越老越风险规避吗？——年龄对冲动性预测决策行为的调节效应

年老化伴随着风险承担倾向的改变,而决策行为受冲动性的影响是否受到年龄的调节尚不清楚。研究采用两种不同类型的决策任务以及Barratt冲动性量表,考察老年人风险承担在自我报告和决策行为上的改变。结果显示老年人在剑桥博弈任务中更加风险寻求而在模拟充气球任务中更加风险规避。同时冲动性可以显著预测模拟充气球的行为,且该预测受到年龄的调节。研究结果提示,老年人并不是单一的更加风险规避或者风险寻求,而是与任务特异性相关。同时,冲动性可以较好的预测年轻人的决策行为,而对老年人的决策行为没有预测作用。     

老年人描述性和经验性决策改变的不对称性及其神经基础

根据备择选项的信息是否完整,可以将决策分为描述性决策与经验性决策两个类别。随着年龄的增长,老年人在完成两类决策任务时的行为改变及其神经基础尚不明确。年轻人和老年人在fMRI扫描舱内分别完成了描述性和经验性决策任务。行为结果发现,相较于年轻人,老年人描述性决策能力保留而经验性决策能力受损,表现出决策能力改变的不对称性。神经影像学证据显示,在两种决策任务中老年人均表现出决策相关脑区的过度激活,但是这种过度激活更多是在描述性决策中起到了补偿作用,揭示了老年人决策能力改变不对称性的潜在神经基础。研究结果提示年老化对决策行为和神经活动均产生影响,相较于描述性决策老年人经验性决策能力更容易受到增龄的影响,研究结果对老年人群的决策干预提供了方向。     

情绪对成就动机与风险决策关系的调节效应

本研究在验证成就动机对风险决策倾向的预测作用的基础上,进一步探索情绪在成就动机和风险决策关系中的调节效应。通过对三所学校随机抽取的150名被试进行筛选,采用成就动机量表和自编风险决策任务问卷等对120名有效被试实施问卷调查。结果发现：情绪启动使大学生风险决策行为产生一致性效应,即心境一致性;情绪在成就动机和风险决策中起到了一定的调节作用,无论是高成就动机者还是低成就动机者,在愉悦情绪下都表现出更多的风险寻求倾向,并达到了极其显著的水平,而在悲伤情绪下,低成就动机者表现出更多的风险规避,高成就动机者的风险规避倾向虽有所增加,但并未达到显著水平。     

奖赏和损失情境下男性海洛因戒断者的风险决策缺陷

摘 要 采用修改版的多伦多赌博任务考察决策情境对海洛因戒断者风险决策的影响。研究结果主要发现,海洛因戒断者在损失情境下的风险寻求决策比率与吸毒年限显著正相关,这种相关提示了风险决策背景下海洛因成瘾者持续使用毒品与其较低的损失敏感性之间的复杂交互作用。其次,海洛因戒断者在做出风险决策后收到消极反馈时的风险规避倾向可以负向预测其风险寻求决策比率,这可能进一步反映了海洛因戒断者风险感知的钝化或其对消极反馈信息的整合加工存在异常。     

老年人行为决策:领域现状与挑战

老年人的决策特点在多个领域各有不同,具体表现为消费领域的信息搜索数量下降,风险决策中的风险规避倾向,医疗决策中对框架效应敏感性的下降以及日常决策中存在经验优势等。总的来说,老年人在一部分决策任务中表现较差,而在另一部分决策任务中表现与年轻人无差异甚至优于年轻人。老年人的决策效度主要受到个体认知、情绪和任务特征等因素的交互影响,遵循个体-情境拟合理论。未来研究除了要继续探讨老年决策者在不同领域决策任务下的表现及影响因素,并深入解决决策质量及策略等方面争议外,还应进一步加强对被试特征、决策策略、跨文化等一系列变量及认知神经机制的研究。     

