事件类型的相似性对原理运用影响的实验研究

探讨样例与测题在表面概貌的事件类型方面发生改变的条件下,两者的表面概貌相似性对原理运用的影响。结果表明：1．样例与问题的表面概貌在事件类型方面发生变化时。其表面慨貌相似性对原理运用就会表现出明显的影响;2．样例与问题的表面概貌对原理运用的影响作用．要受到两者的对象对应的类型的影响．当对象对应相似时,其表面概貌相似就会促进解答测题时的原理运用,反之会产生干扰作用。据此可以认为。Ross关于表面概貌相似与否不影响原理运用的结论应予以改正。     

分类研究中的原型与样例观

该文具体分析了现代认知心理学对分类问题的主要看法,指出了当前分类研究范式存在的问题及今后进一步研究的主要方向。     

古代埃及神庙祭司考略

神庙祭司是古代埃及祭司群体的一个重要组成部分,在古埃及的世俗社会和宗教领域内产生过重大影响.但学界对神庙祭司的内部组织结构却没有一个清晰的认识.本文通过对布列斯特德的<埃及古代文献>(5卷)、李希泰姆的<古代埃及文献>(3卷)和库明、戴维斯的<18王朝晚期埃及历史文献>(6册)等埃及古代铭文资料中有关神庙祭司资料的整合,从祭司衔号入手,对其构成和等级进行了全新的考察,从一个侧面反映出神庙祭司之于古埃及社会的重大影响.     

类别特征相似性与竞争性的线性变化对特征推理的影响

探讨在双类别情境中,新项目与类别成员的关系对特征推理的影响.共包括两个实验,被试是62名大一年级学生.实验1与实验2分别探讨在有无类别标签的情况下,诊断特征数量的增减对新项目预测特征推理的影响,即探讨类别特征相似性与竞争性的线性变化对特征推理的影响.结果表明:无论有无类别标签,诊断特征数量的增减对新项目预测特征的推理影响是相同的,即相似性与竞争性的线性变化对特征推理的影响是相同的.     

儿童问题解决中的类比迁移

儿童问题解决中的类比迁移是儿童认知发展中的一个基本问题,但在儿童发展研究中却一直没有得到足够的重视。在对儿童问题解决中的类比迁移研究进行回顾和总结的基础上,特别是仔细分析最近十年里的类比迁移研究,该文总结出了儿童问题解决中类比迁移研究的发展趋势,主要包括从探讨迁移是否存在到验证迁移是一种早期能力、从关注迁移的年龄差异到关注促进迁移的有关因素、从关注迁移是否是基本能力到关注迁移的加工机制、从描述迁移技能到领域概化、从关注近迁移到关注远迁移。最后,该文对未来儿童问题解决中的类比迁移研究进行了展望     

类别学习中的分类和推理

该文介绍了类别学习中的分类和推理两种任务,并从学习的条件、过程、结果和发展等方面的归纳了当前研究的最新进展。表明了类别的分类学习和推理学习有相同的形式,但学习的信息处理过程和学习的结果不同。分类学习关注类别间的区分性信息,更可能是样例学习结果;推理学习更为关注单个类别内部的共同性信息,更可能是原型学习结果。这方面的结论强化了基于解释的观点。     

时间因素对空间维度非线索更新的影响

采用实时窗口阅读技术,探讨文本阅读中时间因素在情境模型空间维度非线索更新中的作用。被试阅读角色在空间转换中插入时间间隔的短文,并对其间的物体进行再认探测。结果表明,在文本叙述中,如果在角色空间位置转换之后,增添一定的时间间隔,则可以促进相应空间设置内物体的非线索更新,并且,不同的时间间隔所起的作用是不同的。     

文本阅读中情境模型空间维度的非线索更新

采用实时窗口阅读技术,探讨文本阅读中不同研究范式下空间信息更新的特点。结果表明,阅读中情境模型空间信息的非线索实时更新是存在的,但要实现这种更新则需要一定的条件。相对于自动呈现材料,在更为自由的手动阅读条件下,先前阅读的空间信息,尤其是外显的位置信息（如“广场”）能够进行非线索的实时更新（实验一、实验二）;此外,实验三的结果表明,不同的探测位置对空间信息的通达也产生了影响。在更为敏感的探测位置上,内隐的空间实体信息（如,“雕像”）也表现出了非线索的更新。     

Semantic and Syntactic Associations During Word Search Modulate the Relationship Between Attention and Subsequent Memory

Two experiments were conducted to investigate how linguistic information influences attention allocation in visual search and memory for words. In Experiment 1, participants searched for the synonym of a cue word among five words. The distractors included one antonym and three unrelated words. In Experiment 2, participants were asked to judge whether the five words presented on the screen comprise a valid sentence. The relationships among words were sentential, semantically related or unrelated. A memory recognition task followed. Results in both experiments showed that linguistically related words produced better memory performance. We also found that there were significant interactions between linguistic relation conditions and memorization on eye-movement measures, indicating that good memory for words relied on frequent and long fixations during search in the unrelated condition but to a much lesser extent in linguistically related conditions. We conclude that semantic and syntactic associations attenuate the link between overt attention allocation and subsequent memory performance, suggesting that linguistic relatedness can somewhat compensate for a relative lack of attention during word search.     

Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?

This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills.