5～8岁儿童二级信念-愿望推理能力的发展

该研究依据信念(正确-错误)和愿望(接近-回避)对儿童的二级信念-愿望推理能力进行了细分,并据此设计了四个二级信念-愿望任务,探讨了480名5～8岁儿童在四个任务上的表现。结果发现,对儿童而言,不同的二级信念-愿望任务的难度不同,由易到难的顺序依次为:二级真实信念接近愿望、二级错误信念接近愿望、二级真实信念回避愿望、二级错误信念回避愿望。     

高中生不同类型的沉思对抑郁症状发展的中介作用

探讨不同类型的沉思对抑郁症状变化的中介作用及性别差异。用流调中心用抑郁量表和沉思反应量表等自评量表对512名高中生追踪调查3个月,用层次回归法分析数据。结果表明：（1）男、女生的抑郁情绪、强迫性冥思和反思不存在差异。（2）强迫性冥思对抑郁症状的变化起部分中介作用;反思与第二次抑郁症状不相关,不存在中介作用。（3）女生的强迫性冥思对抑郁症状的变化起部分中介作用;男生的强迫性冥思对抑郁症状变化不存在中介作用。结论不同类型的沉思对抑郁症状变化的中介作用是不同的,并且存在性别差异。     

Gaze following and gaze priming in lemurs

Although primates have often been found to co-orient visually with other individuals, members of these same species have usually failed to use co-orientation to find hidden food in object-choice experiments. This presents an evolutionary puzzle: what is the function of co-orientation if it is not used for a function as basic as locating resources? Co-orientation responses have not been systematically investigated in object-choice experiments, and requiring co-orientation with humans (as is typical in object-choice tasks) may underestimate other species’ abilities. Using an object-choice task with conspecific models depicted in photographs, we provide experimental evidence that two lemur species (Eulemur fulvus, n = 4, and Eulemur macaco, n = 2) co-orient with conspecifics. Secondly, by analysing together two measures that have traditionally been examined separately, we show that lemurs’ gaze following behaviour and ultimate choice are closely linked. Individuals were more likely to choose correctly after having looked in the same direction as the model, and thus chose objects correctly more often than chance. We propose a candidate system for the evolutionary origins of more complex gaze following: ‘gaze priming.’     

唐代鹦鹉故事的佛教因缘

在唐代289年间,人与鹦鹉演绎了许多美丽凄楚的故事。其中,不少鹦鹉故事蕴含着浓厚的佛教色彩。究其原因,既与当时的社会风气、民众心理有关,也与鹦鹉自身的特性有关。其中,最重要的原因是受印度佛经故事的影响。但鹦鹉故事中所蕴含的佛教已融入了中土传统文化的某些因素。研究这一文化现象,对于了解唐代的社会及其宗教文化有一定的意义。     

Indicative and counterfactual ‘only if’ conditionals

We report three experiments to test the possibilities reasoners think about when they understand a conditional of the form ‘A only if B’ compared to ‘if A then B’. The experiments examine conditionals in the indicative mood (e.g., A occurred only if B occurred) and counterfactuals in the subjunctive mood (A would have occurred only if B had occurred). The first experiment examines the conjunctions of events that reasoners judge to be consistent with conditionals, e.g., A and B, not-A and not-B. It shows that people think about one possibility to understand ‘if’ and two possibilities to understand ‘only if’; they think about two possibilities to understand counterfactual ‘if’ and ‘only if’. The second experiment shows that the possibilities people think about when they understand ‘only if’ are in a different temporal order (e.g., B and A) to the possibilities they think about for ‘if’ (A and B). The third experiment shows that people make different inferences from ‘only if’ and ‘if’ conditionals and counterfactuals. The implications of the results for theories of counterfactual conditionals are considered.     