真实和虚拟金钱奖赏影响风险决策行为*

在风险情境下人类如何决策是长久以来心理学和经济学研究中一个极具挑战性的核心问题。众多研究采用真实或虚拟金钱作为奖赏强化物来探索风险决策行为的过程和机制,但对金钱奖赏真实性如何影响决策了解很少。仿真气球冒险任务(BART：Balloon Analogue Risk Task)可以在实验室条件下有效评估个体在真实社会中的风险行为。本研究采用 BART任务,通过两个实验探讨和比较了真实与虚拟金钱奖赏对风险决策行为的影响。实验一的结果发现,与虚拟金钱奖赏相比,真实金钱奖赏情境下的风险决策更容易受上一次决策结果的影响,上一次决策失败会导致被试的风险偏好水平显著降低(平均吹气球的次数显著减少),同时决策失败(气球吹爆)次数也显著减少,提示真实金钱奖赏下有更强的反馈学习效应。实验二重复了实验一的结果,并进一步发现,虚拟金钱奖赏的幅度对被试的风险决策行为没有影响,而真实金钱奖赏的幅度能显著改变被试的风险决策行为,较大幅度的真实金钱奖赏可以显著降低被试的风险偏好水平,但这种奖赏幅度对风险偏好的调控效应只对感觉寻求水平低的被试有效,感觉寻求水平高的被试不受影响。这些发现表明真实与虚拟金钱奖赏对风险决策行为有不同的影响。我们的结果可以用风险决策的后悔理论或齐当别模型来解释。     

急性应激与风险倾向：兴奋易感性的调节作用

为探索应激对决策的作用机理及其个体差异,减少工程作业中因应激导致的决策失误,本研究采用特里尔社会应激测试和气球模拟风险任务考察应激反应与应激下风险倾向的关系,并探索兴奋易感性在其中的调节作用。研究结果表明,应激下个体的皮质醇反应越大,行为越冒险。且这一作用受到兴奋易感性的调节：兴奋易感性较高的个体,应激下皮质醇反应越大,行为越冒险;而兴奋易感性较低的个体,其皮质醇变化不能预测风险倾向。该发现提示了兴奋易感性在应激影响中的重要作用,也为高压岗位的人员选拔提供了科学启示。     

不同风险态度大学生职业决策的线索偏好及信息搜索特点

探讨不同风险态度的大学生在职业决策中的线索偏好及信息搜索特点。以大学生为被试,以Weber的风险态度问卷为工具,筛选出风险寻求大学生26名,风险规避大学生23名,采用信息板技术进行模拟职业决策研究。结果发现：（1）风险寻求和风险规避大学生在职业决策中点击次数最多的职业属性均依次是工资、发展空间和兴趣;（2）在信息板的点击次数上,风险寻求被试比风险规避被试更多;在搜索模式上,风险寻求组被试和风险规避组的得分均为正值,但风险寻求组被试的得分显著高于风险规避组。因此,大学生职业决策中偏好的线索主要是工资、发展空间和兴趣;风险寻求者的信息搜索模式与风险规避者不同,风险寻求者更倾向于以选项为基础的搜索模式。     

物质主义价值观与时间压力对个体风险决策的影响

本研究考察物质主义价值观和时间压力对个体风险决策的影响。根据被试在物质主义问卷上的得分,以27%为标准筛选出高低物质主义倾向被试,采用有无时间压力情境下的爱荷华赌博任务和仿真气球冒险任务对高低物质主义价值观被试的风险决策行为进行研究。实验结果显示,在两种决策任务中,物质主义倾向和时间压力间均存在显著的交互作用,有时间压力的情境下高物质主义倾向个体比低物质主义倾向个体表现出更多的风险寻求,无时间压力情境下,高低物质主义倾向个体在风险决策上无显著差异。时间压力增加了高物质主义倾向个体的风险寻求。时间压力对风险决策的影响与决策任务有关,在仿真气球冒险任务中,时间压力使决策者表现出现风险规避;在爱荷华赌博任务中,时间压力使决策者表现出风险寻求。     

