动态和静态条件下内隐时间的存在和特征

采用2×2×2混合实验设计,使用具体和抽象两种不同性质的图形材料对动态和静态两种条件下内隐时间的存在及其特征进行了考察,结果表明：（1）动态条件下被试对抽象图形的位置偏移判断更为准确;（2）测试图形与识记图形之间位置偏移判断的错误率在测试图形与诱导图形内隐运动方向一致的条件下比不一致条件下大;（3）无论实验材料为具体图形还是抽象图形,被试对测试图形和识记图形的位置偏移判断错误率之间不存在差异。研究结果证明了内隐时间的存在,进一步探明了内隐时间具有方向性和认知不可渗透性的特点,并证明了运动范式为研究内隐时间及其特点的有效方法。     

Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite?

By around the age of 5½, many children in the United States judge that numbers never end, and that it is always possible to add 1 to a set. These same children also generally perform well when asked to label the quantity of a set after one object is added (e.g., judging that a set labeled “five” should now be “six”). These findings suggest that children have implicit knowledge of the “successor function”: Every natural number, n, has a successor, n + 1. Here, we explored how children discover this recursive function, and whether it might be related to discovering productive morphological rules that govern language-specific counting routines (e.g., the rules in English that represent base-10 structure). We tested 4- and 5-year-old children’s knowledge of counting with three tasks, which we then related to (a) children’s belief that 1 can always be added to any number (the successor function) and (b) their belief that numbers never end (infinity). Children who exhibited knowledge of a productive counting rule were significantly more likely to believe that numbers are infinite (i.e., there is no largest number), though such counting knowledge was not directly linked to knowledge of the successor function, per se. Also, our findings suggest that children as young as 4 years of age are able to implement rules defined over their verbal count list to generate number words beyond their spontaneous counting range, an insight which may support reasoning over their acquired verbal count sequence to infer that numbers never end.     

序列学习下内隐记忆意识性的动态发展特征

该研究采用事件相关电位方法(ERP),通过算式符号判别任务研究大学生序列学习下内隐记忆意识性动态发展的时空分布特征。研究采用算式符号判别任务探讨在不同反应-刺激时间间隔条件下,序列学习过程中伴随的对整个算式刺激的内隐记忆意识性的影响及时空分布特征。实验结果表明:1)在对序列规则进行内隐学习的过程中同时可以伴随内隐记忆的发生,RSI的增加导致内隐记忆意识性增加;2)不同意识性程度的内隐记忆激活脑区的头皮分布存在差异。意识性程度高激活脑区范围更广泛和弥散,意识性程度低激活脑区范围较小和集中。意识性由大到小激活脑区有由后(枕区)向前(额区)连续变化的趋势。     

Remembering helpers and hinderers depends on behavioral intentions of the agent and psychopathic characteristics of the observer

Individual differences in proneness towards granting benefits (i.e., helping) or imposing costs (i.e., hindering) may have led to processes that detect and remember people who are prone to help or hinder. We examined two factors that might influence such memory: the intentionality of the acts and individual differences in psychopathy characteristics. Participants viewed several videos of computer-animated agents that helped or hindered another agent, either intentionally or unintentionally. Afterward, participants had better memory for agents that acted intentionally. Additionally, participants with more psychopathic tendencies had enhanced memory for helpers, suggesting that certain individual characteristics might result in heightened memory for people who are prone to granting benefits.     

Health Outcomes and Attitudes Toward Female Genital Cutting in a Community-Based Sample of West African Immigrant Women from High-Prevalence Countries in New York City

Female genital cutting (FGC), a deeply rooted cultural practice with high prevalence rates in many West African countries, is considered by many to represent systematic gender-based violence and human rights violation. Although short- and long-term health consequences of FGC have been examined in studies in Africa, the experiences of women who have immigrated to the Western countries such as the United States have remained largely unexplored. We sought to examine prevalence rates of FGC, as well as differences in demographic characteristics, health outcomes, and knowledge, attitudes, and beliefs among West African immigrants. This study employed audio computer-assisted self-interviewing with a community-based sample of 68 women from Gambia, Guinea, Mali, and Sierra Leone living in New York City. The rate of FGC was 68% overall and varied significantly by country, tribe or ethnicity, and marital status. Women with FGC had a significantly higher number of live births and were more likely to report a history of vaginal pain and decreased sexual arousal, but there were no other significant differences in gynecological and obstetric outcomes, sexual functioning, or psychological outcomes. Participants also had similar rates of opposition to FGC, although women with FGC were less likely to assert human rights as a reason to end the practice. Women reported a high level of surprise and unpreparedness for the FGC procedure, and 22% reported that it was done without their parents’ consent. Long-term health consequences of FGC among women who have immigrated remain unclear, although resistance to the practice is overwhelming.     

