利用反诱导消除McCollough效应

ＭｃＣｏｌｌｏｕｇｈ效应在完全黑暗和自然视觉条件下的消退过程很缓慢,而利用同频补色条栅来进行反诱导,能在十几分钟内消除显色效应。消除所用时间与反诱导条栅的亮度、颜色和栅条间距（空间频率）有关。进一步说明导致ＭｃＣｏｌｌｏｕｇｈ效应恢复平衡的主要因素跟网膜刺激方式有关。     

半视野速示技术的若干方法学问题

１前言半视野速月Ｆ技术（ｔｔｃｈｉｓｔｏｓｃｏｐｉｃｖｉｓｕａｌｈａｌｆ－ｆｉｅｌｄｔｅｃｈｎｉｑｕｅ）是检查人脑两半球视知觉加工机能一侧化现象的重要方法。本世纪５０年代初,Ｍｉｓｈｋｉｎ等采用这一技术首次发现语词辨认的视野一侧化效应。６０年代初,Ｓ...     

基于特征的联想

联想是认知科学中十分重要的现象,许多学者进行过不同角度的研究,获得了许多有意义的结果。根据有关对象（０ｂｊｅｃｔ）描述的基本概念,从联接机制的角度对联想问题进行一些探讨,并提出一个基于特征的联想模型ＦＢＣＡＭ（ＦｅａｔｕｒｅＢａｓｅｄＣｏｎｎｅｃｔｉｏｎｉｓｔＡｓｓｏｃｉａｔｉｏｎＭｏｄｅｌ）。在ＦＢＣＡＭ中,对象由其特征及特征的伴随值描述,从而可以获得更为精确的描述。对象的全部特征构成描述模式,伴随值则相应地构成伴随向量。在此基础上可以细致地刻画概念之间的相似性,并可对联想及注意机制进行细致的模拟与分析。文中利用联接机制的思想实现了ＦＢＣＡＭ并给出该系统的部分运行结果,表明ＦＢＣＡＭ可以较合理地解释联想过程     

自我中心结构中的空间方位效应

１引言人们经常混淆左右,而较少混淆前后或上下,这种现象称为方位效应。空间物体定位和物体搜索对人类的生存和日常生活非常重要。自我中心结构（ｅｇｏｃｅｎｔｒｉｃｆｒａｍｅｗｏｒｋｓ）中的物体定位是指计算出某个物体在自我中心结构中的位置,而物体搜索指的是计算出自我中心结构中某个位置的物体是什么。大量研究发现人在进行物体定位和物体搜索时存在明显的方位效应,对于这些方位效应的研究有助于揭示人对环境中物体相对于自己的空间位置关系的表征的结构和性质。方位效应的研究分为知觉空间中方位效应的研究和想象空间中方位效…     

放弃治疗：ICU病例伦理学会诊见闻

放弃治疗———ＩＣＵ病例伦理学会诊见闻在１９９７年５月６～７日访问位于休斯敦ＢａｙｌｏｎＣｏｌｅｇｅｏｆＭｅｄｉｃｉｎｅ所属的ＣｅｎｔｅｒｆｏｒＭｅｄｉｃａｌＥｔｈｉｃｓａｎｄＨｅａｌｔｈＰｏｌｉｃｙ期间,恩格尔哈特教授热情地邀请我参加第二天上午于Ｍ...     

右侧脑发育不全遗忘症患者的启动效应与右侧皮层的分离

采用ＷＭＳ－ＣＲ、ＷＩＳＣ－ＣＲ和４项内隐记忆任务（偏好、自由联想、字根补笔和字辨认）观察一例右侧大脑发育不全患者和两组正常对照的知觉性启动效应和语义性启动效应。发现该患者智力发育迟滞、记忆功能严重障碍,但两种启动效应正常。显示右侧大脑皮层发育不全不影响两种启动效应任务操作,启动效应与右侧大脑皮层分离。不支持Ｋｅａｎｅ等人认为知觉性启动效应的神经学基础在大脑皮层的结论。结合先的研究结果认为知觉性启动效应可能与基底神经节有关,语义性启动效应可能与左侧大脑皮层有关。     

低频汉字词语的反知觉干扰效应

为了考察记忆的知觉干扰效应机制,实验采用“学习-测验”范式,探索了在不同程度视觉干扰条件下,再认测验里低频汉字及双字词的记忆成绩。结果发现：（1）在对低频汉字的记忆中,知觉干扰条件引起了“反知觉干扰效应”,知觉干扰条件削弱了对汉字的记忆;（2）低频双字词不存在记忆的“反知觉干扰效应”。结果可以解释为,记忆的知觉干扰效应反映语音加工优势。     