物质主义价值观与时间压力对个体风险决策的影响

本研究考察物质主义价值观和时间压力对个体风险决策的影响。根据被试在物质主义问卷上的得分,以27%为标准筛选出高低物质主义倾向被试,采用有无时间压力情境下的爱荷华赌博任务和仿真气球冒险任务对高低物质主义价值观被试的风险决策行为进行研究。实验结果显示,在两种决策任务中,物质主义倾向和时间压力间均存在显著的交互作用,有时间压力的情境下高物质主义倾向个体比低物质主义倾向个体表现出更多的风险寻求,无时间压力情境下,高低物质主义倾向个体在风险决策上无显著差异。时间压力增加了高物质主义倾向个体的风险寻求。时间压力对风险决策的影响与决策任务有关,在仿真气球冒险任务中,时间压力使决策者表现出现风险规避;在爱荷华赌博任务中,时间压力使决策者表现出风险寻求。     

类比比较样例对物理综合题学习迁移效果的影响

研究通过三个实验,比较了普通样例和类比比较样例在学习物理综合题中的效果,并在此基础上,进一步分析两种不同类型的类比比较样例对物理综合题学习的迁移效果以及“提示”这一样例设计方法的促进作用。结果发现:(1)通过类比比较样例学习物理综合题的效果优于普通样例;(2)相比于单综概念类比比较样例,综合概念类比比较样例能更好地提高物理综合题学习的近迁移成绩,但未提高其远迁移成绩;(3)提示能明显促进类比比较样例在物理综合题学习中的作用,但不同提示类型的影响无显著差异。该结果表明:类比比较样例是学习物理综合题的有效样例形式,而其中综合概念类比比较样例效果最佳;开放式提示和支架式提示均能较好地促进类比比较样例的学习。     

样例的编码方式对问题解决迁移的影响及心理机制

以概率原理为材料,通过两个实验考察了样例的编码方式对问题解决迁移的影响及其心理机制。实验1探讨了样例的变异性与不同的自我解释模式结合对被试解决不同程度迁移问题的影响;实验2运用大声思维技术,进一步探讨不同样例的变异性和不同自我解释模式编码样例的条件下学习者的学习活动和问题解决的特点。结果表明:样例的变异性和诱发自我解释模式结合能有效地促进原理图式的获得和迁移;自我解释对理解原理和获得原理的概化图式有着重要作用。不同的学习者自我解释的特征并不一致,存在着个体差异。     

算术应用题二重变异样例学习的迁移效果

设计并运用了三种表面特征变异的二重样例和三种结构特征变异的二重样例,对二年级小学生解决算术应用题的迁移效果进行了实验研究。结果表明：一个原样例的学习就能明显促进了二年级小学生解决与原样例表面特征不同而结构特征相同的近迁移问题;学习三种表面特征变异的二重样例后没有产生明显的远迁移效果;而学习了三种结构特征变异的二重样例后产生了不同程度的远迁移效果,其中,规则平行组合二重样例学习的远迁移效果最好,其次是规则变异二重样例学习的远迁移效果,规则镶嵌组合变异二重样例学习的远迁移效果最差     

先前知识和样例设计对学习分数乘法规则的影响

研究通过3个实验,以6年级学生为被试,考察了先前知识在分数乘法规则单、双内容样例学习中的作用以及“标记法”、“标记+注释法”样例设计方法对低先前知识学生学习双内容样例的促进效果。结果发现：（1）高先前知识学生学习两种样例的迁移成绩无显著差异,且均好于低先前知识学生的成绩;（2）低先前知识学生学习单内容样例的迁移成绩明显优于双内容样例;（3）与学习普通样例相比,低先前知识学生学习“标记法”双内容样例的后测成绩无显著差异,但学习“标记+注释法”设计的样例的成绩明显更好。结果表明,学生单、双内容样例的学习效果受其先前知识水平的影响;低先前知识学生未能从“标记法”设计的双内容样例中获益,但学习“标记+注释法”设计的样例效果更佳。     

Prospective memory training in young adults enhances trained-task but not transfer-task performance

ABSTRACT

Training and transfer effects of prospective memory training have not been assessed in healthy young adults yet. The present study examined the effects of an 8-day prospective memory training programme using the Virtual Week computer game in 18–24-year-old students. Using the performance of an active control group as comparison, the study revealed a significant short-lived beneficial training-induced effect on a nearest-transfer task consisting of a different version of the trained task. No evidence was obtained for transfer effects to other tasks measuring prospective memory (near transfer), or to tasks measuring various executive functions or general intelligence (far transfer). These results were compared to those from a previous study in which an identical training and testing protocol was used in 13–15-year-old adolescents. This study did reveal some evidence of near and far transfer. The results of the two studies combined suggest a greater potential for prospective memory training to induce beneficial transfer effects in young adolescents than in young adults.     

