国内外关于笔记的研究综述

记笔记是学生在听课和阅读时普遍采用的学习策略。本文对近些年来国内外的笔记研究进行了综述,分别从笔记的功能、笔记效果的影响因素、学习障碍学生的笔记研究和基于网络的笔记研究四个方面对以往的笔记研究进行了总结。其中在笔记效果的影响因素方面,又分别从笔记技术、工作记忆、元认知知识以及其他影响因素方面进行了概括总结。另外本文也提出了关于未来研究方向的展望。     

Shoes as a source of first impressions

Surprisingly minimal appearance cues lead perceivers to accurately judge others’ personality, status, or politics. We investigated people’s precision in judging characteristics of an unknown person, based solely on the shoes he or she wears most often. Participants provided photographs of their shoes, and during a separate session completed self-report measures. Coders rated the shoes on various dimensions, and these ratings were found to correlate with the owners’ personal characteristics. A new group of participants accurately judged the age, gender, income, and attachment anxiety of shoe owners based solely on the pictures. Shoes can indeed be used to evaluate others, at least in some domains.     

A new "fat face" illusion

We report a novel fat face illusion that when two identical images of the same face are aligned vertically, the face at the bottom appears 'fatter'. This illusion emerged when the faces were shown upright, but not inverted, with the size of the illusion being 4%. When the faces were presented upside down, the illusion did not emerge. Also, when upright clocks were shown in the same vertically aligned fashion, we did not observe the illusion, indicating that the fat illusion does not generalize to every category of canonically upright objects with similar geometric shape as a face.     

Chronic psychosocial stress increases the risk for inflammation-related colon carcinogenesis in male mice

Patients with inflammatory bowel diseases (IBDs) have a higher risk of developing colorectal cancer (CRC) than the general population. Furthermore, chronic psychosocial stress increases the likelihood of developing IBD and multiple types of malignant neoplasms, including CRC. Here, for the first time, we investigate the effects of chronic psychosocial stress in male mice on an artificially induced CRC, by employing the chronic subordinate colony (CSC) housing paradigm in combination with the reliable azoxymethane (AOM)/dextran sodium sulfate (DSS) CRC model. Colonoscopy revealed that CSC mice showed accelerated macroscopic suspect lesions. In addition, more CSC mice developed low-grade dysplasia (LGD) and/or high-grade dysplasia (HGD) in the colonic tissue compared to the single-housed control mice (SHC). CSC mice showed an increased number of Ki67+ and a decreased number of terminal deoxynucleotidyl transferase dUTP nick end labeling epithelial cells in colonic tissue. Colonic liver receptor homolog-1 (LRH-1), cyclooxygenase II (COXII), tumor necrosis factor, forkhead box P3 (FoxP3) mRNA as well as colonic ?-catenin, COXII, and LRH-1 protein expression were also increased in CSC compared with SHC mice. Although the number of CD4+ Th cells was increased, a tendency toward a decreased colonic interferon-γ (IFN-γ) mRNA expression was observed. Furthermore, despite an increased percentage of CD3+ cells and CD3+/FoxP3+ double-positive cells within mesenteric lymph node cells of CSC mice, IFN-γ secretion from these cells was unaffected. Altogether, our results suggest that chronic psychosocial stress increases the risk for AOM/DSS-induced and, thus, inflammation-related CRC. Finally, assessment of additional time points may test whether the shift from tumor-protective Th1 cell to regulatory T-cell immunity represents a consequence of increased carcinogenesis or a causal factor involved in its development.     

