“大同小康”之论非关孔子辨

“大同小康”之论是否出于孔子之口 ,古往今来经历了一个始信终疑的曲折过程。最早提出质疑的是包括朱熹在内的宋代学者 ,元代的陈更是斩钉截铁地指出 :“大同小康之说 ,则非夫子之言也。”2 0世纪三四十年代 ,围绕孔子与“大同小康”之论的关系问题 ,学界爆发了一场非常激烈的学术论战 ,但是最终未能形成一致的意见。“大同小康”之论不是出于孔子之口 ,因为孔子仕鲁期间 ,他不可能向童稚之年的子游讲论“大同小康”之义 ;周游列国返鲁之后 ,他不可能“与于蜡宾” ,从而也不可能在蜡祭事毕讲论“大同小康”之义 ;特别需要指出的是 ,“大同小康”之论明显带有杂糅众家思想的特征 ,存在着历史知识的错误 ,表露的是一种历史倒退论的观点 ,它不可能出自孔子之口。     

Influence of simple action on subsequent manual and ocular responses

Recent investigations into how action affects perception have revealed an interesting “action effect”—that is, simply acting upon an object enhances its processing in subsequent tasks. The previous studies, however, relied only on manual responses, allowing an alternative stimulus-response binding account of the effect. The current study examined whether the action effect occurs in the presence of changes in response modalities. In Experiment 1, participants completed a modified action effect paradigm, in which they first produced an arbitrary manual response to a shape and then performed a visual search task in which the previous shape was either a valid or invalid cue—responding with a manual or saccadic response. In line with previous studies, the visual search was faster when the shape was a valid cue but only if the shape had been acted upon. Critically, this action effect emerged similarly in both the manual and ocular response conditions. This cross-modality action effect was successfully replicated in Experiment 2, and analysis of eye movement trajectories further revealed similar action effect patterns on direction and numerosity. These results rule out the stimulus-response binding account of the action effect and suggest that it indeed occurs at an attentional level.     

语义信息复杂度对二语者英语被动句加工的影响

采用英语所独有且非常重要的句法结构——被动语态作为语言材料,选取某些可以在句子中的词汇顺序基本没有变化的情况下转换为汉语句式（汉语“被”字句）的“直译型”被动句以及必须根据其意义进行句式转换方能形成相应的汉语句式（汉语主动句）的“意译型”被动句作为实验材料,探讨了在动词语义复杂条件下二语熟练度（包括晚期中等熟练者和高熟练者）对被动句加工过程的影响。结果表明：高熟练者正确率均高于中等熟练者,说明在动词语义复杂的情况下熟练度依然可以预测英语被动句实时加工的程度和水平。此时,语义违例的正确率最高、反应时最短,句法违例句则与之相反。双违例引发的N400效应显著,正确句和句法违例均未引发负向的N400;高熟练者P600的波幅明显高于中等熟练者,句法违例和双违例引发的P600效应最显著。行为指标支持语言间句法加工相似性效应——直译句反应快、正确率高。ERP数据则得出了与之相反的结果：直译句比意译句诱发出更大的N400效应,意译句则引发了较大的P600。上述结果进一步说明二语熟练度对语言间句法加工相似性效应具有很强的调节作用。     

信息线索变化条件下“性别/年龄”多重社会范畴的加工特性

选取40名老年人和38名年轻人做被试,以同时携带“年龄-性别”信息、体现着社会多重范畴的面孔作为靶子刺激,探究年龄或性别范畴中某一范畴发生变化时,多重社会范畴的类别化加工特性以及各个子范畴的类别化加工之间的相互关系。在此基础上进一步探讨了不同年龄（老年人-青年人）和性别（男性-女性）的认知者在面对社会多重范畴时相应的类别化加工过程是否存在差异。结果发现：当年龄或者性别中的某个社会范畴发生变化时,另一社会范畴的类别化加工未能达到完全自动化加工水平。具体地,年龄类别化加工的自动化程度高于性别;老年人对于面孔中的社会范畴信息的加工速度慢于年轻人;对老年面孔中的社会范畴信息进行加工需要耗费更多的认知资源;相对于老年女性而言,认知者更加偏好年轻女性的面孔。     

范围假设解释大学生性别刻板印象表征的适用性*

通过任务助长实验范式考察范围假设对于某一熟悉群体刻板化特质判断的适用性。研究结果表明当大学生对于某一熟悉群体的刻板印象的抽象表征被激活时,违反刻板印象的样例表征也得到激活,用以限定抽象表征的适用范围。研究结果支持范围假设,即当一个抽象概念从语义记忆中被提取时,与抽象概念相冲突的情景记忆也被提取,以用来限定抽象概念的适用范围。     