Executive process training in young and old adults

There is a growing body of research on the modifiability of executive functions in different stages of life. Previous studies demonstrate robust training effects but limited transfer in younger and particularly in older adults. The aim of the present study was to investigate whether a theoretically derived intervention for executive functioning, addressing several basic processes (updating, shifting, and inhibition), can induce transfer effects in early and late adulthood. Fifty-nine healthy adults, 29 young and 30 older adults, were randomly assigned to either training or no-contact control groups. The training groups received 15 sessions of executive process training for about 45 min/session during 5 weeks. A test battery including a criterion task and near, intermediate, and far transfer tasks was administered before and after training. Results showed pronounced age-equivalent gains on the criterion task. Near transfer was seen to non-trained updating and inhibition tasks for the young and older trained participants. However, only the young adults showed intermediate transfer to two complex working memory tasks. No far transfer effects were seen for either age group. These findings provide additional evidence for age-related constraints in the ability to generalize acquired executive skills, and specifically show that training of multiple executive processes is not sufficient to foster transfer beyond the very near in older adults.     

Practice variability and transfer of training: the role of self-efficacy generality

Practice variability has been shown to enhance transfer of training. The purpose of the present study was to examine the role of self-efficacy generality as a motivational mechanism in explaining the relationship between practice variability and transfer. Undergraduate students (N = 82) were randomly assigned to 1 of 2 training conditions (constant or variable) for a computer decision-making task. Measures of self-efficacy (intensity and generality) and transfer (near and far) were assessed. The results provided support for some of the hypothesized relationships. Specifically, practice variability led to increased self-efficacy generality. Both self-efficacy intensity and generality influenced far transfer performance, although only self-efficacy generality served as a mediator between practice variability and far transfer.     

Experimental Evaluation of Near‐ and Far‐Transfer Effects of an Adaptive Multicomponent Working Memory Training

An important question in cognitive science today is whether working memory training leads to transfer effects. Training studies reported no transfer as well as far transfer to untrained abilities (e.g., reasoning), but different methodological problems have not allowed reliable conclusions to be drawn. Furthermore, most samples have consisted of young adults, whereas older adults have rarely been included. This study attempted to address these limitations. Ninety‐one older adults were randomly assigned to a training group or an active or passive control group. Short‐term memory, speed, and reasoning were assessed as far‐transfer criteria. In addition, transfer to everyday life was investigated using an ambulatory assessment method. Although there were significant training effects, no transfer effects were found. Instead, the active control group showed the same increase in the near‐transfer tasks (i.e., working memory) as the experimental group indicating that unspecific factors explain the training gains of older adults. Copyright © 2015 John Wiley & Sons, Ltd.     

INTEGRATING ERRORS INTO THE TRAINING PROCESS: THE FUNCTION OF ERROR MANAGEMENT INSTRUCTIONS AND THE ROLE OF GOAL ORIENTATION

Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute x treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions.     

Variability of prior practice in learning and retention of a novel motor response

The schema theory prediction that variability of practice would influence the strength of the motor response schema was investigated. Three groups of subjects, defined by much, little, or no variability of distances moved in prior practice on a linear-slide apparatus, completed 12 initial practice trials. Subjects then had 10 trials to estimate a novel distance from a new starting point. Knowledge of results was provided on the first three trials and withdrawn on the last seven trials. No differences in accuracy of production of the novel distance were noted although evidence for a stronger-schema by the group with little variability was noted on the second transfer trial. On the trials on which knowledge of results was withdrawn this stronger schema group maintained performance while the other two groups showed a decrement in performance.