依恋内部工作模式的社会认知研究

社会认知取向的成人依恋研究,在验证依恋理论的核心假设和探索与情绪调节策略、依恋系统活动有关的心理活动过程方面取得了长足的进步。这种把当前社会认知理论特别是心理表征这一重要概念运用到理解依恋的内部工作模式（internalworkingmodel）中去的价值已经逐渐显露。文章概述了关于内部工作模式与心理表征的关系及其在启动效应、可得性与通达性、记忆、情绪、归因等五个重要方面的研究进展,并对将来的研究进行了思考与展望     

Absolute pitch: perception, coding, and controversies

Recent findings in cognitive neuroscience and cognitive psychology are converging to shed light on the nature of processing, categorization and memory for pitch in humans and animals. Although most people are unable to name or place pitch values in consistent, well-defined categories, as they do for color, stable long-term memory for pitch has been shown in certain animal species, in infants, and in both adult musicians and non-musicians. 'Absolute pitch', the rare ability to label pitches without external reference, appears to require acquisition early in life, and involves specialized brain mechanisms, now partially identified. Research on pitch coding strategies informs wider theories in cognitive science of semantic memory, and the nature of perceptual categories.     

Validity of the Rey Visual Design Learning Test in Primary and Secondary School Children

Studies on adults have revealed a disadvantageous effect of negative emotional stimuli on executive functions (EF), and it is suggested that this effect is amplified in children. The present study’s aim was to assess how emotional facial expressions affected working memory in 9- to 12-year-olds, using a working memory task with emotional facial expressions as stimuli. Additionally, we explored how degree of internalizing and externalizing symptoms in typically developing children was related to performance on the same task. Before employing the working memory task with emotional facial expressions as stimuli, an independent sample of 9- to 12-year-olds was asked to recognize the facial expressions intended to serve as stimuli for the working memory task and to rate the facial expressions on the degree to which the emotion was expressed and for arousal to obtain a baseline for how children during this age recognize and react to facial expressions. The first study revealed that children rated the facial expressions with similar intensity and arousal across age. When employing the working memory task with facial expressions, results revealed that negatively valenced expressions impaired working memory more than neutral and positively valenced expressions. The ability to successfully complete the working memory task increased between 9 to 12 years of age. Children’s total problems were associated with poorer performance on the working memory task with facial expressions. Results on the effect of emotion on working memory are discussed in light of recent models and empirical findings on how emotional information might interact and interfere with cognitive processes such as working memory.     

Research on intelligent cognitive function enhancement of intelligent robot based on ant colony algorithm

In this paper, ant colony algorithm is studied to improve the visual cognitive function of intelligent robots. Based on the detailed understanding of the research status in this field at home and abroad, and learning from cognitive science and neurobiology research results, a solution is proposed from the perspective of ant colony algorithm based on human brain structure and function. By simulating the process of autonomous learning controlled by human long-term memory and its working memory, a visual strangeness-driven growth long-term memory autonomous learning algorithm is proposed. This method takes incremental self-organizing network as long-term memory structure, and combines with visual strangeness internal motivation Q learning method in working memory. The visual knowledge acquired by self-learning is accumulated into long-term memory continuously, thus realizing the ability of self-learning, memory and intelligence development similar to human beings. The experimental results show that the robot can learn visual knowledge independently, store and update knowledge incrementally, and improve its intelligence development, classification and recognition ability compared with the method without long-term memory. At the same time, the generalization ability and knowledge expansion ability are also improved.     

Deictic codes for the embodiment of cognition

To describe phenomena that occur at different time scales, computational models of the brain must incorporate different levels of abstraction. At time scales of approximately 1/3 of a second, orienting movements of the body play a crucial role in cognition and form a useful computational level--more abstract than that used to capture natural phenomena but less abstract than what is traditionally used to study high-level cognitive processes such as reasoning. At this "embodiment level," the constraints of the physical system determine the nature of cognitive operations. The key synergy is that at time scales of about 1/3 of a second, the natural sequentiality of body movements can be matched to the natural computational economies of sequential decision systems through a system of implicit reference called deictic in which pointing movements are used to bind objects in the world to cognitive programs. This target article focuses on how deictic binding make it possible to perform natural tasks. Deictic computation provides a mechanism for representing the essential features that link external sensory data with internal cognitive programs and motor actions. One of the central features of cognition, working memory, can be related to moment-by-moment dispositions of body features such as eye movements and hand movements.     

