语音回路和视空间模板对音位流畅性和语义流畅性的影响

采用双任务范式,通过四种次任务考察了工作记忆两个子系统－语音回路和视空间模板对音位流畅性和语义流畅性的影响。实验1表明,主动产生系列发音和被动聆听声音判断对音位流畅性影响更大,表明音位流畅性更依赖于语音回路。实验2表明,字形匹配和字形旋转判断对语义流畅性影响更大,表明语义流畅性更依赖于视空间模板。研究还表明,被试完成音位流畅性任务的策略更易受语言的特点影响,完成语义流畅性任务的策略更易受概念系统的特性影响     

言语工作记忆内容在语义水平的注意捕获

采用工作记忆−视觉搜索双任务范式, 探讨不同呈现方式下与言语工作记忆内容语义水平匹配的刺激的注意捕获效应。结果发现：(1)视觉呈现下, 与言语工作记忆内容知觉和语义匹配的刺激均能捕获注意, 且在视觉搜索快速反应的阶段仍能捕获注意; (2)听觉呈现下, 与言语工作记忆内容语义匹配的刺激不能捕获注意, 反而被抑制, 但在视觉搜索快速反应的早期阶段却能捕获注意。研究表明, 基于视听呈现的言语工作记忆内容在语义水平对注意的引导作用可发生在注意搜索过程快速反应的早期阶段。而晚期阶段由于受到跨通道注意选择的抑制, 听觉呈现下的语义表征不能捕获注意, 而视觉呈现下的语义表征仍能捕获注意。     

非流畅性对定向遗忘元认知判断的影响

目的:研究拟探讨知觉改变引起的难度和材料意义引起的真实难度导致的非流畅体验对元认知判断的影响;同时对比记住判断和遗忘判断的不同。方法:引入定向遗忘程序,让被试在"记住"条件下作学习判断,在"忘记"条件下作遗忘判断,考察两种不同难度对人们有意遗忘和识记能力的影响。结果:两种材料难度对预测判断和学习成绩有不同的影响,而且两个实验均表明学习判断值显著高于遗忘判断值。结论:知觉属性导致的表面难度引起的非流畅性不同于材料的真实难度引起的非流畅性体验,由真实难度引发的加工可能促使记忆更加深刻,同时,记住判断的准确性高于遗忘判断。     

加工流畅性和提取流畅性与学习不良儿童学习判断的关系

流畅性是个体做学习判断（Judgements of Learning, JOLs）时的重要线索,主要包括加工流畅性和提取流畅性。实验采用联想字对作为实验材料,把做JOLs的时间分为即刻JOLs (Immediate:I)（学习完一个项目立即判断）,短时延迟JOLs（Delay condition: D1）和长时延迟JOLs（D2）,考察不同JOLs时间条件下,流畅性线索对学习不良儿童和一般儿童的JOLs的不同预测模式。被试为普通小学五年级学习不良和一般儿童各20名,结果发现,一般儿童在I条件下主要利用加工流畅性,在D条件下主要利用提取流畅性做JOLs,而学习不良儿童无论在I还是D条件下均主要利用提取流畅性线索做JOLs。加工流畅性在I条件下效度较高,提取流畅性在D条件下效度较高     

知觉流畅性对判断和决策的影响

流畅性是个体对加工信息难易程度的一种主观体验, 它分为知觉流畅性、概念流畅性、提取流畅性等。研究者通过操纵刺激与背景的颜色对比度、刺激的字体类型、清晰程度等因素来控制知觉流畅性, 发现知觉流畅性会影响一系列判断和决策任务, 如命题真实性、类别判断、偏好、熟悉性等。知觉流畅性既可以作为判断的直接线索也可以通过选择不同线索和认知策略来间接影响判断和决策。     

系列加工对个体阅读流畅性的影响机制

RAN与阅读流畅性存在正相关,这种相关背后的机制却存在较大争议。系列加工作为以往研究中被忽视的因素,近些年被逐渐证明在RAN与阅读流畅性的相关中存在重要影响。文章从跨年龄、跨语言,以及多种RAN任务与多种阅读任务的关系三个角度挖掘了二者之间的稳定相关及其内在机制,表明了系列加工是个体阅读流畅性的重要影响因素之一。     

篮球运动员视觉工作记忆对注意控制的影响

采用视觉搜索任务范式,以不同工作记忆容量的篮球运动员作为研究参与者,探讨了视觉工作记忆对自上而下注意控制的影响。结果表明,不同视觉工作记忆容量的篮球运动员的注意控制能力存在差异,高视觉工作记忆容量组的成绩略优于低视觉工作记忆容量的篮球运动员;视觉工作记忆中信息性质影响注意控制,其影响作用是通过记忆项目特征与目标项目特征相匹配的情况来实现,这个影响过程不受视觉工作记忆容量大小的调节。     

