对保乳手术及预防性乳腺切除术的思考

鉴于对乳腺癌是全身性疾病的认识,为提高术后生存质量,目前乳腺癌治疗中保乳手术日益受到重视.而为了阻断高危险性的乳腺向乳腺癌发展,预防性乳房切除术也正在被患者接受.保留乳腺与预防性切除乳腺的医学实践反映了目前人们对乳腺癌的深层认识,值得深入思考.     

序列学习中的内隐学习效应

该研究采用较为复杂的包含图形出现的位置规则和顺序规则的实验材料,通过对比被试直接测验和间接测验、内隐学习和外显学习成绩的异同,考察了序列学习中的内隐学习效应,并探讨了规则特点对内隐学习效应的影响。结果表明,在图形位置的序列学习中存在内隐学习效应,内隐学习效应的大小受规则特点的影响。     

用不同外部表征方式集中呈现信息条件下的因果力判断

在分别用文字陈述、表格和图形三种外部表征方式集中呈现因果信息的条件下,用直接估计因果力大小的实验范式考察单一因果关系因果力估计的特点,检验概率对比模型,效力PC理论和pCI规则。让287名大学生被试估计不同化学药物影响动物基因变异的能力。结果发现,对单一因果关系因果力估计具有以下4个特点：⑴不对称性：在预防原因条件下的因果力估计较多符合效力PC理论,而在产生原因条件下的因果力估计一般符合概率对比模型;⑵文字陈述、表格和图形三种信息外部表征方式,不影响产生原因条件下的因果力估计,但影响预防原因条件下的因果力估计。在预防原因条件下,与文字陈述和表格表征相比,图形表征会促使更多被试按效力PC理论来做因果力估计;⑶没有被试使用pCI规则;⑷被试估计因果力所使用的规则存在明显的个体差异。     

认知过程中的捆绑问题--认知神经科学的研究

捆绑问题是当前脑科学研究中的主要问题之一,近来已成为意识争论的焦点。该文结合国外对捆绑问题研究的最新成果,在概括介绍关于捆绑机制的主要理论的基础上,综述了捆绑问题与主要认知功能关系的研究,并指出不同认知过程中捆绑脑机制的精细化研究和一般性捆绑脑机制的系统化研究可能是今后这方面研究的重点。     

论意义理论中的两条路线

意义理论在上世纪后期曾经是哲学讨论的一个核心领域,并成为语言学、逻辑学、认知科学和心理学的交叉研究领域;但它是一个非常复杂而又混乱的研究领域。D.刘易斯在谈到意义理论时指出:我区分两个主题。首先,可以把可能的语言和语法描述成一种抽象的语义系统,藉此我们把语言中的符号与我们周遭的世界关联起来。其次,通过心理学和语言学事实的描述,任何抽象的语义系统都     

心理资本、学习策略与大学生学业成绩的关系

该研究采用《大学生学习策略问卷》和《积极心理资本问卷》对大学生4种学习策略和12种次级策略以及大学生的心理资本情况进行了调查,并在此基础上考察了大学生学习策略、心理资本与其学业成绩的关系。结果显示：大学生对认知、元认知、动机情感以及资源管理等4种学习策略总体掌握较好;在12种次级策略中,大学生对情绪调节、环境选择、过程监控等策略的掌握较好,而对意志努力、准备复述、学业求助等策略的掌握相对薄弱。大学生的心理资本总体情况是正面的,但也有约17%的大学生的心理资本水平偏低。大学生的心理资本和学习策略对其学业成绩有显著的预测作用,其中心理资本对其学业成绩的影响以学习策略为中介。     

目标设置对工作记忆成绩影响的实验研究

为了回应Locke提出的“目标设置理论仍然需要发展”的观点,本文从认知心理学的角度对目标设置理论进行了检验。结果表明：设置明确且有一定难度的目标比设置模糊或一般性目标会使被试产生更高水平的努力,从而提高成绩;设置明确但难度偏低的目标与设置模糊目标的成绩间并无显著性差异;被试对目标的可接受性程度越高,成绩越好;任务难度变量对目标难度与成绩之间的调节效应要通过被试对策略的发掘和使用以及在时间方面给予一定的压力才能得到体现。     

The influence of expertise and of physical complexity on visual short-term memory consolidation

We investigated whether the expertise of a perceiver and the physical complexity of a stimulus influence consolidation of visual short-term memory (VSTM) in a S1-S2 (Stimulus 1-Stimulus 2) change detection task. Consolidation is assumed to make transient perceptual representations in VSTM more durable, and it is investigated by postexposure of a mask shortly after offset of the perceived stimulus (S1; 17 to 483?ms). We presented colours, Chinese characters, pseudocharacters, and novel symbols to novices (Germans) or experts of Chinese language (Chinese readers). Physical complexity was manipulated by the number of strokes. Unfamiliar material was remembered worse than familiar material (Experiments 1, 2, and 3). For novices the absolute VSTM performance was better for physically simple than for complex material, whereas for experts the complexity did not matter-Chinese readers memorized Chinese characters (Experiment 3). Articulatory suppression did not change these effects (Experiment 2). We always observed a strong effect of SOA, but this effect was influenced neither by physical complexity nor by expertise; only the length of the interstimulus interval between S1 and the mask was relevant. This was observed even with short stimulus onset asynchrony (SOA) of 100?ms (Experiment 2) and in comparing colours and characters (Experiment 5). However, masks impaired memory if they were presented at the locations of the to-be-memorized items, but not beside them-that is, interference was location-based (Experiment 6). We explain the effect of SOA by the assumption that it takes time to stop encoding of information presented at item locations with the offset of S1. The increasing resistance against interference by irrelevant material appears as consolidation of S1.     

Cognitive behavioral group treatment for Chinese people with depressive symptoms in Hong Kong: participants' perspectives

This study documents the experiences of 20 Chinese people in Hong Kong who participated in group cognitive behavioral therapy (CBT). They were asked to comment on the aspects of the group content and process that they found to be useful or not useful in dealing with their depressive moods. In general, they reported that the groups helped them gain awareness of their thought and behavioral patterns and learn new cognitive and behavioral strategies. Certain aspects of the group process, however, such as the outpouring of negative emotions, were considered by the participants to be counterproductive to their learning and practice of CBT.     

Spatial Stroop and spatial orienting: the role of onset versus offset cues

The present study investigated whether offset cues have the same attentional consequences in the spatial Stroop effect as onset cues. Experiments 1 and 2 compared the attentional effects of onset–offset cues versus offset cues on the spatial Stroop effect, whereas Experiment 3 compared the attentional effects of onset versus offset cues. Across these experiments, independent of cue type (onset–offset or onset vs. offset) and even at long stimulus-onset asynchrony, attentional cueing did not revert into inhibition of return and was modulated by spatial Stroop with greater cueing effects for incongruent arrow’s direction and position. In addition, onset–offset or onset and offset cues produced comparable cueing effects in the location-direction congruent condition, and onset–offset or onset cues produced greater facilitation than offset cues in the incongruent condition. From a different perspective, peripheral cueing modulated the spatial Stroop effect in the same direction for onset–offset or onset and offset cues, although the reduction in spatial Stroop at cued locations was smaller with offset than with onset–offset or onset cues.