Gross情绪调节过程与策略研究述评

Gross提出情绪调节产生于情绪发生的过程之中。在情绪发生过程中的情绪调节主要有选择情景、修正情景、注意分配、认知改变、反应调整等五个方面。选择情景、修正情景、注意分配、认知改变是在情绪反应趋势形成之前进行,属于先行关注情绪调节;反应调整是在情绪反应趋势形成之后进行,属于反应关注情绪调节。在情绪调节过程中,有两种普遍的具体策略：认知重评与表达抑制。这两种不同情绪调节策略对情感、认知与社会行为产生不同的影响。     

认知负荷对小学生工作记忆资源分配策略的影响

以不同认知负荷的连环数认知运算为实验材料,以小学三到六年级175名学生为被试,考察了认知负荷对小学生工作记忆资源分配策略的影响。结果表明:认知负荷的难度明显地影响到了小学生工作记忆资源分配策略。在策略的选择方面,认知负荷对于小学生认知操作成绩的影响力在低年龄段时没有达到显著性差异,而小学六年级则差异显著;在策略的正确率方面,认知负荷难度的影响力随年级的升高而相对减少;在策略的解题速度方面,认知负荷的难度也明显地影响到了小学生工作记忆资源分配策略的解题速度。     

On simulating one-trial learning using morphological neural networks

“Learning once, remembering forever”, this wonderful cognitive phenomenon sometimes occurs in the learning process of human beings. Psychologists call this psychological phenomenon “one-trial learning”. The traditional artificial neural networks can simulate the psychological phenomenon of “implicit learning”, but can’t simulate the cognitive phenomenon of “one-trial learning”. Therefore, cognitive psychology gives a challenge to the traditional artificial neural networks. From two aspects of theory and practice in this paper, the possibility of simulating this kind of psychological phenomenon was explored by using morphological neural networks. This paper takes advantage of morphological associative memory networks to realize the simulation of “one-trial learning” for the first time, and gives 5 simulating practical examples. Theoretical analysis and simulation experiments show that the morphological associative memory networks are a higher effective machine learning method, and can better simulate the cognitive phenomenon of “one-trial learning”, therefore provide a theoretical basis and technological support for the study of intelligent science and cognitive science.     

Cognitive and Neural Contributions to Understanding the Conceptual System

ABSTRACT— The conceptual system contains categorical knowledge about experience that supports the spectrum of cognitive processes. Cognitive science theories assume that categorical knowledge resides in a modular and amodal semantic memory, whereas neuroscience theories assume that categorical knowledge is grounded in the brain's modal systems for perception, action, and affect. Neuroscience has influenced theories of the conceptual system by stressing principles of neural processing in neural networks and by motivating grounded theories of cognition, which propose that simulations of experience represent knowledge. Cognitive science has influenced theories of the conceptual system by documenting conceptual phenomena and symbolic operations that must be grounded in the brain. Significant progress in understanding the conceptual system is most likely to occur if cognitive and neural approaches achieve successful integration.     

情景记忆成功年老化的神经机制

随着年龄的增长,大部分老年人的情景记忆会出现衰退,但也会有一部分老年人的情景记忆表现出成功的年老化,即记忆成绩较好或随增龄的衰退程度较小。脑保持理论、神经去分化理论、认知储备理论以及神经补偿理论分别从不同角度解释了情景记忆成功年老化的神经机制。基于选择性优化与补偿模型对现有理论进行整合,发现情景记忆成功年老化可能与个体的认知储备水平直接相关：高认知储备的老年人能够对情景记忆相关的脑区和脑网络进行优化且具备更强的神经补偿能力,因而其脑功能(比如,神经表征和神经加工通路的特异性)可能会保持地更好。未来研究需要更多地采用纵向设计来考察各理论之间的关系及其影响因素,从而更好地解释记忆成功年老化的神经机制并为提升老年人的脑与认知健康提供支持。     

Neuropsychology of Environmental Navigation in Humans: Review and Meta-Analysis of fMRI Studies in Healthy Participants