Motivation in a MOOC: a probabilistic analysis of online learners’ basic psychological needs

Self-determination theory (SDT) is one of the most well-known approaches to achievement motivation. However, the three basic psychological needs of SDT have not received equivalent attention in the literature: priority has been given to autonomy, followed by the need for competence, with research into relatedness lacking (Bachman and Stewart in Teach Psychol 38: 180–187, 2011. doi: 10.1177/0098628311411798). One new educational setting where relatedness may be particularly important is massive open online courses (MOOCs), which provide unprecedented opportunities for either relatedness or isolation. The purpose of the research was to use Bayesian networks (BN) to establish probabilistic relationships between learners’ basic psychological needs in the context of one MOOC. The majority (59 %) of participants (N = 1037; 50 % female and 50 % male) were under 45 (age range was 18–74 years). This sample represented approximately 88 regions and countries. Participants completed a revised Basic Student Needs Scale (Betoret and Artiga in Electron J Res Educ Psychol 9(2): 463–496, 2011). In order to reveal the best structural understanding of SDT within a MOOC learning environment, analysis of the data involved the development of a BN probabilistic model. The best fitting BN model included autonomy, competence, and relatedness—resulting in a probabilistic accuracy of 77.41 %. Analyses revealed participants with high autonomy had an 80.01 % probability of having a moderate level of competence. Relatedness was distinct from the autonomy and competence relationship. The strong inter-connections between autonomy and competence support existing research. The notion that relatedness may be a distinct need, at least in this context, was supported and warrants future research.     

First Among Equals: Hybridization of Cognitive Diagnostic Assessment and Evidence-Centered Game Design

The objective of the present article is to explore differences and similarities between cognitive diagnostic assessment (CDA) and evidence-centered game design (ECgD) in the service of intentional hybridization. Although some testing specialists might argue that both are essentially the same given their origins in principled assessment design and equivalency of measurement models, this view misses differences in their focus and operationalization. Given the strengths of both CDA and ECgD, there is motivation to consider ways in which each can deliberately inform the other. The intentional hybridization of CDA and ECgD has, at least in principle, significant advantages to produce a stronger offspring than either parent alone. The article includes four sections: (1) conceptual differences between CDA and ECgD, (2) conceptual similarities between CDA and ECgD, (3) challenges with CDA and ECgD, including narrowness of cognitive models, fidelity with learning, ocean of data, sensitivity to diverse learners, reliance on multidimensional psychometric models, and how hybridization may help, and (4) implications for educational assessment in the twenty-first century around the globe.     

Does Time Constraint on Users Negate the Efficacy of Decision Support Systems?

Time constraint can impair decision performance: time-constrained decision makers process information faster, process less information, and use less rigorous decision strategies. On the other hand, properly designed decision support systems (DSSs) can induce decision makers to process more information and use more rigorous decision strategies, which can result in enhanced performance. In this study, we investigate, drawing on bounded rationality and cost-benefit theories of DSS use, whether these salutary effects of DSSs still hold in time-constrained environments. Our experimental results replicate past research regarding the effects of time constraint and DSSs taken separately and also show that the positive effects of DSSs are maintained when decision makers are under time constraint. That is, consistent with hypotheses, time-constrained participants processed information in a more compensatorylike manner when aided by DSSs than when not. Some of the results suggest that the negative effects of time constraint can be mitigated or even eliminated by the use of DSSs, but some participants did not take full advantage of the DSS to combat time constraint.     

注意捕获与自上而下的加工过程

注意捕获对揭示两种控制过程——自下而上的加工与自上而下的加工之间的关系有着重要的研究意义。在当前对注意捕获的研究中,主要存在两大类的实验范式：线索化范式与视觉搜索范式;涉及以下几个方面：刺激驱动的注意捕获与自上而下控制的关系;注意捕获是否涉及注意的空间转移;刺激的显著性对注意捕获的影响;实验范式对注意捕获的影响。总的来说,没有任何一种视觉刺激能绝对的独立于自上而下的控制之外来捕获注意,因此也可以这样认为,注意捕获被默认为是一种自动化的过程,但这个自动化的过程可以被内源性的调节所抑制或者易化。