《宗教百科全书》与《宗教和伦理百科全书》

《宗教百科全书》 (ＴｈｅＥｎｃｙｃｌｏｐｅｄｉａｏｆＲｅｌｉｇｉｏｎＭｉｒｃｅａＥｌｉａｄｅｅｄｉｔｏｒｉｎＣｈｉｅｆ，Ｍａ -ｃｍｉｌｌａｎＰｕｂｌｉｓｈｉｎｇＣｏｍｐａｎｙ；ＮｅｗＹｏｒｋ；１９８７。以下简称ＥＲ)。是由芝加哥大学著名学者Ｍ·伊利亚德主编的一部规模空前的权威性大型工具书。全书共１６卷 ,每卷约５５０页。１ -１５卷是正文 ,第１６卷是论题索引。全书奉行大条目主义 ,正文各条目基本上都是一篇论文 ,并按字母顺序排列。同时 ,为了避免字母顺序化和系统化相矛盾 ,采用了“复合条目” ,即在一个大标题…     

居民对旅游影响的知觉

研究居民对旅游影响的知觉是分析旅游影响效应的有利途径。本文提出应将居对民旅游影响知觉纳入国内旅游心理学研究体系。在研究、借鉴有关理论的基础上,对居民旅游影响知觉的概念、特征、意义进行深入理解和解释。     

对“物体内注意转移”优势效应之机制的进一步检验

针对“选择性注意基于空间还是基于物体”的问题,从Ｅｇｌｙ等与Ｖｅｃｅｒａ等的争论出发,考察“物体内注意转移”的优势效应是否与空间因素有关,首先,与以往研究结果一致,观察到：与提示无效时相比,空间提示有效时被试对目标的反应较快,这提示基于空间的注意成分的存在;通过改变两个背景物体的形状和颜色,减弱两者之间的知觉组织之后,还发现“物体内注意转移”的优势效应与空莘距离无关,后一结果为基于物体的选择性注意     

Testing the Cross-Cultural Generality of Hering's Theory of Color Appearance

This study examines the cross-cultural generality of Hering's (1878/1964) color-opponent theory of color appearance. English-speaking and Somali-speaking observers performed variants of two paradigms classically used to study color-opponency. First, both groups identified similar red, green, blue, and yellow unique hues. Second, 25 English-speaking and 34 Somali-speaking observers decomposed the colors present in 135 Munsell color samples into their component Hering elemental sensations—red,green,blue, yellow, white, and black—or else responded “no term.” Both groups responded no term for many samples, notably purples. Somali terms for yellow were often used to name colors all around the color circle, including colors that are bluish according to Hering's theory. Four Somali Grue speakers named both green and blue elicitation samples by their term for green. However, that term did not name the union of all samples called blue or green by English speakers. A similar pattern was found among three Somali Achromatic speakers, who called the blue elicitation sample black or white. Thus, color decomposition by these Somali-speaking observers suggests a lexically influenced re-dimensionalization of color appearance space, rather than a simple reduction of the one proposed by Hering. Even some Somali Green-Blue speakers, whose data were otherwise similar to English, showed similar trends in yellow and blue usage. World Color Survey data mirror these results. These within- and cross-cultural violations of Hering's theory do not challenge the long-standing view that universal sensory processes mediate color appearance. However, they do demonstrate an important contribution of language in the human understanding of color.     

The event of color

When objects are illuminated, the light they reflect does not simply bounce off their surface. Rather, that light is entirely reabsorbed and then reemitted, as the result of a complex microphysical event near the surface of the object. If we are to be physicalists regarding color, then we should analyze colors in terms of that event, just as we analyze heat in terms of molecular motion, and sound in terms of vibrations. On this account, colors are not standing properties of objects, but events, or (more cautiously) properties associated with events. Accordingly, objects in the dark are no more colored than a turned-off stove is hot. Such an account requires rejecting some of what folk ordinarily say about color, but this is the most coherent version of color physicalism.

Color terms and color concepts

In their lead articles, both Kowalski and Zimiles (2006) and O'Hanlon and Roberson (2006) declare a general relation between color term knowledge and the ability to conceptually represent color. Kowalski and Zimiles, in particular, argue for a priority for the conceptual representation in color term acquisition. The complexities of the interaction are taken up in the current commentary, especially with regard to the neuropsychological evidence. Data from aphasic patients also argue for a priority for abstract thought, but nevertheless it may still be that the use of color terms is the only way in which to form color categories even if both linguistic and attentional factors play an important role.     

Color naming universals: the case of Berinmo

Proponents of a self-identified 'relativist' view of cross-language color naming have confounded two questions: (1) Is color naming largely subject to local linguistic convention? and (2) Are cross-language color naming differences reflected in comparable differences in color cognition by their speakers? The 'relativist' position holds that the correct answer to both questions is Yes, based on data from the Berinmo language of Papua New Guinea. It is shown here that the Berinmo facts instead support a more complex view -- that cross-language color naming follows non-trivial universal tendencies, while cross-language color-naming differences do indeed correlate with differences in color cognition. The rhetoric of 'relativity' versus 'universalism' impedes understanding of cross-language color naming and cognition.     