In the past 20 years, many studies in the cognitive neurosciences have analyzed human ability to navigate in recently learned and familiar environments by investigating the cognitive processes involved in successful navigation. In this study, we reviewed the main experimental paradigms and made a cognitive-oriented meta-analysis of fMRI studies of human navigation to underline the importance of the experimental designs and cognitive tasks used to assess navigational skills. We performed a general activation likelihood estimation (ALE) meta-analysis of 66 fMRI experiments to identify the neural substrates underpinning general aspects of human navigation. Four individual ALE analyses were performed to identify the neural substrates of different experimental paradigms (i.e., familiar vs. recently learned environments) and different navigational strategies (allocentric vs. egocentric). Results of the general ALE analysis highlighted a wide network of areas with clusters in the occipital, parietal, frontal and temporal lobes, especially in the parahippocampal cortex. Familiar environments seem to be processed by an extended temporal-frontal network, whereas recently learned environments require activation in the parahippocampal cortex and the parietal and occipital lobes. Allocentric strategy is subtended by the same areas as egocentric strategy, but the latter elicits greater activation in the right precuneus, middle occipital lobe and angular gyrus. Our results suggest that different neural correlates are involved in recalling a well-learned or recently acquired environment and that different networks of areas subtend egocentric and allocentric strategies.     

内隐学习的人工神经网络模型

近年来,人工神经网络模型常被用来模拟各种心理活动,从而为心理学的一些相关理论提供丰富的证据,内隐学习也不例外。基于权重调整来学习正确反应的人工神经网络模型和内隐学习的两大本质特征间有着极为相应的匹配,因此,人工神经网络模型特别适用于内隐学习研究。到目前为止,针对两种较为普遍的内隐学习任务,已经相应地出现了两种使用较为广泛的神经网络模型——自动联系者和简单循环网络     

If at first you don't succeed: the neuroendocrine impact of using a range of strategies during social conflict

Using a variety of cognitive or behavioral strategies to manage stressful situations may be more adaptive than relying on a narrow selection. Although research has explored the psychological benefits of a range of coping responses, the physiological impact within and across stressful situations has not been examined. Moreover, research has primarily relied upon self-reports of what people believe they generally do across stressful situations, which may be subject to recall bias. This study observed and coded the range of behavioral response strategies that young adults (n=74, mean age 18.1) used to manage a laboratory-based, interpersonal conflict task and collected self-reports of the cognitive strategies used to manage similar stressors. Analyses examined the impact of response range on cortisol activity during the task. Greater range of observed response strategies predicted lower cortisol reactivity (t(133)=2.65; p=.009), whereas the range of self-reported strategies was unrelated to cortisol reactivity (t(133)=.53; p=.60). Results support observational assessment as an important supplement to self-reports of responses to stress and suggest that the range of strategies used to manage the momentary demands of a stressful situation may help explain individual differences in the impact of stress on physiological systems.     

工作记忆中央执行对儿童算术认知策略的影响

运用“双重任务”范式,以113名小学二年级儿童为被试,考察了儿童工作记忆的中央执行对算术认知策略表现的影响。结果表明:中央执行对儿童算术认知策略的选择产生了针对性的影响,集中表现在外部策略、支持性策略和猜测放弃策略上。中央执行干扰使策略执行的正确率下降、反应时增加。在简单加法任务上,中央执行影响了外部策略和支持性策略的选择频次;在复杂任务中,这种影响体现在外部策略和放弃策略上。无论是简单任务还是复杂任务,中央执行的干扰都造成了策略整体执行效果的下降。     

Single-trial EEG-fMRI reveals the dynamics of cognitive function

Two major non-invasive techniques in cognitive neuroscience, electroencephalography (EEG) and functional magnetic resonance imaging (fMRI), have complementary advantages with regard to their spatial and temporal resolution. Recent hardware and software developments have made it feasible to acquire EEG and fMRI data simultaneously. We emphasize the potential of simultaneous EEG and fMRI recordings to pursue new strategies in cognitive neuroimaging. Specifically, we propose that, by exploiting the combined spatiotemporal resolution of the methods, the integration of EEG and fMRI recordings on a single-trial level enables the rich temporal dynamics of information processing to be characterized within spatially well-defined neural networks.     

The Application of Cognitive‐Developmental or Mediated Cognitive Learning Strategies in Online College Coursework

This research article explores the active use of cognitive‐developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring of 2008. While focus on the interaction among students remains an important aspect of the online discussion environment, particular attention is given to the interaction between the student and the instructor. This paper argues that while online learning environments are ultimately student‐controlled, they should be teacher‐centered. The findings of this research suggest that students are more directly influenced by an instructor's intentional effort to mediate the learning process than by the course objectives, material, or subject matter. Successful use of online technologies requires deliberate action on the part of the instructor to integrate various mediated cognitive learning strategies: (a) student participation and response is significantly increased, and (b) student motivation and morale is dramatically influenced.     

