Effects of input conditions on intramodal and crossmodal visual and kinesthetic matches by children

Three experiments are reported on the relation between children's intramodal and crossmodal visual and kinesthetic performance under conditions varying the difficulty of the input patterns. Crossmodal recognition errors exceeded intramodal errors on distance patterns with two and four constituents by ten-year-olds (Expt 1), and by 5.5-year-olds on single and double distance patterns (Expt 2). Preschoolers showed no significant crossmodal deficits in the recognition of single and double patterns (Expt 2), or in recall of single lengths presented in blocked or alternating order (Expt 3). No interactions between crossmodal errors and pattern difficulty were found. Order of presenting the patterns (Expts 1 and 2), and blocked versus alternating presentations (Expt 3) had significant effects on the relation between intramodal and crossmodal errors. The results are discussed with reference to explanations of crossmodal matching.     

运用规则空间模型识别解题中的认知错误

运用规则空间模型识别学生解题中的认知错误,该模型将认知心理学,项目反应理论和数据库的代数理论相结合,将被试的二值反应模式映射为笛卡尔乘积空间的一组序偶,然后计算被试和错误规则在该空间的代表性位置之间的马氏距离,并通过贝叶斯决策准则划分被试的错误类型,根据６４４名中学生对３０个数学题目的反应,识别出其中８６％的学生可以被划分人１８种认知错误类型中。     

Some relationships between adaptation and electromyographic activity at laryngeal and masseter sites in stutterers

Cumulative integrated electromyographic (EMG) activity was recorded from laryngeal and masseter sites from ten stutterers during a five trial oral adaptation sequence. Results showed more activity at the laryngeal site than the masseter site. While significant reductions in EMG activity were not found, patterns were shown to be related to the subjects' dysfluency patterns over trials. Results were interpreted as suggesting that reduced muscle activity and adaptation (when they occur) are artifacts of other behavioral modifications resulting from overt motor practice.     

中学生师生关系的结构、类型及其发展特点

选取319名初一至高三学生作为被试,主要采用问卷法,考察中学生师生关系的结构、类型及其发展特点。结果表明：（1）师生关系结构具有冲突性、依恋性、亲密性和回避性四个维度;（2）师生关系类型包括矛盾冲突型、亲密和谐型和疏远平淡型三种类型;（3）师生关系各维度不存在显著性别差异,但存在显著年级差异,师生关系质量随年级升高呈波浪式下降趋势,初一学生的师生关系最好,初二和高二学生的师生关系最不理想;（4）师生关系各类型的人数比例存在显著年级差异。     

Response Timing Accuracy as a Function of Movement Velocity and Distance

In two experiments, patterns of response error during a timing accuracy task were investigated. In Experiment 1, these patterns were examined across a full range of movement velocities, which provided a test of the hypothesis that as movement velocity increases, constant error (CE) shifts from a negative to a positive response bias, with the zero CE point occurring at approximately 50% of maximum movement velocity (Hancock & Newell, 1985). Additionally, by examining variable error (VE), timing error variability patterns over a full range of movement velocities were established. Subjects (N = 6) performed a series of forearm flexion movements requiring 19 different movement velocities. Results corroborated previous observations that variability of timing error primarily decreased as movement velocity increased from 6 to 42% of maximum velocity. Additionally, CE data across the velocity spectrum did not support the proposed timing error function. In Experiment 2, the effect(s) of responding at 3 movement distances with 6 movement velocities on response timing error were investigated. VE was significantly lower for the 3 high-velocity movements than for the 3 low-velocity movements. Additionally, when MT was mathematically factored out, VE was less at the long movement distance than at the short distance. As in Experiment 1, CE was unaffected by distance or velocity effects and the predicted CE timing error function was not evident.     

Response Timing Accuracy as a Function of Movement Velocity and Distance

In two experiments, patterns of response error during a timing accuracy task were investigated. In Experiment 1. these patterns were examined across a full range of movement velocities, which provided a test of the hypothesis that as movement velocity increases, constant error (CE) shifts from a negative to a positive response bias, with the zero CE point occurring at approximately 50% of maximum movement velocity (Hancock & Newell, 1985). Additionally, by examining variable error (VE), timing error variability patterns over a full range of movement velocities were established. Subjects (N = 6) performed a series of forearm flexion movements requiring 19 different movement velocities. Results corroborated previous observations that variability of timing error primarily decreased as movement velocity increased from 6 to 42% of maximum velocity. Additionally, CE data across the velocity spectrum did not support the proposed timing error function. In Experiment 2, the effect(s) of responding at 3 movement distances with 6 movement velocities on response timing error were investigated. VE was significantly lower for the 3 high-velocity movements than for the 3 low-velocity movements. Additionally, when MT was mathematically factored out. VE was less at the long movement distance than at the short distance. As in Experiment 1, CE was unaffected by distance or velocity effects and the predicted CE timing error function was not evident.     