Group motives in threatening contexts: When a loyalty conflict paradoxically reduces the influence of an anti‐discrimination ingroup norm

The influence of pro‐ versus anti‐discrimination ingroup norms on Swiss nationals' attitudes towards foreigners was investigated as a function of national identification and perceived material ingroup threat. As predicted, results revealed a significant interaction between identification and threat: High identifiers showed a more negative attitude than low identifiers mainly when perceived threat was high. In other words, high identifiers conformed to the pro‐discrimination norm, but showed a counter‐conformity effect for the anti‐discrimination norm. Additional results revealed that high identifiers actually disagreed with the anti‐discrimination norm when perceived threat was high, but that they were more attached to the ingroup. These findings suggest that when the ingroup norm is not an appropriate response to an ingroup threat (i.e. anti‐discrimination norm), high identifiers find themselves in a loyalty conflict: they are unable to simultaneously conform to the group norm and protect the group. This conflict was resolved through a compensatory mechanism: High identifiers distanced themselves from the ingroup norm in order to protect the group (i.e. by increasing negative attitudes towards foreigners) but reinforced other ingroup ties (i.e. by increasing attachment to the ingroup values). Copyright © 2008 John Wiley & Sons, Ltd.     

大学生消费心理和消费行为的研究

当代大学生是跨世纪的人才,是开创21世纪大业和进一步振兴中华的主力军,社会对大学生的整体素质提出了更高的要求。大学生所受的教育、校园的环境以及该年龄的特殊心理特征,使他们有自己特有的消费心理和消费行为,对他们的消费心理和消费行为的研究,有助于认识青年一代乃至整个社会的消费趋势。本文对当代大学生的消费水平、消费结构、消费方式、消费心理特点及其影响因素、对策等作了分析。     

The influence of code‐oriented versus meaning‐oriented approaches to reading instruction on word recognition in the Spanish language

This study was designed to examine the possible effect of instructional method and grade on the development of the competences used in reading isolated words in a transparent orthography (i.e., Spanish). A cross‐sectional design was used with a sample of 202 children who were learning to read by different instructional methods (code‐oriented vs. meaning‐oriented approaches). The effect of instructional method was analysed on reaction times, latency responses, and misreading on lexical decision and naming tasks. Words varied in frequency, length, and positional frequency of syllables (PFS) and the nonwords varied only in length and PFS. Our prediction was that the differences in reaction times and error performance as a function of the variables that allow us to test the routes—such as lexicality, word frequency, PFS, and word length—would be greater in the individuals who learn by a meaning‐oriented approach, which means that this group would be more affected by unfamiliar and longer words, low PFS, and nonwords in comparison to individuals who learn by a code‐oriented approach. This would support the view that individuals who learn by a meaning‐oriented approach have particular difficulties in naming words under conditions that require extensive phonological computation. Reliable effects of instructional method were found both in reaction times and latency responses and also on misreading in words and nonwords. The findings demonstrate superiority in the sublexical analysis in children who were learning by code‐oriented approaches. However, individuals who were learning by meaning‐oriented approaches had particular difficulties in naming words under conditions that require extensive phonological computation.     

Structural gender differences in perceived social support

Gender is an important influence on support-relevant social interactions, however findings of studies on gender differences in social support are not definitive. Although differences between men and women in the various social support measures have been found in numerous studies, neither the cause nor the explanatory process is known. This study examines gender differences in the dimensionality of social support. A large sample (N=3210) from the general population of women (60%) and men aged between 18 and 65 years old (Mean AGE=34.1) responded to a brief scale with items assessing the distinct functions of the perceived availability of social support. Confirmatory factor analyses yielded one factor in the women's sample that measures global social support perceived, and two in the men's. The first factor in the men's sample measures emotional support (providing empathy, caring, validation of self-worth), and the second measures instrumental support (e.g. practical assistance or financial aid). We concluded that there are gender differences in the structure of perceived social support and that these differences can be explained by socialization experiences and social roles associated with gender.     

Perceptual processing of partially and fully assimilated words in French

Models of speech perception attribute a different role to contextual information in the processing of assimilated speech. This study concerned perceptual processing of regressive voice assimilation in French. This phonological variation is asymmetric in that assimilation is partial for voiced stops and nearly complete for voiceless stops. Two auditory-visual cross-modal form priming experiments were used to examine perceptual compensation for assimilation in French words with voiceless versus voiced stop offsets. The results show that, for the former segments, assimilating context enhances underlying form recovery, whereas it does not for the latter. These results suggest that two sources of information -- contextual information and bottom-up information from the assimilated forms themselves -- are complementary and both come into play during the processing of fully or partially assimilated word forms.