Nonconscious perception, conscious awareness and attention

Because it is unclear how a nonconscious stimulus is cognitively processed, there is uncertainty concerning variables that modulate the processing. In this context recent findings of a set of neuroimaging experiments are important. These findings suggest that conscious and nonconscious stimuli activate same areas of the brain during performance of a similar task. Further, different areas are activated when a task is performed with or without awareness of processing. It appears that the neural network involved in cognitive processing depends on the awareness of processing rather than awareness of perception. Since conscious and nonconscious cognitive processing use separate neural networks, each processing is modulated by different variables. Attention modulates most conscious cognitive processing and most, but not all, nonconscious processing is attention dependent. Nonconscious tasks that require attentional resources, with or without conscious awareness, are processed using the attention dependent system. Further, because attention dependent and attention independent tasks are processed by separate neural networks, the cognitive processing and modulating variables can be understood better if cognitive tasks are defined as attention dependent or attention independent, rather than conscious or nonconscious.     

Functional magnetic resonance imaging studies in bipolar disorder

Abnormalities in brain activation using functional magnetic resonance imaging (fMRI) during cognitive and emotional tasks have been identified in bipolar disorder patients, in frontal, subcortical and limbic regions. Several studies also indicate that mood state may be differentiated by lateralization of brain activation in fronto-limbic regions. The interpretation of fMRI studies in bipolar disorder is limited by the choice of regions of interest, medication effects, comorbidity, and task performance. These studies suggest that there is a complex alteration in regions important for neural networks underlying cognition and emotional processing in bipolar disorder. However, measuring changes in specific brain regions does not identify how these neural networks are affected. New analytical techniques of fMRI data are needed in order to resolve some of these issues and identify how changes in neural networks relate to cognitive and emotional processing in bipolar disorder.     

四种新的基于属性平衡的CD-CAT选题策略开发研究

基于属性平衡的CD-CAT选题策略能够保证每个认知属性被相当数量的题目测量,从而提高被试属性判准率,传统的基于属性平衡的选题策略包括MMGDI法和MGCDI法。本文针对传统的基于属性测量次数平衡选题策略进行改进,提出4种新的基于属性平衡的选题策略：RMGDI、RMCDI、SE-RMGDI、SE-RMCDI,前两种为基于属性测量次数平衡,后两种为基于属性测量精度平衡的选题策略。模拟研究表明：（1）定长CD-CAT条件下,短测验中,MMGDI表现最好,而长测验中,SE-RMGDI和SE-RMCDI的表现优于传统的属性平衡选题策略。（2）不定长CD-CAT条件下,RMGDI在判准率指标上表现优于传统的属性平衡选题策略,4种新的属性平衡策略在测量效率和综合指标上的表现均优于传统的选题策略。     

Differences in emotion modulation using cognitive reappraisal in individuals with and without suicidal ideation: An ERP study

Difficulties in emotion regulation have been associated with increased suicidal thoughts and behaviours. The majority of studies have examined self-reported use of emotion regulation strategies. In contrast, the current study focused on a direct measure of individuals’ ability to use a specific emotion regulation strategy, cognitive reappraisal, using the late positive potential (LPP), an event-related potential component that reflects attention to emotional stimuli. Specifically, the cognitive reappraisal ability of 33 undergraduate students was assessed via an image-viewing task during which the participants had to passively view, increase or reduce their emotions in response to looking at neutral, positive or dysphoric images. We found that participants with a history of suicidal ideation (SI) had significantly higher LPP when asked to reduce negative emotion in response to dysphoric images, compared to individuals with no history of SI. These findings suggest that difficulties with using cognitive reappraisal, specifically to decrease negative affect, might be linked to suicide risk.     

Causal cognition in a non-human primate: field playback experiments with Diana monkeys

Crested guinea fowls (Guttera pucherani) living in West African rainforests give alarm calls to leopards (Panthera pardus) and sometimes humans (Homo sapiens), two main predators of sympatric Diana monkeys (Cercopithecus diana). When hearing these guinea fowl alarm calls, Diana monkeys respond as if a leopard were present, suggesting that by default the monkeys associate guinea fowl alarm calls with the presence of a leopard. To assess the monkeys' level of causal understanding, I primed monkeys to the presence of either a leopard or a human, before exposing them to playbacks of guinea fowl alarm calls. There were significant differences in the way leopard-primed groups and human-primed groups responded to guinea fowl alarm calls, suggesting that the monkeys' response was not directly driven by the alarm calls themselves but by the calls' underlying cause, i.e. the predator most likely to have caused the calls. Results are discussed with respect to three possible cognitive mechanisms - associative learning, specialized learning programs, and causal reasoning - that could have led to causal knowledge in Diana monkeys.     

