不同认知方式中小学生的前瞻记忆的研究

以反义词—非反义词判断为进行中任务,探讨了小学、初中和高中的场独立、场依存型各60名学生的前瞻记忆完成情况。结果表明,场独立学生的前瞻记忆成绩明显好于场依存者;小学、初中、高中各年龄组学生的前瞻记忆成绩无明显差异;基于事件的前瞻记忆成绩明显好于基于时间的前瞻记忆。     

前瞻记忆的字形、语音TAP效应研究

本研究采用单因素实验设计,以30名大学生为被试,基于双重任务范式,考察了前瞻任务为材料驱动的情况下,前瞻记忆语音、字形适当迁移加工(transfer—appropriate processing,TAP)效应。结果发现：TAP效应对前瞻记忆的辨别力指标和传递效率的影响达到了显著性水平,而对于前瞻记忆判断标准的影响未达到显著水平。     

日常情境中前瞻记忆失败事件的归因

通过调查得到个体对日常情境中前瞻记忆失败的6种归因,在此基础上,编制12个日常生活中前瞻记忆失败的情境故事,让124名大学生被试进行归因,以确定事件重要性、人际关系和过错者身份对日常情境中前瞻记忆失败归因的影响。结果表明,被试对不重要事件的前瞻记忆失败归因为“主观无意”,重要事件归因为“主观故意”;在对事件后果和过错者人品判断时具有“对己严格”和“对人宽容”的归因特点;对包含亲子关系的前瞻记忆失败者进行责任较轻的归因与后果判断,在重要事件情境中,对包含朋友关系的前瞻记忆失败者进行责任较重的归因与后果判断。     

任务重要性对前瞻记忆的迁移恰当加工效应的影响

为考察任务重要性对前瞻记忆迁移恰当加工（Transfer-appropriate Processing,以下简称TAP）效应的影响,随机选取在校大学生48名,采用基于双重任务的实验研究范式,探究了任务重要性对前瞻记忆TAP效应的影响。研究结果表明：任务的重要性对前瞻记忆TAP效应有显著的影响。当进行中任务较重要时,TAP效应存在;而当前瞻记忆任务较重要时,TAP效应没有出现     

不同任务情境中的前瞻记忆是一致的吗？

对47名大学生被试依次进行自然情境中的人为任务、自然情境中的自然任务、实验室情境中的人为任务和实验室情境中的自然任务的测试。结果发现,相同任务情境中的不同性质的前瞻记忆具有一致性,特别是在自然情境中的一致性更为明显;相同任务性质但不同任务情境下的前瞻记忆没有一致性,实验室中的前瞻记忆与自然情境中的前瞻记忆不能相互预测。     

加工焦点性和任务负荷对不同认知方式大学生前瞻记忆的影响

采用双任务范式,探讨了加工焦点性和进行中任务负荷对不同认知方式大学生前瞻记忆的影响。包括两个实验:实验一探讨进行中任务与前瞻记忆任务加工的焦点性和加工类型的一致性对不同认知方式大学生前瞻记忆的影响;实验二探讨进行中任务负荷对不同认知方式大学生在在焦点加工和非焦点加工条件下前瞻记忆的影响。结果显示:焦点加工条件下的前瞻记忆成绩高于非焦点加工,且不受进行中任务负荷的影响;不管进行中任务与前瞻记忆任务的加工类型是否一致,在进行中任务负荷较高且非焦点加工条件下,场独立大学生的前瞻记忆成绩高于场依存大学生。本研究结果支持多重加工理论。     

任务中断对幼儿前瞻记忆的影响

本研究采用实验方法研究了年龄及当前进行任务中不同位置的中断对幼儿前瞻记忆的影响。结果发现：(1)年龄对幼儿前瞻记忆成绩有显著影响;(2)在1／4中断和无中断条件下,幼儿的前瞻记忆成绩较好,在1／2中断和3／4中断条件下．幼儿前瞻记忆成绩较差。     

