des membres du groupe et l'échange des rappels concernant le temps. Nos résultats montrent que ces deux facteurs ont un impact sur les cognitions temporelles partagées et cela à différentes étapes du travail collectif. De plus, il est apparu que les cognitions temporelles partagées pouvaient aussi bien faciliter que contrecarrer le respect des délais: cela dépend des rythmes des membres du groupe.
In this study, we examined whether groups were better able to meet deadlines when group members had shared temporal cognitions, that is, when they agreed on the temporal aspects of their task. In a longitudinal study involving 31 groups, we studied the effect of shared temporal cognitions on meeting a deadline and explored two antecedents of shared temporal cognitions: the similarity in group members' pacing styles and the exchange of temporal reminders. Our findings suggest that both antecedents are relevant to shared temporal cognitions, be it at different stages of group collaboration. Furthermore, we found that shared temporal cognitions may either facilitate or impede meeting a deadline, depending on the content of group members' pacing styles.     

内隐自尊与外显自尊的关系:多重内隐测量的视角

本研究以102名大学生为被试,从多重内隐测量的视角出发,运用内隐联想测验（IAT）、Go／No-go联想任务（GNAT）和外部情绪性Simon任务（EAST）三种实验程序对内隐自尊及其特性进行了测量和研究,同时运用结构方程建模对内隐自尊和外显自尊的结构关系进行了探讨。结果表明：（1）IAT、GNAT和EASI这三种基于反应时范式的内隐自尊测量方法是有效的,均能有效检测出内隐自尊效应,内隐自尊的特性表现为个体倾向于将自我与积极属性或事物相联,将他人与消极属性或事物相联;（2）内隐自尊与外显自尊是分离的结构,两者是相对独立的两个自我评价系统,支持内隐自尊和外显自尊的两维结构说;（3）双重态度模型和信息加工双过程模型两种理论模型都可以解释内隐自尊和外显自尊的分离现象。     

Neuroimaging of Priming: New Perspectives on Implicit and Explicit Memory

Priming refers to a change in the ability to identify or produce an item as a consequence of a specific prior encounter. Priming has been studied extensively in cognitive studies of healthy volunteers, neuropsychological investigations of brain-damaged patients, and, more recently, studies using modern functional neuroimaging techniques such as positron emission tomography and functional magnetic resonance imaging. We review recent neuroimaging studies that have converged upon the conclusion that priming is reliably accompanied by decreased activity in a variety of brain regions. The establishment of this cortical signature of priming is beginning to generate new hypotheses concerning the relation between priming and explicit retrieval, which we illustrate by considering recent experiments on within- and cross-modality priming.     

外显与内隐记忆的情绪一致性效应

基于Yonelinas等双加工信号检测模型对再认记忆测验中外显记忆与内隐记忆分离的方法,以96名大学生为被试,考察了诱发抑郁与非临床抑郁状态下外显和内隐记忆的情绪一致性效应。结果表明诱发抑郁组和非临床抑郁组对抑郁词的外显记忆成绩显著高于对中性词和愉快词;对抑郁词的内隐记忆成绩亦显著高于对中性词和愉快词,且显著高于控制组对抑郁词的内隐记忆成绩。情绪一致性记忆效应在非临床抑郁个体和诱发抑郁个体的外显和内隐记忆中均存在。     

情绪调节内隐和外显态度在青少年阶段的发展特点

采用情绪调节版内隐联想测验以及情绪调节外显态度问卷对134名初中生、高中生和大学生进行测验,考察情绪调节内隐态度和外显态度在青少年阶段的发展特点以及二者之间的关系。研究结果表明：（1）对情绪调节的内隐态度随年龄的增长,其积极程度逐渐下降;（2）情绪调节外显态度表现出不依赖于年龄发展的稳定性,同时情绪调节外显态度的性别差异显著;（3）情绪调节外显态度与内隐态度呈较低程度的正相关。研究结果表明,情绪调节内隐态度和外显态度是两个既有联系又存在差异的心理结构,具有不同的发展特点。     

Promoting the Transition from Implicit to Explicit Understanding: A Training Study of False Belief

Ninety‐one children aged between 2;10 and 5;0 participated in a training study of false belief. Children were assigned to either an explanation condition, a practice condition or a control condition where children heard two stories unrelated to false belief. Children’s eye movements in anticipation of the protagonist reappearing were monitored at pre‐test. Only the explanation condition led to improvements in judgement and justification of a protagonist’s future action based on false belief. Children who looked in anticipation to where the protagonist thought the object was at pre‐test were more likely to give a correct judgement at post‐test than those who did not. Those children in the explanation group who gave a correct judgement at pre‐test were more likely to give an appropriate justification at post‐test than those who did not. Three main conclusions are drawn: (1) providing explanation about the underlying principles of a task is more likely to lead to improvements in performance than merely informing children of whether their response is correct; (2) the nature of improvements in performance will depend on the level of knowledge of the child at pre‐test; (3) training will only be beneficial for those children who demonstrate evidence of implicit understanding.     

同步内隐／外显序列学习：事件相关的fMRI的初步研究

本文利用事件相关fMRI研究探讨对于内隐和外显学习在脑区激活上的差异.实验采用同步内隐/外显学习序列,以有色的形状作为刺激材料.要求被试对于刺激的颜色做选择反应,并在颜色消失后找出形状的内在规则.颜色和图形序列分别采用两个独立的马尔可夫链,即下一个图形的颜色或者形状有70%的可能服从序列规则.行为数据显示被试习得了外显和内隐的规则,fMRI成像主要比较内隐和外显学习在学习过程和知识运用上脑区激活的差异.结果发现,与内隐学习柑比,外显学习在额叶的激活更为显著.而且,内隐学习和外显学习在视觉皮层的激活出现分离,内隐学习中枕叶的激活减弱,而外显学习中枕叶的激活增加.     

发展地看待知识内隐性的判别方法：内隐与外显学习区分的新途径

知识内隐性的判别一直是内隐学习研究领域的研究重点之一,恰当的区分内隐被试和外显被试对于该类研究有着至关重要的意义。本文介绍知识内隐性判别问题的研究历史,由最初的主观标准和客观标准到后来改进的研究方法,指出了随着对待内隐和外显学习两者关系的理论的发展,研究方法有必要与时俱进,并提出了新的区分内隐被试和外显被试的新方法。相对于传统研究方法,新方法从内隐知识和外显知识互为补充、＂任何一种学习即存在内隐学习,也存在外显学习＂的理论指导下,通过被试的猜测水平来判断其内隐水平,并确定＂纯的＂内隐被试的标准。该方法发展地看待内隐学习及其与外显学习的关系,有助于研究者更加深入、精确地研究内隐学习的相关问题。