流畅性对再认的影响:实验证据及理论解释

流畅性可以影响再认,而且仅影响熟悉性加工的观点已得到大量研究的证实。近年一些研究者采用掩蔽启动范式并结合修改的R/K范式、独立判断的R/K范式等实验范式,操控测验项目的流畅性,发现流畅性影响的可能是猜测或者回想加工,因而质疑这个结论。为解释流畅性对再认的影响,流畅性归因理论侧重对流畅性的归因、冲突-归因理论侧重期待流畅性和实际流畅性之间的冲突、预激活-适应模型侧重启动刺激引起的神经活动激活或适应、线索-学习理论侧重流畅性线索的有效性。未来研究应关注流畅性对来源和联结记忆的影响,并考察流畅性对再认的影响在不同年龄人群或遗忘症人群中的表现是否一致。     

语素语义信息对言语听辨的影响

实验主要探讨双字词中语素的语义信息对言语听辨的影响。实验采用语义判断任务,实验材料为双字词首字完整语音分别加上尾字的80毫秒、120毫秒、160毫秒、200毫秒4个语音片段,让被试进行听觉词汇判断任务。实验1选用48组双字词作为关键材料,48组作为填充材料,被试根据听到的语音片段判断该词是否为人词,如,“教师”为人词,“非洲”为非人词;实验2选用了56组关键材料、56组填充材料,任务同实验1。实验结果发现,双字词加工的首字语素语义信息在听词辨认的初始参与了加工,强语义联系对尾字的识别有促进作用,弱语义联系对尾字的识别有抑制作用。初步实验结果支持了言语听辨的多重信息并行激活模型——TRACE模型。     

语义联系类型和强度对预期推理生成的制约作用

首先采用开放式问卷实验方法,由被试生成日常生活中的事件以及组成这些事件的各种活动和活动的参加者。然后,对这些事件熟悉性、对活动的典型性和可区分性三个维度进行主观评价,形成事件以及每个事件活动序列,并据此编制实验材料。实验主要考察活动的典型性和可区分性对于熟悉性高的事件的预期推理的影响,以及不同工作记忆能力的被试进行事件预期推理时的加工模式。实验结果表明：（１）高工艺记忆能力的被试对事件的预期量小于     

Increasing Levels of Semantic Verbal Fluency in Elderly English Adults

ABSTRACT

Analyses incorporating large independent population-based samples and identical measures are needed to investigate recent trends in cognitive function. Nationally representative independent cohorts of community living individuals in England aged 65 years or older from the MRC Cognitive Function and Ageing Study in 1991 (n = 9458) and the English Longitudinal Study of Ageing in 2002 (n = 5196) were compared. East Cambridgeshire participants aged 65–69 years in 1991 (n = 680) were also compared to an independent cohort examined in 1996 (n = 600). Semantic verbal fluency, as measured by the animal naming neuropsychological test, increased by 1.1 extra words a minute in England between 1991 and 2002 (95% CI 0.9, 1.3). A similar increase was also observed in East Cambridgeshire. Levels of semantic verbal fluency appear to have increased in the older English population, which may help to buffer the aging population from future increases in dementia.     

视觉与言语工作记忆表征对视觉注意的引导

通过三个实验,探讨不同时间进程下视觉和言语工作记忆表征对视觉注意的引导。实验1采用注意引导与注意探测任务同时呈现的范式,探讨不同记忆项与注意项时间间隔(SOA)条件下言语工作记忆表征对视觉注意的引导。结果发现,当SOA较短时言语工作记忆表征对视觉注意有引导效应,而SOA较长时未观察到引导效应;实验2、3采用注意引导任务与注意探测任务分离范式,分别探讨在不同SOA条件下言语和视觉工作记忆表征对视觉注意的引导。结果发现,不同SOA条件下言语和视觉工作记忆表征均能引导视觉注意。研究表明,不同实验范式对言语工作记忆表征对视觉注意的引导有明显影响,视觉比言语工作记忆表征能在更广泛条件下引导视觉注意。     

Limitations in Verbal Fluency Following Heavy Burdens of Early Childhood Diarrhea in Brazilian Shantytown Children