Scaling of involvement in personal and global future events

Abstract.— Magnitude estimates of intensity of emotional involvement in 12 potential future events, assumed to occur at 5 alternative points of time within the next 46 years, were obtained from 75 subjects (mean age 19.1 yrs). Two types of relation between involvement and time were found, the dominant one being an exponential decrease of involvement with increasing temporal distance. The response patterns became less differentiated with increasing temporal distance. Differences in the response patterns between men and women, and between subjects differing in respect to satisfaction, activity, and optimism, are discussed.     

Comparison of the performances of a fluent and a nonfluent aphasic on a pantomimic referential task

The pantomimic performances of a typical Broca's (nonfluent) and Wernicke's (fluent) aphasic were compared with each other and with four normal control subjects on a simple task of nonverbal referential communication. Both aphasic subjects demonstrated only about 50% accuracy in their pantomimic communication. Also, measures were obtained of the motoric fluency of the pantomimes of all subjects and comparisons were made between the fluent and nonfluent aphasics. These measures demonstrated distinct differences in the fluency patterns of the pantomimes of the two aphasic subjects similar to the differences in speech fluency which distinguish and characterize these two types of aphasia; that is, the fluent aphasic pantomimed fluently and like the control subjects and the nonfluent aphasic pantomimed nonfluently. The quantitative and qualitative similarities in the fluency patterns of the speech and the pantomimic behaviors of the aphasic subjects are discussed in terms of their implications for a definition of aphasia.     

Three Mahalanobis distances and their role in assessing unidimensionality

Unidimensionality is the hallmark psychometric feature of a well‐constructed measurement scale. However, in determining the degree to which a set of items form a unidimensional scale, aberrant item response patterns may distort our investigations. For example, aberrant response patterns may adversely impact interitem covariances which, in turn, can distort estimates of a scale's dimensionality and reliability. In this study, we investigate and compare the utility of three Mahalanobis distance (M‐distance) measures in identifying and downweighting aberrant item response patterns. Our findings indicated that a residual‐based M‐distance measure had the best properties. Specifically, response patterns having greater residual‐based M‐distances were responsible for observed violations of unidimensionality. When these response patterns were properly downweighted according to this M‐distance, the data fitted a one‐factor model better and scale reliability increased. The procedures are illustrated using three real data sets.     

拓扑性质知觉的大脑半球功能不对称性研究

本文以视觉的拓扑知觉理论为指导进行大脑半球功能不对称性的研究。全文共有三个实验,考察了辨别扭扑性质差异和其它几何性质差异时大脑半球的功能不对称性．拓扑性质差异包括洞（封闭性）的差异和内外关系的差异．实验结果显示：对于右利手被试,辨别拓扑性质差异时,左半球有优势。辨别距离和朝向等几何性质差异时,右半球有优势或没有统计显著的大脑半球功能不对称性。     

运用联结主义模型研究知觉边界效应问题

运用了联结主义理论中的级连相关模型,以连续XOR问题为实例,研究了心理学中的知觉边界效应问题。实验结果表明,联结主义模型可以对知觉边界效应进行模拟,表征不同知识结构的神经网络对于连续XOR问题的知觉边界效应没有显著差异。     

附加点作用下两点距离的触觉辨别

在被动触觉的距离知觉实验中,被试的右手保持不动,将各种三点型式的刺激轻轻接触食指腹侧或以一定速度通过其表面,要求被试判定外侧两点的直线距离并在一根量尺上复现出来．结果发现：（１）当刺激快速通过皮肤表面时,外侧两点距离表现出低估,其知觉距离显著地小于刺激静止或慢速运动条件下的知觉距离;（２）当中间附加点偏离外侧两点间想象连线较大时,外侧两点的知觉距离显著地小于中间附加点偏离较小时的知觉距离,偏离较大的中间附加点似乎将外侧两点拉近了,缩短了其知觉距离,出现知觉亲和现象．这种现象与刺激是否运动无关．     

Rate and structure in memory for auditory patterns

Musically knowledgeable listeners heard auditory patterns based on sets of six (Study 1) or eight tones (Study 2). In the first study, listeners ordered events from patterns generated by hierarchical rule trees and which possessed different pitch space and time structures: one type (nondistance nested) was more likely to produce auditory streaming than the other (distance nested). In the second study, different listeners reconstructed pitch intervals contained in one of eight patterns. Patterns differed according to (1) levels of pitch distance occur), (2) levels of pattern contour (two), and (3) rate (two). In both studies, fast patterns with many large pitch distances were more difficult to recollect. Listeners in the second study telided to “telescope” pitch distances. Most difficult were those rapid sequences with large patch intervals combined into a changing contour (nondistance nested); these patterns streamed. A third study replicated effects due to differences in pitch distances observed in Study 2. Results were interpreted in terms of a rhythmic theory of memory.     