A cognitive model in which representations are images

Interpretations of images of the brain are starting to reveal the conceptual tasks in which the person was engaged at the time of imaging. Existing mathematical models can explain the patterns of activity observed in such images in terms of the coherent activity of large populations of neurons, but not in terms of cognition. This paper is an early investigation into how such patterns might provide the internal representations for a cognitive system. Probes, working memories and memories are all represented as images. The accompanying process model describes how attention is set according to the contents of working memory, how attention determines what parts of the probe are memorised, how memories are activated according to similarity to the probe in areas in attention, and how working memory is managed. The model is demonstrated on re-creations of classic simulations of recognition memory and categorisation.     

REALISM WITHOUT TRUTH: A REVIEW OF GIERE'S SCIENCE WITHOUT LAWS AND SCIENTIFIC PERSPECTIVISM

An increasingly popular view among philosophers of science is that of science as action—as the collective activity of scientists working in socially‐coordinated communities. Scientists are seen not as dispassionate pursuers of Truth, but as active participants in a social enterprise, and science is viewed on a continuum with other human activities. When taken to an extreme, the science‐as‐social‐process view can be taken to imply that science is no different from any other human activity, and therefore can make no privileged claims about its knowledge of the world. Such extreme views are normally contrasted with equally extreme views of classical science, as uncovering Universal Truth. In Science Without Laws and Scientific Perspectivism, Giere outlines an approach to understanding science that finds a middle ground between these extremes. He acknowledges that science occurs in a social and historical context, and that scientific models are constructions designed and created to serve human ends. At the same time, however, scientific models correspond to parts of the world in ways that can legitimately be termed objective. Giere's position, perspectival realism, shares important common ground with Skinner's writings on science, some of which are explored in this review. Perhaps most fundamentally, Giere shares with Skinner the view that science itself is amenable to scientific inquiry: scientific principles can and should be brought to bear on the process of science. The two approaches offer different but complementary perspectives on the nature of science, both of which are needed in a comprehensive understanding of science.     

Freud's 'problem': COGNITIVE NEUROSCIENCE & PSYCHOANALYSIS WORKING TOGETHER ON MEMORY

The first part of this paper discusses the development of Freud's views on memory from the time of the Project up to the formulation of the second topography. Freud's attempts to match his psychological views with an organic model were necessarily inconclusive, but in the process many innovative ideas about memory can be seen to resonate with recent developments in cognitive neuroscience. A brief discussion of perceptual identity, internal perception and Freud's affect theory introduce the central theoretical idea in the second half of the paper, namely that Identification can be seen as a form of memory. Modern memory theory is linked with the superego, following which the author proposes that internal objects might be renamed 'memory-objects' and that these can be understood in terms of the distinction made in cognitive neuroscience between implicit and explicit memory and between different parts of the brain, in particular the amygdala, the basal ganglia and the hippocampus. Klein's 'memory in feeling' and the views of Fairbairn and Ogden in relation to the dynamic nature of internal objects are briefly discussed. The paper ends with a few comments on the aberrations of memory and some implications of the implicit memory-object system.     

Philosophical conceptions of the self: implications for cognitive science

Several recently developed philosophical approaches to the self promise to enhance the exchange of ideas between the philosophy of the mind and the other cognitive sciences. This review examines two important concepts of self: the 'minimal self', a self devoid of temporal extension, and the 'narrative self', which involves personal identity and continuity across time. The notion of a minimal self is first clarified by drawing a distinction between the sense of self-agency and the sense of self-ownership for actions. This distinction is then explored within the neurological domain with specific reference to schizophrenia, in which the sense of self-agency may be disrupted. The convergence between the philosophical debate and empirical study is extended in a discussion of more primitive aspects of self and how these relate to neonatal experience and robotics. The second concept of self, the narrative self, is discussed in the light of Gazzaniga's left-hemisphere 'interpreter' and episodic memory. Extensions of the idea of a narrative self that are consistent with neurological models are then considered. The review illustrates how the philosophical approach can inform cognitive science and suggests that a two-way collaboration may lead to a more fully developed account of the self.     