The effects of heavy burdens of diarrhea in the first 2 years of life on specific executive control function like verbal fluency are not well understood. In previous studies, we have shown associations of early childhood diarrhea (ECD) with nonverbal intelligence and school functioning. Therefore, we postulated that ECD might affect early neuropsychological development leading to long-term deficits in normal cognitive development. Based on our extensive 14-year prospective cohort studies of early childhood diarrheal illnesses in a Brazilian shantytown community, we examined ECD correlations between specific impairments of higher mental function and executive skills in shantytown children 5–10 years later (now at 6–12) years of age. Specifically we examined whether heavy diarrheal illnesses correlate with reduced performance on selected tests of executive function. Our study, for the first time, suggests a disproportional impairment in semantic but not phonetic fluency in a subset of children with heavy burdens of diarrhea in their first 2 years of life even when controlling for maternal education, breastfeeding, and child schooling. Similar semantic decrements have been associated with impaired recovery from brain injury. These exploratory studies suggest the importance of verbal fluency tests to assess executive functioning in children challenged by poor nutrition and diarrhea in early life. In addition, our unique findings show the potential influences of early childhood diarrhea on language development that is so critical to productive adulthood and potentially set a foundation for new neuropsychological approaches, which assess early burdens of enteric illnesses on childhood development.     

The effect of childhood bilingualism on episodic and semantic memory tasks

Kormi-Nouri, Moniri and Nilsson (2003) demonstrated that Swedish-Persian bilingual children recalled at a higher level than Swedish monolingual children, when they were tested using Swedish materials. The present study was designed to examine the bilingual advantage of children who use different languages in their everyday life but have the same cultural background and live in their communities in the same way as monolingual children. In four experiments, 488 monolingual and bilingual children were compared with regard to episodic and semantic memory tasks. In experiments 1 and 2 there were 144 boys and 144 girls in three school groups (aged 9-10 years, 13-14 years and 16-17 years) and in three language groups (Persian monolingual, Turkish-Persian bilingual, and Kurdish-Persian bilingual). In experiments 3 and 4, there were 200 male students in two school groups (aged 9-10 years and 16-17 years) and in two language groups (Persian monolingual and Turkish-Persian bilingual). In the episodic memory task, children learned sentences (experiments 1-3) and words (Experiment 4). Letter and category fluency tests were used as measures of semantic memory. To change cognitive demands in memory tasks, in Experiment 1, the integration of nouns and verbs within sentences was manipulated by the level of association between verb and noun in each sentence. At retrieval, a recognition test was used. In experiments 2 and 3, the organization between sentences was manipulated at encoding in Experiment 2 and at both encoding and retrieval in Experiment 3 through the use of categories among the objects. At retrieval, free recall or cued recall tests were employed. In Experiment 4, the bilingual children were tested with regard to both their first and their second language. In all four experiments, a positive effect of bilingualism was found on episodic and semantic memory tasks; the effect was more pronounced for older than younger children. The bilingual advantage was not affected by changing cognitive demands or by using first/second language in memory tasks. The present findings support the cross-language interactivity hypothesis of bilingual advantage.     

When Fluency Signals Truth: Prior Successful Reliance on Fluency Moderates the Impact of Fluency on Truth Judgments

Repeated statements are more frequently judged to be true. One position relates this so‐called “truth effect” to metacognitive experiences of fluency, suggesting that repeated statements are more frequently judged to be true because they are processed more fluently. Although most prior research focused on why repetition influences truth judgments, considerably less is known about when fluency is used as information. The present research addresses this question and investigates whether reliance on fluency is moderated by learning experiences. Specifically, we focus on changes in the reliance on fluency over the course of time. A series of experiments reveals that fluency is more likely to be used in truth judgments when previous reliance on fluency has resulted in valid judgments, compared with when previous reliance on fluency was misleading. These findings suggest that reliance on fluency in judgments is a finely tuned process that takes prior experiences with fluency‐based judgments into account. Copyright © 2013 John Wiley & Sons, Ltd.     

时间压力下图标语义距离对雷达界面信息工作记忆的影响

本研究分别在无时间压力和有时间压力的条件下,通过两个实验探究了图标语义距离?目标数量以及目标类型对雷达界面信息工作记忆的影响?结果发现无时间压力下图标语义距离在工作记忆的编码提取上没有差异,而有时间压力下,强语义图标相较于弱语义图标在工作记忆的提取上具有优势;且无论是在无时间压力下还是有时间压力下,工作记忆容量最佳为3个目标项;对敌机的提取时长于友机长于不明飞行物?结果表明仅在有时间压力下强语义图标在信息提取上具有优势,验证了工作记忆容量的限制,为雷达界面的设计提供了参考意见?     

第二语言语义提取中的工作记忆效应

本文报告一项针对工作记忆容量是否制约中国英语学习者第二语言语义提取效率的实验。实验考查了工作记忆广度中的个体差异是否抑制学习者对第二语言单词语义信息的提取问题,还探索了工作记忆广度和第二语言词汇知识水平的相关性。研究以通用容量工作记忆模型为基础,采用运算广度的工作记忆测试,得出工作记忆广度对单词语义信息的提取没有显著抑制作用的结果。结果还显示工作记忆广度与第二语言词汇知识水平之间没有显著的线性关系。