分散注意条件下前瞻记忆的完成水平及其影响因素初探

本研究试图探讨在分散注意条件下前瞻记忆的完成水平及其影响因素。被试为98名大学生。在实验中,当前任务为数字听写,同时放映一段无声动画短片,将前瞻记忆任务(即看到某一靶线索画面时在相应数字上做记号)嵌入其中,动画片结束后要求被试完成若干与动画片内容有关的问题(事先通过指导语告知)。结果发现：1、前瞻记忆任务的成绩与被试的性别几乎无关,与材料熟悉程度也无显著相关;2、与被试对材料的喜好程度显著相关,提示即使在分散注意条件下,被试在完成前瞻记忆任务时也可能会根据偏好自动调整注意的分配。     

精神分裂症患者的前瞻记忆比较研究

近年来有越来越多的心理学家从神经心理学角度对前瞻记忆进行研究,其中涉及较多的是正常被试与脑损伤患者之间的前瞻记忆比较。本文则针对目前关注比较少的精神分裂症这种特殊的脑损伤病人,通过对28名精神分裂症患者与30名正常被试在一定试验条件下进行前瞻记忆研究,试图发现其与正常被试在前瞻记忆的水平、影响因素以及自我评价方面的差异并分析其原因。     

12～20岁个体前瞻记忆的发展与影响因素的研究

以334名12～20岁个体为被试,采用两因素混合设计,探讨这一年龄阶段个体前瞻记忆的发展及影响因素。结果发现,被试前瞻记忆水平随年龄增长而提高,且在14～16岁发展最快;提高基于时间的前瞻记忆负载,会使前瞻记忆成绩降低;前瞻记忆与当前任务的完成呈负相关。表明前瞻记忆是一种策略加工过程。     

Normal aging and prospective memory

We develop a laboratory paradigm for studying prospective memory and examine whether or not this type of memory is especially difficult for the elderly. In two experiments, young and old subjects were given a prospective memory test (they were asked to perform an action when a target event occurred) and three tests of retrospective memory (short-term memory, free recall, and recognition). From the perspective that aging disrupts mainly self-initiated retrieval processes, large age-related decrements in prospective memory were anticipated. However, despite showing reliable age differences on retrospective memory tests, both experiments showed no age deficits in prospective memory. Moreover, regression analyses produced no reliable relation between the prospective and retrospective memory tasks. Also, the experiments showed that external aids and unfamiliar target events benefit prospective memory performance. These results suggest some basic differences between prospective and retrospective memory.     

A cross-cultural study of the test anxiety levels in Iranian and Indian students

This study compared the test anxiety levels of Iranian (N = 160) and Indian (N = 160) school and college students. Significant main effects of Culture, Educational Level and Sex indicated that the Iranian students had higher Test Anxiety scores than their Indian counterparts, and females reported higher test anxiety than males. A significant Culture x Educational Level x Sex interaction revealed, however, that level of education had opposite effects within the Indian culture: Indian school females reported more test anxiety than their college counterparts; Indian college males had higher test anxiety than their school counterparts. Iranian school males and females both reported higher test anxiety than their college counterparts. Tricultural differences in the test anxiety levels of comparable student groups in Iran, India and the U.S. were interpreted as reflecting East-West cultural factors that influenced reactions to objective examinations, resulting in greater test anxiety in Eastern cultures.     

回溯性监测判断与预见性监测判断发展的比较研究

实验采用3×3×2(年龄,材料,性别)三因素混合实验设计,按照学习成绩好、中、差分层随机选取小二、初二、大二被试各18名,其中男女各半,对被试回溯性监测判断与预见性监测判断的发展进行了比较研究,得到如下结论①三种监测判断发展的速度不同,回溯性监测判断发展最早,回忆准备就绪程度的判断发展较早,任务难度的预见判断发展最晚。②材料在三种监测判断中的作用不同。③三种监测判断发展中性别差异均不显著。④预见性监测水平与记忆成绩之间存在较高正相关,而回溯性监测水平与记忆成绩之间相关较低。     

Mental health of Iranian high school and college students

The objectives of this study were to investigate the mental health of Iranian high school and college students with regard to sex differences and to compare the results with those from other countries. The sample included 159 high school students (79 boys, 80 girls) and 160 college students (80 boys, 80 girls). The Middlesex Hospital Questionnaire was used to measure free floating anxiety, depression, phobia, obsession, and somatization. Significant effects of group and sex were noted for phobia, but for depression only the main effect of group was significant. For other scales neither the main effects of group and sex nor their interactions were significant. Iranian college students showed more anxiety than their British peers.     

