关系-表征复杂性模型的检验

目前有关问题难度的观点多是不全面的,在综合前人研究的基础上提出了关系-表征复杂性模型。在该模型里,区分了问题难度和问题解决难度两个概念,二者的本质分别是关系复杂性和表征复杂性;关系复杂性包括水平复杂性和等级复杂性,表征复杂性相应地包括表征广度和表征深度。以172名小学高年级学生为被试,以长方形面积问题方面的三种测验收集的数据对该模型的内部和外部效度进行了检验,结果表明它能够有效解释问题（解决）难度,区分优、中、差三类学生所能达到的表征复杂性。这说明该模型有理论价值     

问题表征方式与数学问题解决的研究

阐述了问题表征在数学问题解决中的作用;重点探讨了抽象表征、原理表征、图式表征等不同表征方式与数学问题解决的关系;最后提出通过选择与转换两种策略来寻求适宜的问题表征方式。     

高中学生解决计算类化学问题的表征及其与策略关系的研究

在国内外关于问题解决中表征和策略研究的基础上,本研究提出了高中学生解决计算类化学问题的五个表征层次和四种解决策略,并用出声思维法对15位典型被试学生进行了详尽的个案分析.研究结果表明:高中学生在解决计算类化学问题时的表征程度(包括表征时间的长短和表征正确率的高低)决定了其问题解决策略的选取,表征程度高的学生倾向于选择相对优化的策略.     

数学学习不良儿童视觉-空间表征与数学问题解决

采用临床访谈的方法,考察了30名数学学习不良(MD)儿童和31名一般儿童的数学问题解决、视觉-空间表征策略和空间视觉化能力。结果发现：图式表征能促进数学问题的解决,图像表征则起妨碍作用;空间视觉化能力与解题正确率及图式表征策略有显著正相关,与图像表征策略有显著负相关。MD儿童的解题正确率以及使用图式表征策略的程度显著低于一般儿童,使用图像表征策略的程度则显著高于一般儿童。在解题正确率和图式表征策略这两个变量上,MD儿童和一般儿童的年级发展趋势相同,都随年级的升高而提高。但在图像表征策略的使用上,一般儿童有随年级的升高而下降的趋势,MD儿童却没有下降的趋势。两类儿童的空间视觉化能力都随年级的升高而提高。     

智商对物理问题解决表征体系动态特征的影响

基于对物理问题解决表征体系特征的研究,本文用口语报告法,对不同智商水平的被试在解决物理问题过程中表征体系的动态差异进行了实证性研究。结果证明,智商水平对物理问题解决表征体系动态特征的影响显著。     

口语报告法比较研究物理问题解决中不同数理基础被试表征体系的动态差异

基于对物理问题解决表征体系特征的研究,本文用口语报告法,对不同数理基础的被试在解决物理问题过程中表征体系的动态特征差异进行了实证性研究。结果证明,数理基础扎实的被试,其物理问题解决表征体系的动态特征优于数理基础一般和数理基础差的被试     

中学力学问题表征体系的动态特征

基于McDenott和Larkin的基本假设,该文提出了力学问题的表征体系,并用口语报告分析法实证研究了力学问题表征体系的动态特征。结果表明：问题解决者在解决力学问题过程中一般将建立4个不同层次的表征,并且在物理和数学表征层次所占时间显著多于在文字和朴素表征层次的时间。     

关系-表征复杂性模型

基于已有理论和研究背景所提出的关系-表征复杂性模型可以用作任务关系复杂性和儿童对其表征水平的分析框架,对于认知发展研究有较为普遍的意义。本文对关系复杂性(等级复杂性、关系内的和关系间的水平复杂性)、表征复杂性(表征广度、表征深度)以及各自的从属概念进行了理论界定。     

小学生数学问题解决中视觉空间表征的研究

本研究区分了两类数学应用题:非视觉化题目与视觉化题目,采用数学测验与个别访谈相结合的方法,考察了54名小学四、五、六年级不同学业水平学生的视觉空间表征。结果表明:图式表征在非视觉化题目与视觉化题目上都极大地促进了问题解决,图像表征妨碍非视觉化题目的解决但与视觉化题目的解决无关,并提出图式表征和图像表征在两类题目上有不同的含义。六年级学生的解题成绩及图式表征有显著的提高,但图像表征与年级因素无关。差生的图式表征能力很差,而在视觉化题目上使用图像表征显著地多于优生及中等生。在非视觉化题目的非视觉空间表征与图式表征之间的转换灵活性上,优生表现了明显的优势。     

幼儿遮挡绘画的表征策略与其内在机制的探讨

通过简要回顾儿童遮挡绘画的研究历史,总结了对幼儿遮挡绘画中理智写实性绘画与视觉写实性绘画持不同见解的两种概说:"知见说"与"表征策略说",在此基础上提出新的绘画认知理论——遮挡图式的格式塔渐成论,由此展开幼儿遮挡绘画的表征策略及其与幼儿认知发展的关系的深入探讨。     

Affordances and the Nature of Perceptual Content

Abstract

According to John McDowell, representational perceptual content is conceptual through and through. This paper criticizes this view by claiming that there is a certain kind of representational and non‐conceptual perceptual content that is sensitive to bodily skills. After a brief introduction to McDowell’s position, Merleau‐Ponty’s notion of body schema and Gibson’s notion of affordance are presented. It is argued that affordances are constitutive of representational perceptual content, and that at least some affordances, the so‐called ‘conditional affordances’, are essentially related to the body schema. This means that the perceptual content depends upon the nature of the body schema. Since the body schema does not pertain to the domain that our conceptual faculties operate upon, it is argued that this kind of perceptual content cannot be conceptual. At least some of that content is representational, yet it cannot feature as non‐demonstrative conceptual content. It is argued that if it features as demonstrative conceptual content, it has to be captured by private concepts. Since McDowell’s theory does not allow for the existence of a private language, it is concluded that at least some representational perceptual content is non‐conceptual.     