Further considerations regarding inhibitory processes, working memory, and cognitive aging

The present study explored the relationship between inhibitory processing (as indexed by identity negative priming in a letter-naming task), working memory, discourse processing, and cognitive aging effects. Consistent with several other recent reports, this study found evidence of intact inhibitory processing, as measured by negative priming, in older adults as well as younger adults. This intact negative priming occurred in conjunction with diminished working memory span and impaired memory in the discourse processing task in the same sample of older adults, further arguing against the likelihood that declines in these areas are caused by impairments in the inhibitory processes measured by negative priming. The implications of these results for theories of cognitive aging and possible reasons for inconsistent findings regarding negative priming effects among the elderly are discussed.     

A review of brain-based neuro-cognitive models

We present a survey of recent brain-based neural network models of various aspects of cognition, covering learning and episodic memory, working memory, attention control, goal formation, language learning and use and consciousness. These models are assessed in the light of their explanation of experimental data, as well as the possible help they have provided in understanding global cognitive processing principles. The paper concludes with a discussion of how the models discussed might help to guide the creation of an artificial cognitive brain.     

Selective attention is a primary determinant of the relationship between working memory and general learning ability in outbred mice

A single factor (i.e., general intelligence) can account for much of an individuals' performance across a wide variety of cognitive tests. However, despite this factor's robustness, the underlying process is still a matter of debate. To address this question, we developed a novel battery of learning tasks to assess the general learning abilities (GLAs) of mice. Using this battery, we previously reported a strong relationship between GLA and a task designed to tax working memory capacity (i.e., resistance to competing demands). Here we further explored this relationship by investigating which aspects of working memory (storage or processing) best predict GLAs in mice. We found that a component of working memory, selective attention, correlated with GLA comparably to working memory capacity. However, this relationship was not found for two other components of working memory, short-term memory capacity and duration. These results provide further evidence that variations in aspects of working memory and executive functions covary with general cognitive abilities.     

The effects of cognitive demand upon relationships between working memory and cognitive skills

The present study explored the effects of cognitive demand upon relationships between working memory and cognitive skills. Both children and adults were tested on a measure of short-term memory and three measures of counting span, which varied in cognitive demand. When statistically controlling for short-term memory and the speed of counting operations, the more demanding the counting-span task, the closer its relationship with cognitive skills. The results are discussed in terms of practical and theoretical implications for working memory research.     

The effects of cognitive demand upon relationships between working memory and cognitive skills

The present study explored the effects of cognitive demand upon relationships between working memory and cognitive skills. Both children and adults were tested on a measure of short-term memory and three measures of counting span, which varied in cognitive demand. When statistically controlling for short-term memory and the speed of counting operations, the more demanding the counting-span task, the closer its relationship with cognitive skills. The results are discussed in terms of practical and theoretical implications for working memory research.     

Cognitive Offloading: Structuring the Environment to Improve Children's Working Memory Task Performance

Research has shown that adults can engage in cognitive offloading, whereby internal processes are offloaded onto the environment to help task performance. Here, we investigate an application of this approach with children, in particular children with poor working memory. Participants were required to remember and recall sequences of colors by placing colored blocks in the correct serial order. In one condition the blocks were arranged to facilitate cognitive offloading (i.e., grouped by color), whereas in the other condition they were arranged randomly. Across two experiments (total N = 166) the ordered condition improved task performance for children with low working memory ability. In addition, participants in Experiment 2 rated the difficulty of the two arrangements and performed a further condition in which they were given an opportunity to freely arrange the blocks before completing the task. Despite performing better in the ordered condition, children with low working memory ability did not rate the ordered arrangement as easier, nor did they choose an ordered arrangement when given the opportunity to do so. This research shows that cognitive offloading can also be a useful process in populations other than typical adults, and the implications of this work for supporting children with poor working memory are discussed.     

