主编的话

2006年12月12日中国无神论学会和《科学与无神论》杂志社共同召开了“科学与宗教学术研讨会”。来自自然科学与社会科学的研究部门、大学和新闻单位的专家、学者30余人参加了研讨会。     

加压素对记忆巩固过程作用的研究 Ⅲ.GABA能药物对加压素易化大白鼠被动回避反应的影响

本文以平台被动回避反应为行为模式,采用侧脑室微量注射AVP和GABA能受体激动剂蝇蕈醇(Muscimol)、受体拮抗剂印防己毒素(Picrotoxin),进一步研究了AVP易化记忆巩固效应及与中枢GABA能系统的关系。主要实验结果如下: 1.AVP对被动回避行为模式的学习训练过程无促进作用,但促进了这种行为的记忆巩固过程,注射AVP的动物记忆保持能力显著高于对照组动物,有效剂量为30ng/大鼠。 2.侧脑室注射100ng/大鼠蝇蕈醇后,AVP仍非常显著地保持其行为效应,但注射100ng/大鼠印防己毒素后,AVP的效应已见下降,剂量增至300ng/大鼠后,AVP的效应已被完全消除。 实验结果再次提示,加压素具有促进记忆巩固过程的中枢性效应,脑内GABA能神经元的活动可能参与了这种效应。     

AN EXPERIMENTAL COMPARISON OF A CONTINGENCY MANAGED COURSE WITH LARGE LECTURE METHOD1

Contingency management procedures resembling the Personalized System of Instruction (PSI) were compared with a conventional lecture method in teaching an introductory psychology course. The use of a within-subjects design in which half of the students experienced both teaching conditions made it possible to examine the reliability of test-score differences over time when subjects were balanced over conditions. In the contingency management course, material was broken down into 14 small units, each unit covering about 30 pages of text. Students were assigned to an undergraduate teaching assistant who was encouraged to develop a close working relationship with each of his/her 13 assigned students. Specifically, this meant that the assistant was to call each student by his/her first name, show an interest in the student's quiz performance, help the student understand difficult concepts, and discuss various topics of interest to the student. Each week, the teaching assistant administered up to four different 10-item multiple-choice quizzes over the week's chapter. A modified “Doomsday Contingency” required each student either to achieve a score of 80% on one of the four quizzes or drop the course. Most students passed the quiz during the first session of the week; those not passing were tutored on special areas of weakness. No student was actually forced to leave the course under the Doomsday Contingency. Although quizzes were administered on a group basis, they were scored individually while the student stood near by. In addition to the weekly quiz assignment, students under the contingency management procedures were asked to attend one lecture per week. The contingency management method departed from traditional PSI in that (1) self pacing was minimal, such that students were required to master one unit per week or drop the course, (2) teaching assistants met with students in small groups, and usually gave individual tutoring only to those students who did not pass the quiz on the first attempt, and (3) students were asked to attend one lecture per week. However, it was similar to PSI in that small units of subject matter were assigned and unit mastery was assessed through use of undergraduate assistants who delivered immediate feedback. Students in the conventional lecture group attended three 50-min lectures each week; two of these lectures followed textbook material closely, while the third, which was attended by all students, concerned material only indirectly related to the text. As a result, students in both conditions were exposed to essentially identical material. Students in the lecture condition could also obtain copies of the unit quizzes, although few did so. Course grades were determined by scores on two 45-item multiple-choice hourly exams, each covering half of the semester material (each worth 25%), and by a 90-item final exam over the entire course (worth 50%). These measures also served as the dependent variables. The experimental design employed a crossover technique in which one fourth of the students began with the contingency management method and then switched to lecture method at midsemester, while another fourth began with the lecture method and switched to contingency management. The other students stayed in the same condition throughout the semester, half under contingency management and half under the lecture method. On the last day of class, all students filled out an extensive questionnaire that assessed their opinions and attitudes about the teaching techniques. In addition to allowing for assessment of any progressive effects that the contingency management procedures might have had over time, the crossover design also permitted students to make meaningful comparisons of the two teaching methods, since half of the students experienced both methods in the same course. Although average test performance was only slightly higher under the contingency management condition, this difference occurred on each exam and was statistically reliable in each case. Further, the method did not interact with time, as it produced about a three-item advantage per half semester. On each of the three exams, teaching method accounted for between 5 and 8% of the total variance in test scores. Finally, attitude measures indicated that students experiencing half a semester of the contingency management procedures preferred them to the lecture technique, but that only those students with a full semester of contingency management rated the course significantly better than students in the full semester lecture course.     