基于Flanker、Stroop和Simon多重冲突驱动的认知控制机制

认知控制是维持和调整多任务目标导向的加工策略,而基于多任务冲突的认知控制是一般领域上还是特定领域上,即一种冲突是否会影响另一种冲突的解决,已有研究并没有得到统一的结论。本研究运用事件相关电位（ERP）方法考察了同一任务中不同类型冲突（Stroop、Simon和Flanker冲突）驱动认知控制调节的脑机制。数据显示：各冲突都出现了一致性效应和冲突适应性效应;实验中每种冲突的上一个trial只与该类冲突的当前trial的交互效应显著,而与其他类型冲突的当前trial的交互效应不显著;几乎所有冲突都发现了P300、N450、SP成分一致性效应。结果表明：在不同类型冲突驱动条件下,人脑能够同时监控并解决不同类型的冲突;冲突驱动的认知控制系统以局部的控制方式工作;人脑是基于多冲突驱动的认知控制系统的灵活性和某类型冲突所特有的控制机制来解决冲突,且冲突解决机制是相互独立、互不干扰的。     

不同任务定向下小学儿童学习时间分配决策水平的发展

研究包含3个实验,分别探查了儿童在“速度定向”、 “准确性定向” 以及“速度和准确性定向”3种任务定向下学习时间分配决策水平的发展。3个实验均采用3×3混合设计,选择小学2年级、小学4年级、小学6年级学生各24人为被试,提供难度不同的3种材料,考查在限定的时间内儿童在3种材料间进行的学习时间分配决策水平的发展。结果：（1）在三种任务定向下,儿童学习时间分配决策水平均随年龄增长而提高。（2）不同的任务定向要求对不同年级儿童学习时间分配决策的影响不同。（3）在本实验条件下,儿童学习时间分配策略的使用,经历了三个阶段：第一个阶段,不使用策略;第二个阶段,使用策略但效果不稳定;第三个阶段,使用策略且有稳定效果     

Using instant messaging for Internet-based interviews.

One method of data collection that has rarely been applied online is the one-on-one interview. Because of its widespread use, the Internet-based service instant messaging (IM) seems to be suitable to conduct scientific online interviews. A unique benefit of IM is the existence of public address books. These can be used both as a sampling frame and as a cross-reference to validate respondents' demographic data. The feasibility of IM interviews was examined in a WWW survey as well as in actual IM interviews that were combined with an experimental manipulation of the request for participation. On the basis of self-reports, respondent behavior, and data in the address books, the studies have demonstrated that the risk of receiving false data in IM interviews is small. Not only is the quality of the obtainable data satisfying but the contact rate, response rate, and retention rate as well. Moreover, the experimental test demonstrated that the response rate is influenced by the information provided in the chat request. On the basis of the study results, recommendations are given as to when and how IM interviews should be used as a data collection method.     

儿童对时间顺序的认知发展的实验研究Ⅰ

本实验以按时序排队和组成时间系列以及口头申述理由为客观指标、探讨4—7岁儿童对每日时序(早晨、中午、晚上)和一日之延伸(昨晚、明早)以及对时序的相对性认知发展的水平和特点。结果表明:5、6岁儿童对一日之内早午晚时序已能正确认知,但4岁儿童仍相当困难;4、5、6岁儿童对一日前后延伸的时序和时序相对性的认知随年龄而发展,但总的认知水平仍较低;对时序相对性的认知到7岁可以达到。儿童对时序的理解是以本身的生活经验为时间关系的参照物。儿童时间词语的发展与对时间关系的认知是互相促进的,两者的发展是不同步的。     

双作业信息输入通道对作业绩效的影响

采用单作业和双作业操作,探讨了不同信息输入通道对双作业操作绩效的影响。实验结果证明：若采用相同的信息输入通道,同时操作的两种作业就会产生相互干扰,降低操作绩效;相反,若采用不同信息输入通道,双作业之间的相互干扰将减小,作业绩效得到提高。     

初入学儿童认知发展中的个别差异和个人内部差异初探

本研究以守恒、类包含、双维逻辑关系等多项认知任务施加于同一被试,探查了初入学七岁儿童的认知发展。结果表明这一年龄儿童已基本上获得有关守恒概念(除容积守恒),逻辑推理能力正在形成和发展。学校教育条件,家庭文化教育背景及个人智能等因素对认知发展有重要影响。个人内部的认知发展存在着横向参差现象,其原因有待进一步研究。