不同相关线索下海洛因成瘾者的反应差异及反应抑制特征：来自ERP的证据

采用ERP技术, 探究海洛因成瘾者在不同相关线索下的脑电反应及其与冲动性的关系。实验采用组间实验设计和双选择Oddball范式, 要求海洛因成瘾组和健康对照组被试对标准刺激与偏差刺激分别做不同的按键反应, 记录他们的EEG数据。结果发现：相比对照组被试, 海洛因成瘾者在观看药物相关线索时诱发的N2波幅更小, P3波幅更大; 在成瘾组内, 相比用药工具线索, 用药动作线索诱发了更小的N2波幅和更大的P3波幅。这表明海洛因成瘾者对药物相关线索存在反应抑制缺陷, 且不同的药物相关线索会激发海洛因成瘾者不同程度的反应抑制缺陷, 用药动作线索比用药工具线索更大程度地影响成瘾者的反应抑制能力, 反映出更高的动作冲动性。     

停表错觉的机制：注意是否为决定因素

通过两个实验探讨了注意是否影响停表错觉（chronostasis）。实验一要求被试在注视时或眼跳后,估计处于眼跳目标或其附近位置的刺激的持续时间;实验二要求被试在眼跳条件下辨别眼跳目标或其附近位置的刺激,以考查两种位置的注意水平。结果表明,眼跳目标位置的注意水平高于其附近位置,而两种位置均可产生停表错觉,且两者的错觉量近似相等。从而说明注意并不影响停表错觉,停表错觉的机制可能是眼跳目标及其附近刺激的知觉提前。     

客体替代掩蔽:视觉后向掩蔽研究的新进展

传统的知觉实验通常采用视觉后向掩蔽在网膜水平上干扰对目标刺激的加工,主要有模式掩蔽和偏对比掩蔽两种形式.近年来客体替代掩蔽(简称OSM)的实验研究表明,围绕目标刺激呈现四个点也可导致目标刺激的可见性下降.OSM发生在客体表征水平上,它既是值得研究的掩蔽现象,也可以作为一种新的研究范式.本文介绍OSM的心理物理学和计算模型研究,并指出它对于认知科学的重要意义.     

Gray matter density negatively correlates with duration of heroin use in young lifetime heroin-dependent individuals

Numerous studies have documented cognitive impairments and hypoactivity in the prefrontal and anterior cingulate cortices in drug users. However, the relationships between opiate dependence and brain structure changes in heroin users are largely unknown. In the present study, we measured the density of gray matter (DGM) with voxel-based morphometry in 30 lifetime heroin-dependent individuals who had abstained from drug use for 5 months, and 34 healthy participants. The DGM of the prefrontal, temporal and cingulate cortices significantly decreased in heroin addicts relative to the healthy group. Critically, partial correlation analysis, which controlled for age, education and gender factors as well as nicotine use and heroin abstinence duration, showed that the duration of heroin use negatively correlated with the DGM in heroin-dependent individuals. These results provide compelling evidence for structural abnormality in heroin-dependent individuals and further suggest that duration of heroin use is a critical factor leading to brain damage.     

完美主义研究综述

本文在对完美主义的概念、测评工具予以介绍的基础上,回顾了临床完美主义与心理病理学的相关研究,并针对完美主义的测评工具提出了需要进一步深入研究的问题。     

关于pCI与因果判断的实验研究

本研究通过三个实验,检验了pCI公式对人类因果判断预测的准确性。实验结果发现,被试的判断与pCI的预测趋势基本一致,但（a＋d）／n的预测似乎更加准确;被试的判断较pCI而言波动较小,且可能在开始判断时需要一段时间形成自己的判断标准或方法,之后的判断与精密的数学计算有共同之处;不同个体判断方式有比较大的差异,但是仍能归为一些类型。     

7岁超常和常态儿童的信息加工速度

该研究以超常和常态儿童各25名(平均年龄分别为6岁10个月和6岁11个月)为被试,以选择反应、图形匹配、心理旋转、和抽象匹配为基本认知任务,对超常和常态儿童的信息加工速度作了比较研究。研究者对被试的正确率和反应时作了分析。结果表明：(1)超常儿童基本信息加工能力显著优于普通儿童,具体表现在反应时更短,或正确率更高。(2)超常儿童与常态儿童信息、加工的差异与任务难度有关,在选择反应和图形匹配任务中,超常儿童的反应时显著短于常态儿童。而且,在图形匹配任务中,任务难度越大,差异越显著。而在心里旋转和抽象匹配任务中,超常儿童的正确率显著高于常态儿童。(3)任务的难度无论对超常组被试还是常态组被试的反应时及反应正确率都有影响,但影响方式不太一样。在反应时上,随着任务难度的增加,两组被试的反应时都明显延长;但在正确率上,则随着任务难度的增加,常态组被试的正确率降低,而超常组被试的正确率基本稳定在一个较高的水平上,即任务难度问的差异不显著。     

因果错觉的实验研究

本研究分别从可控情境和不可控情境两方面探讨了在工具性条件反射中,人对因果关系的认知的特点。结果发现：1．在可控情境下。延迟反馈可能导致被试的因果错觉;2、在不可控情境下,被试同样表现出因果错觉：迷信和控制幻觉,并且这种现象具有一定的普遍性;3、提供恰当的外部线索能有效地帮助被试消除已经形成的因果错觉。     

不同强度的痛觉刺激对内、外倾者心率、T波幅度影响的初步研究

本文旨在探讨内、外倾者在三种不同强度痛觉刺激下心率、T波幅度的变化。通过艾森克个性问卷筛选出15名内倾者和15名外倾者,以8mA、12mA、16mA的电流引起痛觉。实验结果表明,刺激后30秒内．在12mA、16mA痛觉刺激下．内倾组心率反应值与基础值差异显著．外倾组差异不显著;在12mA刺激下．内、外倾组心率变化差异显著。从心率变化上看。两组被试对痛觉刺激均表现出适应,内倾组的适应速度比外倾组慢。在各强度痛觉刺激条件下．二组T波幅度均未随刺激量增大发生显著变化。本实验表明,心脏T波幅度对痛刺激不敏感。     

Cultural Effects on English Language Teachers’ Judgments of Metaphoric Creativity: A Mixed‐Methods Approach

This study explored cultural influences on English language teachers’ judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers’ ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers’ imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners’ creative language artifacts in an English L2 context.