主体因素对学习判断孤立效应的影响

通过两个实验探讨主体因素差异对学习判断值及其孤立效应的影响。选取708名高一学生作为被试,男女各半。实验一考察主体对材料性质的觉知感差异对学习判断值及其孤立效应的影响,实验二考察主体对材料项目数的确定感差异对学习判断值及其孤立效应的影响。结果表明,提高主体对材料性质的觉知感,可以提高学习判断值,但并没有提高学习判断的孤立效应;而提高主体对材料项目数的确定感,不仅可以提高学习判断值,而且可以提高学习判断的孤立效应。     

大学生的认知风格与逻辑推理的关系

以大学生为被试,探讨认知风格与逻辑推理的关系。结果表明：（1）在三段论推理中,场依存型学生和场独立型学生推理成绩不存在显著差异,学过和未学过逻辑学的学生推理成绩也不存在显著差异,但男生和女生推理成绩差异显著,女生比男生更易受“气氛”的影响。（2）在命题推理中,对抽象材料构成的命题,场独立型学生和场依存型学生的推理存在显著差异,场独立型学生表现出更强的证伪倾向,场依存型学生表现出更强的换位倾向;对具体材料构成的命题,场独立型学生和场依存型学生的推理不存在显著差异。     

Threshold-style processing of Chinese characters for adult second-language learners

To assess the learning of word form and meaning in an unfamiliar writing system, we carried out primed-naming experiments with learners of Chinese at the end of their first and second terms in a Chinese class at an American university. The subjects were required to name a target Chinese character after a prime character had been presented for 500 msec. There were three priming conditions defined by the relation between the prime and the target: orthographically similar, homophonic, and semantically related. At the end of the first term, there was a significant facilitation for naming speed in the orthographic condition, but not in the homophonic or semantic conditions. However, at the end of the second term, orthographical facilitation disappeared. Instead, naming speed was facilitated by semantically related primes. A threshold-style framework was proposed to illustrate the processing of Chinese orthography, phonology, and semantics by second-language learners.     

Big brown dog or brown big dog? An electrophysiological study of semantic constraints on prenominal adjective order

Event-related brain potentials (ERPs) were recorded while participants read and made acceptability judgments about sentences containing three types of adjective sequences: (1) normal sequences--e.g., Jennifer rode a huge gray elephant; (2) reversed sequences that violate grammatical-semantic constraints on linear order--e.g., *Jennifer rode a gray huge elephant; and (3) contradictory sequences that violate lexical-semantic constraints on compositionality--e.g., *Jennifer rode a small huge elephant. Relative to the control condition, the second adjective elicited a reduced N400 and an enhanced P600 in both the reversal condition and the contradiction condition. We present several alternative accounts of these two effects, but favor an interpretation which treats them as reflecting semantic and syntactic aspects of a temporary reanalysis of the adjective order construction. Furthermore, relative to the control condition, the final noun elicited a robust N400 in the contradiction condition but not in the reversal condition. We suggest that this effect indexes the full registration of the lexical-semantic incompatibility of the two adjectives in the contradiction condition. Finally, we discuss how all of these findings fit into the broader context of recent ERP studies that have reported atypical N400s and robust P600s in response to certain types of semantic anomalies.     

Coding controlled and triggered cursor movements as action effects: influences on the auditory Simon effect for wheel-rotation responses

Four experiments investigated influences of irrelevant action effects on response selection in Simon tasks for which tone pitch was relevant and location irrelevant, and responses were clockwise- counterclockwise wheel rotations. When the wheel controlled left-right movement of a cursor in a direction opposite an instructed left-right hand-movement goal, the Simon effect was reduced. When the wheel was held at the bottom, this reduction was due to some participants coding responses relative to the cursor and others relative to the hands. However, when the wheel was held at the top, it was due to participants integrating cursor movements with hand movements as a single action concept. In contrast, a cursor triggered by the wheel movement showed little influence on the Simon effect, even when contiguity and contingency with the wheel movements were high. Experience with the controlled cursor in a prior trial block or between trials established a causal relation that enabled participants to code the triggered cursor as belonging to the action concept and thus reduce the Simon effect. Multiple factors determine the influence of an irrelevant action effect on performance.     