The persistence of some effects of handling in infancy on the behaviour of the adult rat

An attempt was made to discover how persistent the effects of handling before weaning are on activity, grooming, emotional elimination and learning in adult rats; whether there is an interaction of the effects of handling and the effects of cage size on the behaviour of rats; and whether the daily removal of the mother during nursing has any effects on the pups.

Since all differences between handled and undisturbed animals found at 50 or 100 days were found at 220 days, it was concluded that the effects of handling in infancy are persistent. The hypothesis that cage size and removal of the mother during nursing significantly affect adult behaviour was not supported by the results.     

内隐推理的实验研究

采用加工分离程序和多重分离程序,以瑞文高级推理测验为实验材料,对内隐推理进行了实验研究。实验1对包含测验与排除测验中正确猜测的期望概率进行了估计;实验2采用公式P1=Pc∪PA∪R1和PE=PC^－∩(PA∪RE)对外显推理和内隐推理的贡献进行了计算。结果发现存在显著的外显推理和内隐推理效应。     

加压素对记忆巩固过程作用的研究 Ⅱ.GABA在加压素易化记忆巩固过程中作用的探讨

本文探讨了脑内GABA能神经元在加压素易化记忆巩固过程中的作用。结果表明,第三天建立实验后立即腹腔注射印防己毒素(picrotoxin,0.5mg/kg),消除了加压素对条件反应消退过程的延缓作用,而注射氨氧乙酸(aminooxy-acetic acid,20mg/kg)获得相反结果。 实验结果提示,脑内GABA能神经元可能参与了加压素对记忆巩固过程的易化作用。     

Difficult name,cold man: Chinese names,gender stereotypicality and trustworthiness

Names can play an important role in forming first impressions. While much of the literature has demonstrated how alphabet-based names influence impression formation, little is known about how character-based names (e.g., Chinese names) affect interpersonal trust. Across six studies, we demonstrated that a difficult-to-recognise Chinese name with less frequently used characters activated masculine perception, which in turn decreased trust in the name holder. The masculine inferences from difficult names were replicated across within-subjects (Study 1a and 1b) and between-subjects judgements and maintained irrespective of normative knowledge about difficult names as male names (Study 1c). The mediation of gender stereotypicality was manifested in both measured spontaneous gender inference (Study 2a and Study 2b) and manipulated gender information (Study 2c). The effects of recognisability on masculine and trust perceptions were independent of pronunciationability (Study 2b). This research extends previous research by revealing the implications of character-based names and pictographic language on the feeling-as-information theory, also in terms of interpersonal contexts.     

失恋心境和失恋情绪诱发对冒险行为的影响

考察失恋者和控制组在情绪启动后的风险选择特点,探究失恋心境和失恋情绪诱发对冒险行为影响的特征。方法：招募26名失恋被试和26名没有恋爱经历的被试,进行2组别（失恋组,控制组）×2情绪启动（启动,非启动）被试间设计,使用特定领域风险问卷评估冒险行为。结果：（1）情绪启动的主效应在经济、健康、社会、娱乐四个风险领域均显著,情绪启动组的冒险行为高于非情绪启动组;（2）失恋组的风险行为低于控制组,且只在社会和娱乐两个领域显著不同。结论：诱发失恋情绪引起更多冒险行为;而失恋心境状态下对冒险行为有所规避。