The mind and brain scholar as a hitchhiker in the post-Gutenberg galaxy: publishing at 2000 and beyond

Electronic journal (e-journal) publishing has started to change the ways we think about publishing. However, many scholars and scientists in the mind and brain sciences are still ignorant of the new possibilities and ongoing debates. This paper will provide a summary of the issues involved, give an update of the current discussion, and supply practical information on issues related to e-journal publishing and self-archiving relevant for the mind and brain sciences. Issues such as differences between traditional and e-journal publishing, open archive initiatives, worldwide conventions, quality control, costs involved in e-journal publishing, and copyright questions will be addressed. Practical hints on how to self-archive, how to submit to the e-journal Psycoloquy, how to create an open research archive, and where to find information relevant to e-publishing will be supplied.     

两汉时期的性习心理思想

能够代表汉代200余年历史进程的性习心理思想的主要观点可以概括为：《淮南子》的“循天返朴说”、董仲舒的“性待教为善说”和王充的“性有善恶,教可异化说”。这些观点不仅在当时能够集时代之大成,就是今天,对现代心理学研究仍有启发和借鉴的价值。     

Exploring the structure of strength-related attitude features: the relation between attitude importance and attitude accessibility

One of the most significant current controversies in the attitude literature involves the latent structure of attitude attributes related to their strength. Four studies were conducted to explore whether 2 strength-related attributes (importance and accessibility) are affected identically by various manipulations (which would suggest that they reflect a single latent construct) and whether the attributes cause one another (which would suggest they are distinct constructs). Three laboratory experiments and I survey study show that (a) repeated expression and personal relevance manipulations have different effects on importance and accessibility and (b) increased importance can cause heightened accessibility. Thus, these 2 attitude attributes appear to constitute related but independent constructs. These studies therefore help to illuminate the nature of attitude strength and the interplay of its sources.     

The up-right/down-left advantage occurs for both participant- and computer-paced conditions: an empirical observation on Adam, Boon, Paas, and Umiltà (1998)

When up and down stimuli are mapped to left and right keypresses or "left" and "right" vocalizations in a 2-choice reaction task, performance is often better with the up-right/down-left mapping than with the opposite mapping. J. J. Adam, B. Boon, F. G. W. C. Paas, and C. Umiltà (1998) presented evidence that the up-right/down-left advantage is obtained when trials are participant paced but not when they are computer paced. In all, 3 experiments are reported that show no difference in magnitude of the up-right/down-left advantage between computer-paced and participant-paced conditions. The advantage was eliminated, however, in Experiment 3 when a response deadline was imposed. Response speed, rather than participant or computer pacing of trials, is crucial.     

Effect of an initiating action on the up-right/down-left advantage for vertically arrayed stimuli and horizontally arrayed responses

When up and down stimuli are mapped to left and right keypresses or "left" and "right" vocalizations in a 2-choice reaction task, performance is often better with the up-right/down-left mapping than with the opposite mapping. This study investigated whether performance is influenced by the type of initiating action. In all, 4 experiments showed the up-right/down-left advantage to be reduced when the participant's initiating action was a left response compared with when it was a right response. This reduction occurred when the initiating action and response were both keypresses, both were spoken location names, and one was a spoken location name and the other a keypress. The results are consistent with the view that the up-right/down-left advantage is due to asymmetry in coding the alternatives on each dimension, and a distinction between categorical and coordinate spatial codes seems to provide the best explanation of the advantage.     

Higher-education administrators: when the future does not make a difference

The relationships between administrative actions and their long-term consequences were investigated in 14 people beginning training to become high-level college and university administrators, 19 people who had just finished that training, and 44 provosts (chief academic officers) at colleges and universities in the northeastern United States. The experienced administrators (those who had completed the training plus the provosts) were significantly more likely than the trainees to mention long-term consequences when describing their past and possible future administrative actions. However, in hypothetical choice situations, the experienced administrators were also significantly more likely than the trainees to choose smaller amounts of funds available immediately for their units versus larger amounts of promised future funds. With experience, administrators may both become more aware of their actions' long-term consequences and learn that they are unlikely to receive promised future funds. The contingencies in effect for higher-education administrators may lead them to make choices that do not result in their institutions meeting the highest standards.     

All together now: when dissociations between knowledge and action disappear

Why do people sometimes seem to know things but fail to act appropriately on the basis of this knowledge? Such dissociations between knowledge and action often occur in infants and children, and in adults following brain damage. These dissociations have supported inferences about the organization of cognitive processes (e.g., separable knowledge and action systems) and their development (e.g., knowledge systems develop before action systems). The current study tested the basis for knowledge-action dissociations in a card-sorting task in which children typically correctly answer questions about sorting rules while sorting cards incorrectly. When questions and sorting measures were more closely equated for the amount of conflict that needed to be resolved for a correct response, children showed no systematic dissociation between knowledge and action. The results challenge standard interpretations of knowledge-action dissociations and support an alternative account based on graded knowledge representations.     

Early metalinguistic competence: speech monitoring and repair behavior.

This article examines 2-3-year-olds' responses to specific (e.g., "Where did he go?") and neutral (e.g., "What?") requests for clarification. The focus is on children's ability to locate the linguistic errors that provoked neutral questions of clarification and their success in providing appropriate repair. It is argued that this behavior provides evidence for a speech monitor that detects errors and enables repair. Contrary to A. Karmiloff-Smith's (1992) claim, control over the production and comprehension of specific structures does not necessarily precede monitoring. Rather, metalinguistic abilities that are implicated in speech monitoring develop simultaneously with the acquisition of primary linguistic behavior and do not require awareness. It is claimed that such metaprocesses are fundamental to the use of language as a vehicle for the expression of intentional content.     

A culturally sensitive approach to therapy with immigrant families: the case of Jewish emigrants from the former Soviet Union

This article is based on accumulated clinical experience in Israel with families that emigrated from the former Soviet Union. It describes a culturally sensitive systemic intervention with two such families: a single-parent family, and a family that exhibited physical violence. Relevant cultural characteristics of family patterns and parent-child relationships in Jewish-Soviet families are reviewed. It is demonstrated how a cross-cultural perspective may affect the interpretation of presented problems and result in a less pathological perspective. It is further illustrated how universal intervention techniques combined with culturally sensitive approaches may produce positive effects in therapy.