大学生性别角色观的差异

运用问卷调查法,结合人格特质词分类法,对140名大学本科新生的性别角色观进行了研究。发现：（1）男女大学生都把勇敢和善良分别放在男女性别角色正价特质的第一位;虚伪和自私分别放在男女性别角色负价特质的第一位。（2）男女大学生在善良是男女性别角色共有正价特质,负责、真诚、稳重和善良是男性角色正价特质,温柔与真诚是女性角色正价特质的重要性认识等方面有显著性的性别差异。在男生认为的男性角色的主要正价特质中女生只认为勇敢、坚强、真诚、稳重、负责是男性角色的主要正价特质。男生更认为温柔是女性角色的正价特质,女生更认为真诚是女性角色的正价特质。（3）男女生都认为势利、自私、虚伪、刻薄、饶舌是女性角色的主要负价特质,但男生把势利是放在女性角色负价特质的第一位,女生把自私放在女性角色负价特质的第一位;男女生都认为势利、自负、自私、粗鲁是男性角色的主要负价特质,但女生比男生更认为自负与懦弱是男性角色的主要负价特质,男生认为势利比自负更是男性角色的主要负价特质。     

分配公正、程序公正、互动公正影响效果的差异

以大学生奖学金评比为例,探讨了组织公正各维度影响效果的差异。以661名大学生为被试,采用2×2×2的完全随机设计,以情境故事法（scenarios）呈现刺激,研究了奖学金评比中分配公正、程序公正、互动公正对大学生学习投入、班级荣誉感、班级归属感、与辅导员的关系的影响。结果表明,组织公正三个维度与效果变量之间存在清晰的对应影响关系：分配公正主要影响具体、以个人为参照的效果变量;程序公正主要影响与组织有关的效果变量;互动公正主要影响与上司有关的效果变量。     

3~5岁幼儿自我延迟满足的发展特点及其中澳跨文化比较

采用实验室实验和情境观察相结合的方法,考察了我国3~5岁幼儿自我延迟满足发展的特点及中澳幼儿自我延迟满足的跨文化差异。研究结果表明：(1) 3~5岁幼儿自我延迟满足平均延迟时间随年龄增长而延长;3岁幼儿使用延迟策略少,4岁幼儿主要使用寻求策略,5岁幼儿主要使用寻求策略和自我分心、问题解决策略,自我言语控制策略在整个幼儿期始终不具有显著优势性。(2) 澳大利亚幼儿自我延迟满足发展水平高于我国同龄幼儿;在延迟策略选择上中澳幼儿既具有差异性,又具有一定的相似性;文化价值观通过教育影响着幼儿自我延迟满足的发展。     

言语理解中的知觉符号表征与命题符号表征

采用移动窗口技术探讨言语理解中信息表征的方式。被试为华南师范大学本科生96名。实验材料按照探测图画中物体的形状跟先前阅读的句子中描述的物体的隐含形状的关系总体上分为两类,一类是匹配版本,一类是不匹配版本。采用相关样本t检验分别对两种条件下图画再认的反应时间和正确率进行统计分析。实验1中被试读完句子以后马上进行图画探测任务,结果表明这时被试头脑中进行的是知觉符号表征。实验2中被试的阅读任务难度增大,结果表明这时被试头脑中进行的是命题符号表征。实验3中被试阅读的关键信息进入长时记忆以后再进行图画探测任务,结果表明这时被试头脑中进行的也是命题符号表征。总的实验结果表明言语理解中既存在知觉符号表征,也存在命题符号表征,知觉符号表征是信息表征的一种早期状态,人类头脑中最终的信息表征形式主要是命题符号表征。     

社会情绪的神经基础

该文提出了社会情绪概念的界定及其分类,回顾并总结了近年来对社会情绪神经基础的研究结果,指出了现有的研究范式和方法存在的局限,并对该领域未来的研究方向和研究重点做了进一步展望