What can we learn from toddlers about categorical perception of color? Comments on Goldstein, Davidoff, and Roberson

We comment on Goldstein, Davidoff, and Roberson’s replication and extension (Journal of Experimental Child Psychology, 102, 219-238 [2009]) of our study of the effect of toddlers’ color term knowledge on their categorical perception (CP) of color (Journal of Experimental Child Psychology, 90, 114-141 [2005]). First, we discuss how best to assess color term knowledge when concerned with the effects of language on color CP. A reanalysis of our data indicates that even toddlers who do not know the terms for the relevant focal colors still show CP. Second, we comment on Goldstein and colleagues’ finding of blue-purple CP, as we did, but not of blue-green CP in Himba toddlers. We present contrasting data from Wright (unpublished PhD thesis, University of Surrey, 2006) that demonstrates blue-green CP in Himba toddlers. Finally, we discuss the limitations of the approach taken by all of these investigations and discuss theoretical accounts of the origin and nature of color CP.     

Neural correlates of acquired color category effects

Category training can induce category effects, whereby color discrimination of stimuli spanning a newly learned category boundary is enhanced relative to equivalently spaced stimuli from within the newly learned category (e.g., categorical perception). However, the underlying mechanisms of these acquired category effects are not fully understood. In the current study, Event-Related Potentials (ERPs) were recorded during a visual oddball task where standard and deviant colored stimuli from the same or different novel categories were presented. ERPs were recorded for a test group who were trained on these novel categories, and for an untrained control group. Category effects were only found for the test group on the trained region of color space, and only occurred during post-perceptual stages of processing. These findings provide new evidence for the involvement of cognitive mechanisms in acquired category effects and suggest that category effects of this kind can exist independent of early perceptual processes.     

Reflections on how color term acquisition is constrained

Compared with object word learning, young children typically find learning color terms to be a difficult linguistic task. In this reflections article, I consider two questions that are fundamental to investigations into the developmental acquisition of color terms. First, I consider what constrains color term acquisition and how stable these constraints are over culture and age. I review recent studies that have identified conceptual, attentional, and linguistic constraints that seemingly operate on the acquisition of color terms compared with object words and the differential acquisition of color terms within a given language. Second, I consider whether these constraints are specific to the acquisition of color terms or whether they reflect more general constraints that operate on other classes of lexical terms such as different abstract property terms.     

The cognitive implications of asymmetric color generalization in honeybees

Generalization occurs when a conditioned response formed to one stimulus is also elicited by other stimuli which have not been used in the course of conditioning. Here, we studied color generalization in honeybees Apis mellifera trained to two rewarded colors, S₁+ and S₂+. After training, bees were tested with non-rewarded novel stimuli, which lay between the trained stimuli in a honeybee color space (Int) or outside the range defined by the trained stimuli (E ₁ and E ₂). We analyzed whether bees interpolated their choice to Int and/or extrapolated it to E ₁ and E ₂. We compared the performances of the group trained with S₁+ and S₂+ to those of control groups trained only with S₁+ or S₂+. Bees trained with S₁+ and S₂+ responded similarly and highly to all test stimuli. These results do not allow discerning between generalization models based on the presence of interpolation and/or extrapolation. Nevertheless, bee’s performance was consistent with a linear summation of the two generalization gradients generated by S₁+ and S₂+, respectively. These gradients were asymmetric because control bees responded to the test stimuli as if these belonged to different similarity classes in spite of the fact that they had similar perceptual distances separating them. Stimuli treated as similar were located in the same half of the color spaces, whereas stimuli treated as different were located in opposite halves. Our results suggest that color categories could exist in honeybees and may underlie the performance of the control groups. Under this assumption, color categories would be also present in simpler nervous systems, and would not require factors such as language to be expressed.     

Constraints on children's color term acquisition

Kowalski and Zimiles (2006) and O'Hanlon and Roberson (2006) address an age-old question: Why do children find it difficult to learn color terms? Here these articles are reflected on, providing a focused examination of the issues central to this question. First, the criteria by which children are said to find color naming difficult are considered. Although the age of color term acquisition is decreasing, and color naming might not be more difficult than other abstract attributes, several stages of difficulty are identified. Second, it is argued that there are potentially multiple constraints (e.g., conceptual, attentional, and linguistic) for these multiple stages of difficulty with color term acquisition. Third, it is argued that the validity and reliability of techniques for identifying constraints need to be considered and that converging evidence for the constraints should be provided. Finally, a series of new questions that need to be asked to provide a well-rounded explanation of the difficulties children face when learning color terms is outlined.