The relevance of attachment theory to a contemporary Jungian view of the internal world: internal working models, implicit memory and internal objects

In this paper I examine the various meanings of the term 'internal object' and the differences between various theoretical models for the formation of internal objects. I suggest that the idea in attachment theory of 'internal working models' emphasizes the internal world as one consisting of unconscious internalized patterns of emotional relationships. The term 'internal object' lacks this clarity and the different meanings it carries within differing theoretical frameworks are a source of confusion. I describe the role implicit memory plays in the formation of 'internal working model's and suggest that these offer us an alternative explanation for unconscious fantasy and for object relationships to that of instinctual drives. This model is then brought to bear on contemporary Jungian concepts of the internal world, with a suggestion that, seen in this light, Jung's formulation of the concept of the complex has many features in common with the 'internal working model' of attachment theory.     

听觉警报失聪的认知因素

无意失聪是指当人们集中精神做事时,会忽略非预期的听觉刺激。这种现象在现实生活中普遍存在,它对航空和交通安全构成巨大威胁。研究者们发现高知觉和高认知负荷条件下因认知资源有限导致无意失聪。且随着负荷增加,被忽略的听觉刺激诱发的早期（N100）和晚期（P300）神经活动有所减弱。这表明非预期听觉刺激可以进入晚期加工阶段,但其能否被感知可能取决于与工作记忆相关的额顶网络的抑制控制程度。而工作记忆容量及其负荷与无意失聪关系的现有研究结果之间还存在不一致性。未来研究可以将其范式和理论拓展到其他安全生产领域,并运用认知训练等方式规避无意失聪,从而减少人因失误。     

Modeling individual differences in working memory performance: a source activation account

Working memory resources are needed for processing and maintenance of information during cognitive tasks. Many models have been developed to capture the effects of limited working memory resources on performance. However, most of these models do not account for the finding that different individuals show different sensitivities to working memory demands, and none of the models predicts individual subjects' patterns of performance. We propose a computational model that accounts for differences in working memory capacity in terms of a quantity called source activation , which is used to maintain goal-relevant information in an available state. We apply this model to capture the working memory effects of individual subjects at a fine level of detail across two experiments. This, we argue, strengthens the interpretation of source activation as working memory capacity.     

工作记忆训练及对数学能力的迁移作用

工作记忆缺陷会影响个体数学能力发展。通过记忆策略、广度、刷新、转换等功能的工作记忆训练,可以改善个体认知功能。然而,工作记忆训练对个体的阅读、数学、流体智力等方面的远迁移效果并不一致。研究表明,工作记忆训练可以改善数感、视觉空间能力、推理能力等数学一般技能;也会通过改善语音工作记忆以及空间能力促进数学计算能力,或者通过改善中央执行系统,提升数学问题表征、模式识别、解题迁移、策略选择等复杂的过程,从而促进数学问题解决能力。因此,区分不同数学任务的认知过程,可以获得工作记忆训练对数学能力迁移效果的进一步证据。今后,神经影像学的证据或许也是未来工作记忆训练对数学能力提高的又一佐证。     

Missing referents, psychotic symptoms, and discriminating the internal from the externalized

The communicative efficacy of the speech of schizophrenia patients is compromised by the presence of references for which there are no referents. There is evidence that this kind of error is positively associated with the genetic substrate of schizophrenia. The present study was an effort to identify a cognitive process source of these errors by looking at their association with performance on an internal source memory task assessing the ability to remember what one has said out loud versus only thought. Their relationship to psychotic symptoms also was examined. A sample of 110 schizophrenic/schizoaffective outpatients, and 23 nonpsychiatric controls provided 10-min speech samples and completed a battery of memory tests. Patients' symptoms also were rated for severity. Patients performed more poorly than controls on the memory tests, and their speech contained much more frequent references without referents. Frequency of missing referents was associated with scores on the test of internal source memory, even after scores on tests of immediate memory, working memory, and external source memory were regressed out. Missing referents were also related to severity of hallucinations and delusions, and internal source memory performance was related to hallucinations. The findings of this study support the idea that missing referents, hallucinations, and delusions have some common process underpinnings. Impairment in internal source memory appears to be one such process.