Learning strategy differentially impacts memory connections in children and adults

Even once children can accurately remember their experiences, they nevertheless struggle to use those memories in flexible new ways—as in when drawing inferences. However, it remains an open question as to whether the developmental differences observed during both memory formation and inference itself represent a fundamental limitation on children's learning mechanisms, or rather their deployment of suboptimal strategy. Here, 7–9-year-old children (N = 154) and young adults (N = 130) first formed strong memories for initial (AB) associations and then engaged in one of three learning strategies as they viewed overlapping (BC) pairs. We found that being told to integrate—combine ABC during learning—both significantly improved children's ability to explicitly relate the indirectly associated A and C items during inference and protected the underlying pair memories from forgetting. However, this finding contrasted with implicit evidence for memory-to-memory connections: Adults and children both formed A-C links prior to any knowledge of an inference test—yet for children, such links were most apparent when they were told to simply encode BC, not integrate. Moreover, the accessibility of such implicit links differed between children and adults, with adults using them to make explicit inferences but children only doing so for well-established direct AB pairs. These results suggest that while a lack of integration strategy may explain a large share of the developmental differences in explicit inference, children and adults nevertheless differ in both the circumstances under which they connect interrelated memories and their ability to later leverage those links to inform flexible behaviours.

Research Highlights

• Children and adults view AB and BC pairs related through a shared item, B. This provides an opportunity for learners to connect A–C in memory.
• Being encouraged to integrate ABC during learning boosted performance on an explicit test of A–C connections (children and adults) and protected from forgetting (children).
• Children and adults differed in when implicit A–C connections were formed—occurring primarily when told to separately encode BC (children) versus integrate (adults), respectively.
• Adults used implicit A–C connections to facilitate explicit judgments, while children did not. Our results suggest developmental differences in the learning conditions promoting memory-to-memory connections.

     

变革型领导与员工心理健康:工作情感的中介作用

通过对550位员工的问卷调查,探究员工工作情感在变革型领导行为与员工心理健康间的中介作用。结构方程模型结果表明:(1)变革型领导行为与员工心理健康得分呈显著负相关;与愉快情感呈显著正相关,与不愉快情感呈显著负相关;(2)高激活愉快情感与心理健康得分呈显著负相关,高、低激活不愉快情感与之呈显著正相关,且中介变革型领导行为与心理健康间关系。变革型领导会积极影响下属的工作情感,进而对其心理健康产生积极影响。     

遵守规范为什么十分困难?——关于规范与失范的理论命题探讨

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《易传》道家说质疑

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吐蕃时代佛经翻译考辨

本文依据大量的藏汉史料,详细考证了吐蕃时代从松赞干布到热巴坚西藏佛教译经事业的发展轨迹.分析了松赞干布之世虽有佛经译出,但并未流传于世的原因.至于赤德祖赞时期,藏文史料虽记载有汉文佛经的译出,但这实际上是将后世的史实前提了.赤松德赞时期和热巴坚时代是吐蕃译经的高峰,文中不仅叙述其基础概况,而且对参与译经的异域人士如克什米尔的阿年达、突厥人吾比夏等进行了介绍,对热巴坚时代的厘定译语也进行了重点叙述.     

论帛书《二三子问》中的"精白"

本文讨论帛书<易传>第一篇<二三子问>的时代问题.依据传世文献材料和出土文献,并根据思想观念的发展规律,指出<二三子问>中出现的"精白"一词,已见于<鹃冠子·度万>,进而分析在孔子的时代,有可能出现"精白"这样的概念以及出现押韵的占语,对于<二三子问>的年代作出了新的推测.认为此篇时代当较早,并没有受到黄老思想的影响,有可能就是孔门弟子录所闻于夫子,整理成篇.     

略论华严宗判教思想对唐君毅“心灵九境”理论建构的影响

本文认为,华严宗在理论的系统性、以境界、教义分高下、由对教理的评析而归判境界,以及深刻的融通性、广大的包容性和适时适机的创造性等方面,都对唐君毅"心灵九境"的现代判教产生了重大的影响.     

在规矩中自在——由“从心所欲,不逾距”看儒家自由观念

"从心所欲,不逾矩"是孔子进入化境的重要文献依据,后人往往依此句来讨论儒家的自由观念.在后儒的理解和诠释中,"从心所欲,不逾矩"实际上是要求人们将社会礼法内化成自己的信念,并以此涤除不合礼法的欲望,使自己的欲念全在礼法当中,从而感觉不到礼法与内心要求的冲突.这种"自由"是不去挑战世俗礼法的心灵自在,它蕴含着牺牲自己内心来迎合不合理的社会规矩之危险.当然,它也意味着,在现实生活中,个体难以脱离具体的历史情境追求无所顾忌的个人自由.     

Dynamic awareness of age-related losses predict concurrent and subsequent changes in daily inductive reasoning performance

To address gaps in previous research, we examined daily within-person associations between awareness of age-related change (AARC) and cognitive performance in older adults. One hundred twelve adults aged 60–90 participated in an online daily diary study for nine consecutive days. On Day 1, they reported demographic information. On Days 2–9, they reported daily AARC, subjective age, and stressors and completed three tasks that gauged memory (word recall), perceptual speed (number comparison), and reasoning (letter series), respectively, once per day. Unconditional multilevel models revealed significant within-person fluctuations in daily cognitive performance and daily AARC. Controlling for age, education, health, and daily stressors, daily awareness of age-related losses was negatively associated with letter series scores of the same day and changes from one day to the next. The effects held over and above AARC gains and subjective age. Dynamic, naturally occurring perceptions of ageing may influence within-person concurrent and subsequent changes in reasoning performance on a daily basis and point to a promising avenue of intervention.