Science Anxiety as a Function of Gender and Experience

This study examined the influence of gender and various background factors on science anxiety. Students (50 women, 37 men) took the Science Anxiety Scale (Mallow, 1994), provided information about high school and college academic accomplishments, described gender-role stereotyping in the home, and evaluated their science teachers and science experiences. Most participants were Caucasian and from an upper-middle class background. Women were not uniformly more science anxious and had a relatively similar science background to men, although they had higher science grades in high school and did report less stringent sex-role socialization in the home. However, students with high science anxiety took fewer science courses in college, had lower SAT-Q scores, and reported that their high school science teachers were not helpful. The findings regarding gender- and anxiety-linked differences are discussed in terms of women's and men's differential interpretations of their abilities, the influence of parental gender typing on pursuit of science, and the gender-appropriateness of studying science.     

青少年分类能力发展特点的眼动研究

在目标匹配范式下,使用表示现实生活中的物体和场景关系的手绘黑白图片材料,通过眼动记录法考察了136名中学生和大学生分类加工过程的发展特点。结果表明,青少年分类能力发展存在显著的年级效应。不论是从分类结果还是从分类加工过程中看,青少年分类概括的能力并没有进入了平稳发展的阶段而是随着年级的升高而增长。高中阶段为分类能力发展的过渡阶段。     

Mood and prospective memory

This study considered the relationship between mood states, prospective memory, and retrospective memory among a non-clinical sample of undergraduate students. Multiple regression analyses with simultaneous entry of variables were undertaken to examine the unique contributions of the alternate memory test and the emotional states to memory test performance. As expected, retrospective free recall performance and anxiety made unique and significant contributions to performance on the prospective memory task. However, only prospective memory performance emerged as a significant predictor of retrospective free recall. It is suggested that none of the mood measures emerged as a significant predictor of retrospective memory performance because they do not account for unique variance. In contrast, the relationship between anxiety and prospective memory appears to be due to factors uniquely associated with anxiety, and unrelated to depression.     

The effect of monetary incentives on backward digit span performance

In order to determine if monetary-incentive effects, particularly the detrimental effects of such incentives on human learning and performance, might be mediated by anxiety, 52 college students were administered six backward digit trials in a preexperimental, baseline phase and six trials in an experimental, test phase. Of the 52 subjects, 26 were paid 50 cents following each correct recitation of a backward digit series during the test phase. The remaining 26 were unpaid control subjects. Results showed that the rationale for the study was correct because state anxiety was indeed negatively related to backward digit span performance as previous research had shown, but the offer of reward did not elevate state anxiety scores and, more importantly, the offer of reward led to a significant improvement in backward digit span performance—an effect which is the opposite of what would be predicted by the anxiety hypothesis. The reward effects of theoretical interest in planning this research were those facilitating and detrimental effects that are produced by offering elementary, high school, or college students small amounts of money (typically from $1 to $3) as a superfluous inducement to participate in a study of human learning or performance. The results of this study discredit any explanation of such reward effects which attributes the effects to reward-induced anxiety.     

状态焦虑与转换功能：注意控制理论在运动员群体中适用性的检验

通过3个平行实验探讨了状态焦虑对转换功能的影响,检验了注意控制理论在运动领域的适用性。3个实验采用不同范式的More-Odd shifting任务测量转换功能,其结果呈现一致的趋势：在大学生群体中,高状态焦虑降低了加工效能,而对正确率影响不大;而在运动员群体中,高状态焦虑对加工效能和正确率都影响不大。本研究得出结论：注意控制理论关于状态焦虑影响转换功能的假设可能在不同群体中有不同的适用性,适用于大学生,但不适用于运动员。