The influence of culture on children’s immediate and delayed retrieval

Culture shapes children’s memories. However, scant attention has been given to the influence of culture on specific memory stages. Thus, we conducted two controlled experiments to examine cultural differences in memory recall at immediate and delayed retrieval phases. In Studies 1 and 2 (n = 217), 7- to 10-year-old Chinese and Euro-Canadian children watched a story involving both social- and individual-focused scenarios. Participants then recalled the story immediately afterwards (Study 1) and 5–7 days later (Studies 1 and 2). Findings reveal that Chinese children accurately reported more details from the social-focused events than did their Euro-Canadian counterparts in the immediate interview, and this result was replicated after a delay in both studies. Moreover, as expected, within-country comparisons showed that Euro-Canadian children had better memory for individual- than for social-focused events in both studies. Chinese children, however, showed better memory for social- than for individual-focused events only in the immediate interview in Study 1; their delayed retrieval was not affected by event focus. These findings reveal that cultural variations in memory are evident in both immediate and delayed retrieval. Implications for future research are discussed.     

依恋焦虑对大学生囤积行为的影响:无法忍受不确定性与经验性回避的序列中介作用

为探讨依恋焦虑、无法忍受不确定性、经验性回避与大学生囤积行为的关系，本研究构建了一个序列中介模型。采用问卷法对黑龙江等地高校的610名大学生进行调查研究。结果发现：（1）无法忍受不确定性和经验性回避在依恋焦虑与大学生囤积行为之间均起部分中介作用；（2）无法忍受不确定性和经验性回避在依恋焦虑和大学生囤积行为之间构成序列中介，即依恋焦虑个体通过增强无法忍受不确定性，从而提高经验性回避倾向，进而增加大学生的囤积行为。研究进一步从认知和应对手段角度来考察依恋焦虑对大学生囤积行为的作用机制，对囤积行为的预防和干预具有启示意义。     

Do better stories make better memories? Narrative quality and memory accuracy in preschool children

The present study examines how the quality of children's narratives relates to the accuracy of those narratives. Sixty‐one 3‐ to 5‐year‐olds played a novel game with a researcher in their schools. Children were questioned in an interview that included an open‐ended free recall prompt followed by a series of directed questions. Children's narratives were coded for volume, complexity and cohesion as well as for accuracy. Correlational results showed that overall, narrative skills enable the reporting of more information, while decreasing the proportion of information that was accurate. These results appeared to be driven by a quantity‐accuracy trade‐off; in an ensuing regression analysis with all narrative variables entered into the model, volume was associated with decreases in accuracy while narrative cohesion was associated with increases in accuracy. We discuss the results in terms of their relationship to the development of autobiographical memory as well as implications for forensic contexts. Copyright © 2007 John Wiley & Sons, Ltd.     

Looking at the past through a telescope: adults postdated their earliest childhood memories

ABSTRACT

Our previous studies have consistently shown a telescoping error in children’s dating of earliest childhood memories. Preschool children through adolescents systematically date their earliest memories at older ages, in comparison with the age estimates provided by their parents or by themselves previously. In the current study, we examined the dating of earliest childhood memories in two samples of college adults and collected independent age estimates from their parents. Consistent with our findings with children, adults significantly postdated their earlier memories by approximately 12 months (Study 1) and 6 months (Study 2). The actual age of earliest memories was 2.5 years after adjusted for telescoping errors, 1 year earlier than what is commonly believed at 3.5 years. These findings challenge commonly held theoretical assumptions about childhood amnesia and highlight critical methodological issues in the study of childhood memory.     

时代·传统·中国哲学——时代课题与中国哲学史研究三十年来的演进逻辑

对新时期以来中国哲学史研究的追溯,如果说在盘点三十年积累的研究成果之余,还应该自觉承担一个反思和总结的任务的话,那么,追溯的本意,应该是去追问三十年来中国哲学史研究所遵循的观念和方法的背景,去探讨推动新时期以来中国哲学史研究展开的学科动力和问题意识,更为重要的是,去"如其本来"地重构中国哲学史研究展开中的时代逻辑与知识逻辑之间的互动关联.这样一种"还原重构"工作的重要性在于,可以促使我们理智地认识当前中国哲学史研究所处位置的来龙去脉,历史地理解当前中国哲学史研究的处境.而这一点,要远比立足于某一立场之上评点过往,更具建设性意义.     

Log Data Analysis with ANFIS: A Fuzzy Neural Network Approach

This study explores the use of the Adaptive Neuro-Fuzzy Inference System (ANFIS), a neuro-fuzzy approach, to analyze the log data of technology-based assessments to extract relevant features of student problem-solving processes, and develop and refine a set of fuzzy logic rules that could be used to interpret student performance. The log data that record student response processes while solving a science simulation task were analyzed with ANFIS. Results indicate the ANFIS analysis could generate and refine a set of fuzzy rules that shed lights on the process of how students solve the simulation task. We conclude the article by discussing the advantages of combining human judgments with the learning capacity of ANFIS for log data analysis and outlining the limitations of the current study and areas of future research.     

儿童青少年心理素质研究30年:回顾与展望

作为具有中国特色的心理学研究,心理素质已有30多年的研究历程,对其进行系统的回顾与展望,既是出于梳理总结以往研究得失的考虑,也是将心理素质研究推向新的高度的必然需要。首先,本文阐述了心理素质研究产生的背景,并详述了心理素质概念、结构和测量工具的提出、完善和成型的历程;其次,在整理以往研究的基础上,系统阐述了心理素质的发展特点及其形成和作用机制;最后,阐述了心理素质研究成果的学术影响及推广应用,并对心理素质的未来研究进行了展望。     

New perspectives on childhood memory: introduction to the special issue

ABSTRACT

This special issue brings together the scholarship that contributes diverse new perspectives on childhood amnesia – the scarcity of memories for very early life events. The topics of the studies reported in the special issue range from memories of infants and young children for recent and distant life events, to mother–child conversations about memories for extended lifetime periods, and to retrospective recollections of early childhood in adolescents and adults. The methodological approaches are diverse and theoretical insights rich. The findings together show that childhood amnesia is a complex and malleable phenomenon and that the waning of childhood amnesia and the development of autobiographical memory are shaped by a variety of interactive social and cognitive factors. This collective body of work will facilitate discussion and deepen our understanding of the dynamics that influence the accessibility, content, accuracy, and phenomenological qualities of memories from early childhood.