听觉信息掩蔽的亚成分：基于行为和脑成像研究的证明

听觉掩蔽的机制是解决嘈杂声学环境下对特定目标声音进行加工, 即“鸡尾酒会”问题的关键。听觉掩蔽可以分为能量掩蔽和信息掩蔽两种类型。前者是因为目标和掩蔽声音在听觉外周在时间和频率上的重叠所造成的, 而后者被认为是掩蔽声音在听觉中枢和目标声音竞争加工资源所造成的。长久以来, 信息掩蔽一直被当作一种单一成分的现象, 这一概念框架已经成为制约对其机制进行深入研究的一个瓶颈。信息掩蔽中至少包含有知觉信息掩蔽和认知信息掩蔽两种亚成分, 它们源于不同的中枢机制。多个说话人声音掩蔽的条件下, 总体掩蔽量是能量掩蔽、知觉信息掩蔽和认知信息掩蔽等成分总和的结果。操纵掩蔽和目标声音的知觉空间分离、掩蔽声音的可懂度以及掩蔽和目标声音的知觉相似度, 可以实现对两种信息掩蔽亚成分的双重分离。应用功能性核磁共振成像技术可以发现两者有不同的神经机制。     

Gross情绪调节模型及对心理健康的影响

Gross的情绪调节理论指出,在情绪发生过程中的情绪调节主要有情景选择、情景修正、注意分配、认知改变和反应调整五个方面。其中情景选择、情景修正、注意分配、认知改变是在情绪反应趋势形成之前发生,属于先行关注情绪调节;反应调整是在情景反应形成之后发生,属于反应关注情绪调节。同时Gross还提出了两种最常用的情绪调节策略——认知重评和表达抑制,并分析了它们对心理健康的影响。     

Meaning attribution in the West African green monkey: influence of call type and context

The search for the evolutionary roots of human language has fuelled much research into the cognitive mechanisms underlying communication in nonhuman animals. One core issue has been whether the context-specific calls of nonhuman animals are meaningful, with call meaning inferred from recipients’ responses in the absence of supporting contextual cues. This direct inference may well offer an oversimplified view of how vocalisations are perceived, however, as responses under natural conditions are likely guided by contextual cues as well as by the signal. In this study, we investigate how the anti-predator responses of green monkeys, Chlorocebus sabaeus, are affected by alarm call structure and by context. We first simulated the presence of leopards and snakes to elicit alarm vocalisations and to identify predator-typical response behaviours. In both contexts, the monkeys produced chirp calls that revealed only graded variation in relation to predator type. We then carried out playback experiments to explore whether green monkeys would respond with predator-typical behaviour to leopard and snake chirps, and whether contextual cues, in the form of pre-exposure to a leopard or snake model, would modify these responses. Irrespective of context, subjects were more likely to respond to leopard chirps with a leopard-typical response. Predator priming did not have a significant effect on the type of response, but, together with call type, did affect response duration. This suggests that the immediate attribution of meaning was influenced by acoustic cues, whilst receiver’s prior knowledge was incorporated to guide subsequent behaviour.     

SITUATIONAL JUDGMENT TESTS, RESPONSE INSTRUCTIONS, AND VALIDITY: A META-ANALYSIS

Situational judgment tests (SJTs) are personnel selection instruments that present job applicants with work-related situations and possible responses to the situations. There are typically 2 types of instructions: behavioral tendency and knowledge. Behavioral tendency instructions ask respondents to identify how they would likely behave in a given situation. Knowledge instructions ask respondents to evaluate the effectiveness of possible responses to a given situation. Results showed that response instructions influenced the constructs measured by the tests. Tests with knowledge instructions had higher correlations with cognitive ability. Tests with behavioral tendency instructions showed higher correlations with personality constructs. Results also showed that response instructions had little moderating effect on criterion-related validity. Supplemental analyses showed that the moderating effect of response instructions on construct validity was not due to systematic differences in item content. SJTs have incremental validity over cognitive ability, the Big 5, and over a composite of cognitive ability and the Big 5.