Gender Stereotype Activation versus Lexical Semantic Activation: An ERP Study

It is an open question whether social stereotype activation can be distinguished from nonsocial semantic activation. To address this question, gender stereotype activation (GSA) and lexical semantic activation (LSA) were directly compared. EEGs were recorded in 20 participants as they identified the congruence between prime-target word pairs under four different conditions (stereotype congruent, stereotype incongruent, semantic congruent, and semantic incongruent). We found that congruent targets elicited faster and more accurate responses and reduced N400 amplitudes irrespective of priming category types. The N400 congruency effect (i.e., the difference between incongruity and congruity) started earlier and had greater amplitude for GSA than for LSA. Moreover, gender category priming induced a smaller N400 and a larger P600 than lexical category priming. These findings suggest that the brain is not only sensitive to both stereotype and semantic violation in the post-perceptual processing stage but can also differentiate these two information processes. Further, the findings suggest superior processing (i.e., faster and deeper processing) when the words are associated with social category and convey stereotype knowledge.     

The Enhancing Effect of Overconfidence on Subsequent Learning Performance: Potential Mediation Effects of Dissatisfaction and Effort

Three studies were conducted to investigate whether individuals whose performance on a learning task fell short of their previous overconfident self‐assessment would apply more effort on a subsequent task to resolve their dissatisfaction and thereby achieve better subsequent performance than individuals who made accurate or underconfident self‐assessments. Specifically, Study 1 and Study 2 used overestimation, and Study 3 used overplacement to predict subsequent performance by measuring students' self‐assessments before the first task, their level of dissatisfaction with their actual performance on that task, the effort they applied in learning, and their performance on the subsequent task. Furthermore, Study 3 divided the participants randomly into a false feedback group (the control group) and a real feedback group (the experimental group). The results showed that when controlling for prior performance, participants who were more overconfident tended to express greater dissatisfaction and increase more effort to achieve their desired outcomes when they perceived a gap between their desired performance and their actual performance. Notably, they achieved better subsequent performance, whereas those in the control group who were overconfident neither applied more effort in subsequent learning nor increased their subsequent performance when they received “unbiased feedback.” The implications of these findings for education are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

Set points of positivity ratio for different levels of well‐being: A latent profile analysis

Previous studies have explored the set points of the positivity ratio by grouping according to predetermined cut‐off scores, resulting in inconsistent criteria and unstable results. This study intends to further explore the set points of the positivity ratio using latent profile analysis. Two samples of 716 college students and 381 adults in China completed the Questionnaire for Eudaimonic Well‐Being, the Personal Growth Subscale from Ryff's Psychological Well‐being Scale, the Need Satisfaction Questionnaire, and the Emotional Experience of Well‐Being Questionnaire. College students were classified into four classes (2.0, 2.8, 3.7 and 5.0) with the set points of the positivity ratio, whereas adults were classified into three classes (1.9, 2.9 and 4.2) with the set points of the positivity ratio. The difference of the set points between college students and adults was nonsignificant for medium and high well‐being classes, and significant with a small effect size for the higher well‐being class. Future research should examine more diverse samples and combine the real experience method to further explore the set points of the positivity ratio.     

Do ad metaphors enhance or dilute the consumers' brand preferences? Exploring the moderating role of goal orientation

This research aims to explore the impacts of ad metaphors and goal orientation on the relationship between brand commitment and attitudes toward the competitor brands. Results show that prevention‐focused consumers with high brand commitment do not exhibit differentially favorable attitudes toward the competitor brands, regardless of ad metaphors. In contrast, prevention‐focused consumers with low brand commitment exhibit more favorable attitudes toward competitor brands advocated by highly metaphorical ads than those advocated by low metaphorical ads. Moreover, promotion‐focused consumers exhibit more favorable attitudes toward competitor brands advocated by highly metaphorical ads than those advocated by low metaphorical ads, regardless of brand commitment.     

动机性视角与认知加工视角下三重自我的层级关系

自我并非是一个单一的、整体的认知结构,至少包含3个基本的自我表征形式:个体自我、关系自我与集体自我。从动机性视角出发,3种自我的层级关系存在4种可能的假设:(1)个体自我首要性假设;(2)关系自我首要性假设;(3)集体自我首要性假设;(4)情境性假设。以往动机性视角出发的研究偏向于支持个体自我首要性假设,但其结论仍需通过进一步考察其他可能变量的作用而加以验证。从认知视角考虑三重自我的层级关系时,以往的研究结果并不统一,缺乏同时比较个体自我、关系自我、集体自我的层级关系的整合性研究。今后需要重点探索将三重自我整合起来的新的实验范式,从而有助于对三重自我层级关系的分析与探究。