The effect of causal knowledge on judgments of the likelihood of unknown features

People frequently infer unknown aspects of an entity based on their knowledge about that entity. The current study reports a novel phenomenon, an inductive bias people have in making such inferences. Upon learning that one symptom causes another in a person, both undergraduate students (Experiment 1) and clinicians (Experiment 2) judged that an unknown feature associated with the cause-symptom was more likely to be present in that person than an unknown feature associated with the effect-symptom. Thus, these findings suggest a specific mechanism in which causal explanations influence one’s representation of and inferences about an entity. Implications for clinical reasoning and associative models of conceptual knowledge are discussed.     

Contextualized personality: traditional and new assessment procedures

We describe our ongoing program of research related to the assessment of contextualized personality, focusing on social roles and cultural cues as contextual factors. First, we present our research employing the traditional assessment approach, wherein participants are asked to rate explicitly their personality across several different roles. We argue that this hypothetical approach is potentially susceptible to the influence of stereotypes, social desirability, and demand characteristics. We therefore describe the development of three novel and subtle assessment procedures that are based on obtaining online self-representations that are activated while occupying a specific context. Finally, the strengths and limitations of all four approaches, as well as directions for future research in the study of contextualized personality, are discussed.     

教师职业活动幸福感的调查研究

针对教师职业活动幸福感的主题编制问卷,前后共对912名中小学教师施测.经探索性因素分析和验证性因素分析表明,自编的教师职业活动幸福感问卷,信效度达到心理测量学要求.本研究对象的教师,其职业活动幸福感处于中等偏上水平,不存在性别、学历、职称和学科的差异,但与班主任工作、行政职务和学校性质显著相关.     

两类英语学习困难的心理机制研究

本研究以单纯英语学习困难、中英双语学习困难和正常对照组为被试,考查了80名五年级小学生的语音意识和视觉工作记忆变量.结果表明,(1)两种英语学习困难儿童英语语音意识均比正常儿童差,均存在发展迟缓的缺陷;(2)两种英语学习困难儿童视觉工作记忆均相对落后;(3)视觉工作记忆在单纯英语学习困难儿童的汉语学习上存在一定的补偿作用,对英语学习则没有相同的作用.结果揭示了汉语认知加工过程相对于英语的特殊性.     

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.     

触觉空间精确性与触觉神经元密度相关联的验证

本研究应用栅栏定向任务,通过对小学一年级儿童和大学生的触觉敏感性的比较,验证触觉敏感性与神经元密度的关系。结果表明：对较大的易于分辨的刺激,成人可以完成得较好,而对较细小的难于分辨的刺激,儿童成绩更好。本研究验证了高感受单元密度对应较强的触觉敏感性的假设。     

应激对中国地鼠糖尿病发生的影响

研究实验性应激、情绪性、笼架水平在中国地鼠糖尿病发生中的作用强度及其交互作用,以确定中国地鼠糖尿病发生危险因素。结果表明实验性应激(震动、旋转合并限制)能促使中国地鼠血糖水平显著升高,糖尿病发病率增加,发病年龄提前;高情绪性中国地鼠,随着实验时间延长,其发病率也逐渐升高,并稳定在一定水平;析因方差分析提示,实验性应激与动物情绪性的交互作用对实验后中国地鼠的血糖变化起主要作用。     

幼儿害羞与社会适应:母亲教养方式的调节作用

本研究以487名幼儿为被试,探讨害羞与社会适应的关系,以及母亲教养方式在害羞与社会适应之间的调节作用。幼儿母亲完成儿童社会偏好量表和教养方式问卷,幼儿教师完成对幼儿社会适应的评价。结果表明:(1)害羞与不合群和同伴排斥显著正相关;(2)母亲教养方式在害羞与社会适应之间具有调节作用。具体来说,母亲温暖、说理和鼓励自主的教养方式可减弱害羞幼儿的消极适应,而体罚和指令型的教养方式会加剧害羞幼儿的消极适应。研究结果对于害羞幼儿的干预具有重要价值。