幼儿加减法运算中的策略发展特点

本研究随机选取北京市三所普通幼儿园小、中、大班儿童共90名,采用实物操作的非言语任务,考察3-5岁幼儿在加减法运算中的策略发展特点。结果表明:随着年龄的增长,儿童使用的策略由模仿、交换向内化、相反数策略转化;3、4岁幼儿在相反数题中,更多使用模仿和交换策略,而5岁幼儿更多使用模仿、相反数策略;在标准型题中,儿童一般较多使用模仿和内化策略;最大表征对儿童策略选择存在影响。     

Cognitive approaches to posttraumatic stress disorder: the evolution of multirepresentational theorizing

The evolution of multirepresentational cognitive theorizing in psychopathology is illustrated by detailed discussion and analysis of a number of prototypical models of posttraumatic stress disorder (PTSD). Network and schema theories, which focus on a single, explicit aspect/format of mental representation, are compared with theories that focus on 2 or more explicit representational elements. The author argues that the latter theories provide a more complete account of PTSD data, though are not without their problems. Specifically, it is proposed that at least 3 separate representational elements-associative networks, verbal/propositional representations, and schemas-are required to generate a comprehensive cognitive theory of PTSD. The argument that the development of multirepresentational cognitive theory in PTSD is a paradigm case for the development of similar theories in other forms of psychopathology is elaborated, and a brief agenda is proposed promoting 2 levels of theorizing-deep, formal theory alongside more localized, applied theory.     

顿悟问题解决过程中抑制解除理论有效性的实验研究

本研究以Puzzle任务为材料,对135名高二学生特定线索下的操作水平进行测查,结果表明：（1）表征的抑制解除理论对顿悟问题解决的机制具有一定的解释效力,表现为总体上经历了高操作失败次数的被试在线索敏感性上明显高于未经历操作失败次数的被试。（2）而被试在特定阶段的操作水平未出现朝向解决目标的线性增长而是出现停滞的现象证明了问题的表征复杂性对抑制解除的过程存在制约作用,使其宏观上表现为渐进-停滞-跃升的变化模式。     

Take the best versus simultaneous feature matching: probabilistic inferences from memory and effects of representation format

In 4 experiments, the tendency to use the simple heuristic Take The Best (TTB; G. Gigerenzer & D. Goldstein, 1996) was explored for probabilistic multiattribute inferences from memory. In a newly developed procedure, participants first learned attribute patterns that formed the basis for inferences in a second phase. A Bayesian method classified strategies as TTB, compensatory, or guessing. Experiment 1 had a high rate (64%) of participants classified as TTB users when inferences were made from memory. Experiment 2 showed that this was no mere materials effect. In Experiments 3 and 4, the authors examined effects of the representational format of the attribute information. Experiment 4 showed that the representational format may be an important moderating variable for strategy use.     

Self-representation: searching for a neural signature of self-consciousness

Human self-consciousness operates at different levels of complexity and at least comprises five different levels of representational processes. These five levels are nonconceptual representation, conceptual representation, sentential representation, meta-representation, and iterative meta-representation. These different levels of representation can be operationalized by taking a first-person-perspective that is involved in representational processes on different levels of complexity. We refer to experiments that operationalize a first-person-perspective on the level of conceptual and meta-representational self-consciousness. Interestingly, these experiments show converging evidence for a recruitment of medial cortical and parietal regions during taking a first-person-perspective, even when operating on different degrees of complexity. These data lend support for the speculative hypothesis, that there exist a neural signature for human self-consciousness that is recruited independent from the degree of representational complexity to be performed.     

Processing of text containing artificial inclusion relations

The present studies were based on the hypothesis that the majority of college students have available to them the appropriate schema for understanding set inclusion relations, but that various factors influence the likelihood that the schema is used in the processing of text containing artificial inclusion relations. Although group data did not support this hypothesis, the data of individual subjects could be readily interpreted as resulting from the selection of one of a small set of representational schemata. Among the factors shown to influence schema selection were the choice of sentence frame used to present each relation, the presence or absence of real-world contextual information, and the structure (simple vs. complex) of the underlying inclusion relation. In addition, one experiment showed that the processes used in constructing a mental representation of an inclusion relation and in retrieving information from the representation are similar to those used with linear orderings.     

Cognitive complexity and cerebral sensory interaction

To ascertain the amount of association between cognitive complexity and cerebral sensory interaction, visual, auditory and bimodal event-related potentials were recorded from 50 right-handed Caucasian males. Sensory interaction indices were derived for these Ss who had taken the Role Construct Repertory Test of cognitive complexity. Product-moment correlations were computed between sensory interaction indices for eight cerebral and cognitive complexity test scores. Sensory interaction for one left and all right hemisphere regions was significantly related to cognitive complexity. As sensory suppression lessened, cognitive complexity decreased. The results substantiated the theory that the visual-imaginal and the auditory-verbal representational systems are implicated in cognitive complexity. The extent to which the cortex can inhibit or attenuate the interaction between these dual symbol systems is associated with intricate cognitive processing.