Concept learning,memory and transfer of dot pattern categories

In the first experiment, subjects rated the similarity of a sample of pairs of random dot patterns generated from 3 prototypes consisting of either 4, 6, or 9 dots. The results of the experiment tended to confirm the structure imposed on the patterns by the construction method. In the second experiment, subjects learned to classify random patterns generated from 2 prototypes with either short or long interprototype distance and consisting of either 4, 6, or 9 dots in a traditional concept identification task. After acquisition, memory for old and new distortions and the prototype, which was not presented during learning, was assessed. The tendency to call a pattern “new” increased with the distance between the pattern and its prototype. In a subsequent transfer test, all subjects saw patterns of either 4, 6, or 9 dots. Performance was above chance and the transfer from larger to smaller patterns tended to be greater than the transfer from smaller to larger patterns. This is consistent with a process of schema formation based on features common to most exemplars of the category. The results are discussed in relation to several theories of concept learning and schema abstraction.     

多阶段混合增长模型的影响因素：距离与形态

通过模拟研究, 考察潜类别距离和发展形态等因素对多阶段混合增长模型的模型选择和参数估计的影响：(1)潜类别距离越大, 模型选择和分类效果越好。(2)混合模型的选择, 应以一定样本量(至少200)为前提, 首先考虑BIC选出正确的分类模型, 再通过熵值、ARI等选择分类确定性较高的模型。(3)多阶段的发展形态对正确模型的选择和分类的确定性均有一定程度影响。(4)潜类别距离和样本量越大, 参数估计精度越高。(5)在判断分类准确性的指标中, ARI的选择更偏向于真实的模型。     

Children and adults' distance estimations in a large-scale environment: effects of time and clutter

In two experiments adults (mean age = 19-5), sixth graders (mean age = 11-8), fourth graders (mean age = 9-8), and second graders (mean age = 7-8) walked a straight line distance through a large-scale environment. Subjects were then asked to estimate the time taken to traverse each half of the walk and to estimate the distance between objects seen along the walk. In Experiment 1 each half of the walk was traversed in the same amount of time but contained a different number of objects (clutter). Time and distance estimates were related, but were not affected by the number of intervening objects encountered between locations. In Experiment 2 subjects again encountered a different number of objects along each half of the walk but each half was traversed in varying amounts of time. Again, time and distance estimates were related, and there was no clutter effect. There were no consistent developmental differences across the two experiments. It was concluded that (1) Thorndyke's clutter effect does not occur across all types of spatial cognition tasks, and (2) children and adults tend to relate time and distance across a variety of distance estimation tasks.     

Hand aperture patterns in prehension

Although variations in the standard prehensile pattern can be found in the literature, these alternative patterns have never been studied systematically. This was the goal of the current paper. Ten participants picked up objects with a pincer grip. Objects (3, 5, or 7cm in diameter) were placed at 30, 60, 90, or 120cm from the hands' starting location. Usually the hand was opened gradually to a maximum immediately followed by hand closing, called the standard hand opening pattern. In the alternative opening patterns the hand opening was bumpy, or the hand aperture stayed at a plateau before closing started. Two participants in particular delayed the start of grasping with respect to start of reaching, with the delay time increasing with object distance. For larger object distances and smaller object sizes, the bumpy and plateau hand opening patterns were used more often. We tentatively concluded that the alternative hand opening patterns extended the hand opening phase, to arrive at the appropriate hand aperture at the appropriate time to close the hand for grasping the object. Variations in hand opening patterns deserve attention because this might lead to new insights into the coordination of reaching and grasping.     

Vibrotactile loudness addition

Os adjusted the intensity of vibration at a single locus on the right hand to a value equal in vibratory loudness to various patterns of vibration on the left hand. The patterns were created by 1 to 5 equated vibration generators, varied with respect to sensation level and distances among the vibrators. The results were: (a) increasing from 1 to 5 vibrators produced a doubling in vibratory loudness, (b) neither loudness level of the components nor distance among vibrators had any effect on the slope of the overall loudness growth function. Os also adjusted the intensity of a white noise to equal in magnitude the patterns of vibration presented (a) to the left hand as before and(b) to loci distributed over the surface of the body. The results were the same as those obtained using a single vibrator as standard. The specific loci stimulated did not appear to have any effect on vibrotactile loudness addition.     

Vibrotactile loudness addition

Os adjusted the intensity of vibration at a single locus on the right hand to a value equal in vibratory loudness to various patterns of vibration on the left hand. The patterns were created by 1 to 5 equated vibration generators, varied with respect to sensation level and distances among the vibrators. The results were: (a) increasing from 1 to 5 vibrators produced a doubling in vibratory loudness, (b) neither loudness level of the components nor distance among vibrators had any effect on the slope of the overall loudness growth function. as also adjusted the intensity of a white noise to equal in magnitude the patterns of vibration presented (a) to the left hand as before and (b) to loci distributed over the surface of the body. The results were the same as those obtained using a single vibrator as standard. The specific loci stimulated did not appear to have any effect on vibrotactile loudness addition.